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"Choosing a
stringed instrument
that best suits your child."
Due to the high
percentage of violin students I teach, I realize
that some students and parents may not be aware that there are four
instruments in the string orchestra family to choose from. I
wanted
to explain the purposes and uses of the three main instruments:
violin, viola, and cello so that you can make knowledgeable
decisions in choosing stringed instrument lessons for your children.
SIZE ORIENTATION
Typically a child will orient to an instrument that is his/her body
build and height. Violins are created in miniature sizes for
preschoolers, so the majority of beginning music students start lessons
at early ages (four or five years old) on the violin.
Unfortunately, these small instruments are inferior in sound so the
violin is abandoned before the child reaches a quality size. A
child’s fine motor skill development should play an important role in
choosing a stringed instrument to learn. For example, a child with
long thin fingers and long arms will do exceptionally well on the violin
and cello which require reaching, stretching and extending up and down
the fingerboard. On the other hand, a child with a slower
movements and/or stockier build will do well to choose the viola which
demands less fine motor skills development. Older students
beginning a string instrument should select the lower instruments (viola
and cello) because they do not demand years of training to refine the
sound quality.
SOUND APPEAL
A child often orients to the instrument within his/her voice or singing
range. For example young girls with alto voices will often switch
from the violin to the viola which is an alto instrument. Boys
may want to switch from the violin to the viola or cello when their
voices begin to deepen. A child who sings melody or soprano often
prefers the high notes of the violin. If your child begins taking
violin and shows an orientation to the higher strings of the violin,
then they are suitably matched to their instrument because the advanced
violinists rarely uses their lowest strings; but concentrates on mid and
high range notes on the music staff. Playing in an ensemble or
orchestra early in string training is important so that the student is
exposed to various (melody, harmony, tenor, bass) and can decide what
parts they like to play best. This will cause a student to develop
definite range preferences (i.e. first violin if they like high sounds
and melody, second violin if they enjoy lower range or harmony;
and third violin which is basically a viola part written for
violins to play on the lowest strings overlapping with cello
arrangements).
INTEREST APPEAL
Exposure to classical music, church orchestras, symphony and various
performances will cause a young student to want to play a particular
instrument. If your child enjoys Irish, Scottish or Celtic
fiddling then they will enjoy the viola which is most commonly used for
used for these recordings or performances because of its deep, resonant
melancholy tones. By listening to classical music recordings of
musicians such as YoYo Ma (cello); Itzak Pearlman, Joshua Bell, Isaac
Stern, Sarah Chang, Mark O’Conner (violin); Alasdair Fraser, Eileen
Ivers and Bonnie Rideout (viola) your child will begin to develop
definite interests in certain musical genres and styles of string music
performance. Some children prefer playing a string instrument
because it provides a certain flexibility, variety, and creativity that
piano lessons haven’t afforded them (i.e. fiddle, sacred, classical,
bluegrass, swing, etc.); but will often return to the piano, guitar, or
flute as a second complimentary instrument during their preteens.
VISUAL APPEAL
Probably the most surprising reason why a child will choose or want to
play a stringed instrument is the visual appeal. Stringed
instruments are the most intricate of the orchestra instruments and
often satisfy an artistic child’s visual creativity. My
students have admitted to me on several occasions that they first wanted
to play the violin because they were attracted to its beauty. One
of my students announced to her parents as a six year old that she
wanted to play the violin because of the violin Christmas tree ornament
her family decorated their tree with every year. Though this
seems to be a weak purpose in choosing an instrument, remember that a
student has to connect with his/her instrument in order to enjoy and not
abandon practice whenever learning plateaus are reached. In this way,
true musicians are developed because they make a connection emotionally
with the instrument of their choice. A stringed instrument becomes a
part of a student’s life becoming a viable reason for choosing an
instrument that provides visual satisfaction.
SOCIAL APPEAL
For some students, it would be that a friend or sibling is playing a
string instrument and will teach a friend or brother/sister beginning
techniques triggering their interest. Hearing others perform at recitals
will spark musical interest and cause a child to want to play a
particular stringed instrument. If a parent plays/or has played a
particular instrument then a child will normally orient to that
instrument as well. Playing in a string ensemble or orchestra
adds a tremendous incentive because of the interaction of fellow young
musicians and the enjoyment of a productive social environment.
