One of the wonderful points about teaching from the exact same arsenal year after year is you tend to build “favorites”. One of my favorite pieces in Book 1 is Song of the Wind. It’s fun, energetic, and regularly a student favorite, and also it’s fun to differ the tempo in team class so it becomes Song of the Gentle Breeze, or Song of the Tornacarry out. Track of the Wind seems prefer a short, straightforward song, but tright here is so a lot to check out in simply a couple of lines. One of the trickiest spots for beginning students occurs right at the beginning, in procedures 3-4. Tright here are numerous skills going on in that spot. Tright here is a quick string crossing for both the left hand finger and also the bow (more on that in a moment) and also we have our initially circumstances of a bow retake, also recognized as a a circle bow or circle collection. But for any of this to work, the student also hregarding leave their initially finger dvery own, while moving the 3rd finger over to a various string.
I’ve created lyrics for this meacertain, which go favor this (from the beginning of the song through meacertain 6):
“Up the scale then play 4 A’s then glue hop hop glue A…glue hop hop glue A”
When teaching violin students, I just readjust the A’s to E’s.
In Lightly Row, I have already taught the student to make a “tunnel” via the 2nd finger, by preparing the 2nd finger on the D string while playing the open A. Thus, the concept of leaving fingers down is not totally new. What is new is that in meacertain 3 of Tune of the Wind, the student have to currently leave the initially finger down on the A string while relocating the third finger over to D, then back to A. It looks favor this in the music:
When presenting this measure, I ask the student to imagine they have actually some sticky glue on the reminder of their first finger. I tell them it’s not super glue, but more choose institution glue, which is sticky however not so a lot that they can’t lift the finger off the fingerboard. So the first finger is the “glue finger” and also the 3rd finger hregarding “hop” to the D string, then hop back to the A string, so the third finger is the hop finger. Without the bow, I will certainly have student practice gluing the first finger to the A string, while gently tapping the third finger on A, then on D, and earlier and forth. I desire to make sure that this movement is comfortable and also fluent before adding the bow.
For the following action, I will bow for the student while they play the left hand also. I regularly have to remind students that it’s called a glue hop, not a glue drag. It’s essential that the student lift their 3rd finger and place it on the new string, rather than drag it throughout. The photo of the finger hopping over a mud puddle can be a valuable reminder. Because the third finger is the many hard to move independently, I will regularly asauthorize students some additional exercises utilizing left hand also pizzicato through the third finger. Typical Pre-Twinkle Songs such as the “Ants Song” or “Pop Goes the Weasel” adapt nicely to left hand also pizzicato.
Once they are secure with the left hand alone, I will certainly ask the student to “Twinkle-ize it”, by bowing Twinkle Variation A for each note in the glue hop passage. The last step is to include the correct rhythms and also bowings, and also to present the circle set at the end which I will certainly cover in a future blog post. During the initially week, I will certainly ask the student to practice just the glue hop part 20 times a day.
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At the following leschild, we can often add the rest of the notes to the song, a lot to the student’s delight.
I hope you have actually enjoyed the idea of the glue hop. How perform you teach this tricky passage?