Since his death Ivan Galamian has passed into legend as perhaps the greatest teacher the string world will ever know. Barbara L. Sand asked some of his. Ivan Galamian was one of the most influential violin teachers of the 20th century. Using his technique, the violinist should place the bow hand on the frog in a. [2] Ivan Galamian also includes exercises in his book, Principles of Violin Playing and Teaching. [3] Mastering the technique of playing long, sustained notes.

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The location of contact and the direction of bowing have to be maintained. At the point of the bow more pressure and more turning of the right wrist to the inner side is necessary, less at the frog, balancing the weight of the bow.

Could you please extend them a bit from subsequent time? Different sounds require different bow postures: There are many kinds of playing the violin, some kinds are acceptable, some others are bad.

Bow Speed Techniques – String Visions, from Ovation Press

And between these two there are many intermediate stages. And therefore training of music of children is basically a trchnique problematic activity. CD blocks the development of the own musical personality. When the pupil persons are shy, the self confidence can be elevated by compliments and encouragement.

Exercise a at the frog there is automatically much pressure, and when the speed is low and the location of contact ga,amian near the bridge so the tdchnique is a full tone – – during the down bow the weight of the bow is less and one has to press more and the speed has also to be more and the location of contact has to be more to the finger board keeping the tone with a full sound Exercise b less pressure, fast bowing near the finger board – – during the down bow one should force the pressure, and when the bowing speed is kept high, so the location of contact should be shifted to the bridge a little bit Exercise c and therefore the logic of bowing during an irregular bowing comes out Exercise balamian and with all these variations of the irregular bowing the bowing posture has to be balanced getting a regular and constant tone quality.


The teaching person also can put a finger [or a pencil] between the violin’s body and the palm of the pupil’s hand, so the pupil’s arm has to be without movement not losing the tecnique.

Vibrato There is the difference between arm vibrato – hand vibrato – and finger vibrato – and all combinations of it. The scales help to warm up the fingers while helping the violinist maintain a steady tempo and smooth sound.

But the situation in the music schools is another one. Training of Spiccato a one exercise gow in the lower half of the bow with flat bowings, lead by techniqque arm “singing Spiccato” b next exercise are shorter bowings more to the middle of the bow and more vertically yet “knocking Spiccato” c then one can train the change between singing and knocking Spiccato d and then one can train the sudden change between the two.

Glissando and Portato should be used as a mean of expression only. Advanced embedding details, examples, and galamiqn Ivan Alexander Galamian Armenian: The finger is extended to the new tone and then the hand is torn after it.

Another excellent exercise using bow speed for teaching good tone production in a beginning heterogeneous group, begins with counting aloud with a steady beat metronome: Technique and mind in their mutual relationship: Additionally, the fingers should sit naturally and comfortably together, like how they would if the violinist was not holding the bow but simply had his hands at his side. Unfortunately this humiliation of the children is never punished until today.


The fingers have falamian give in passively.

Brief Notes on the Galamian Technique

This is the guarantee for more safety during a concert. The movement of the left hand Basic movements are: This is a little bit difficult because eventually the music teacher is cutting his own salary when a pupil’s person is not ovan music any more.

About training The teacher’s person has to teach the pupil’s person how a good training works. Starting at the frog, in one long bow, pulse 60, play half note, two quarters, four eights and eight sixteenths, Then up bow on the same pitch, keeping the bow on the string and articulating the sixteenth notes at the frog much the same way you did before at the point. Wendy November 5, at 4: Some of his teaching assistants have become noted teachers themselves including, Dorothy DeLay, Margaret Pardee, and David Cerone, among others.


During playing in the first position the first finger put on the finger board should form more or less a square, but never a perfect square. Difficult passages have to be integrated with a musical interpretation at the end. The movement remains horizontal. Formulations in texts should be limited in some general basics which are enough elastic so they can be applied in any case.

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