PROFESSIONAL RECOMMENDATION
Sometimes a teacher will make an alternative instrument recommendation
to you for your child’s music training. Other times your child
will start out playing one instrument and getting a musical inspiration
to switch to another instrument because they have learned more about
their own natural talent and musical inclinations either consciously or
subconsciously. Do not be surprised if your child shows interest in
another instrument while he/she is learning a stringed instrument.
String training is very intense and develops an excellent ear for
music causing students to need more avenues of creative musical
expression. A second instrument will compliment and revive the slowing
momentum of the primary instrument. Below is a string instrument
analysis that will assist you and your child in making the most accurate
string instrument choice.
Violin (high notes, melody &
high counter melody, finest motor skills, longest learning curve,
smallest instrument, begun at the youngest ages around 4 years old,
affords the most detailed musical training of all the instruments due to
ear training, requires high discipline and character building
Viola (medium/harmony range
instrument, harmony, deeper resonant tones, typically melancholy sound,
requires fairly good dexterity in general, more upper body strength
require to produce sound, most relaxed of the stringed instruments;
shorter learning curve and quickest results deepest range (tenor/bass),
low melody, harmony and bass lines,
Cello (deepest resonance of
stringed instruments, requires larger body movements and strong upper
body, larger motor skills, typically classical and sacred music only,
slower and less intricate rhythms
CHOOSING, PURCHASING OR RENTING INSTRUMENTS
As a general rule a student only progresses as far as his instrument
allows him to. This is why the quality of the instrument chosen is
critical in the long term success of a child’s music training. Typically
European crafted instruments are finer and produce a greater tone thus
resulting in more satisfied and long-term commitment to an
instrument. Most Asian instruments are inferior both in tone
quality and in facility and will not perform well despite consistent and
faithful practice. Students will give up more quickly because
technical frustration due to inferior instruments more often than any
other reason.
Those interested in an instrument rental program should contact Turner
Violin and/or the Ye Ole Fiddle Shop for reasonable prices and quality
instruments. Purchasing an instrument can be a cost saving
investment to consider. Instruments for purchase can be acquired through
a number of music stores in the area; and I will be more than happy to
assist you in the selection of one for your child.
Ye Old Fiddle Shop (off Hwy 29/Pensacola Blvd; Ensley area 479-1989)
Joyful Noise (Milton 983-3008)
Dollarhyde Music (downtown Pensacola
Tringas Music (Creighton Road 850-477-2210) www.tringasmusic.com
SHAR Products 1-800-248-7427 www.sharmusic.com
Southwest Strings 1-800-528-3430 www.swstrings.com
Ifshin Violin Company 1-800- 522-1099 www.ifshinviolins.com
Selecting VIOLIN sizes: Ask the student to extend their left arm
straight out to the front with the palm and fingers straight out and
facing upward. Measure from the neck (under the chin) out to where
the fingers meet the palm. Note the following sizing chart;
remember, smaller is better. Distance measure above:
13.5" to 14.75" 1/32 violin
15.0" to 15.5" 1/10 violin
15.5" to 16.5" 1/16 violin
16.5" to 18.1" 1/8 violin
18.1" to 20.5" 1/4 violin
20.5" to 21.65" 1/2 violin
21.65" to 23.2" 3/4 violin
23.2"
full size violin
Selecting VIOLA sizes: If a viola is available, place it under
the chin in a playing position. If the palm and fingers of the left hand
comfortably cup the scroll, it's the correct size. If no
instrument is available, use a yardstick. Measure from the base of the
left side of the neck to the middle of the palm of the left hand. Use
the following chart to determine size.
21.65" to 23.2" 13" viola
23.2" to 24-7/8" 14" viola
24-7/8"to 25.5" 15" viola
25.5" to 26-3/8 15.5" viola (9-11 years old)
26-3/8" to 27-1/8"16" viola (11-13 years old)
27-1/8" to 28"16.5" viola (12 up through adult)
CELLOS come in a variety of different sizes to best fit the size
and age of the player. The person being sized should be seated so that
the knees are bent at a 90 degree angle. The upper rim of the cello body
should rest on the sternum (breast bone). The C String peg should be
near the left ear, and the left knee should touch the curve below the
lower bout corner. A general age guideline follows the appropriate cello
sizes.
Ages 5-7
1/8 cello
Ages 7-9
1/4 cello
Ages 9-11
1/2 cello
Ages 10-13 3/4
cello
Ages 12 to adult 4/4 cello
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