Slow scales build multiple skills

For many years I have been using one octave whole note scales with a tonic drone to help focus and shape intonation, bow control, tone production and scale memorization.  I have found that this method of playing and learning scales has been an incredible teaching strategy, especially with middle school students.

In 2000 I created a CD of one octave scales using live players — one person (a cellist) played a tonic drone and another played the ascending and descending scale.  The audio quality was mediocre and the mix was not good, but it worked.

More recently, I took the recording quality to the 21st century and created tracks using synthesized sounds in Garageband so that I could ensure perfect intonation, an even balance, and a nice metronome click.  I even used a sampled British voice for the countoff.

I start slowly, introducing familiar scales, letting the students know about the purpose of the activity.  Scales at this tempo can be drudgery for students, but when they begin to realize how much it helps them, and how fast they attain better technique, it suddenly becomes tolerable.

Goals & Objectives of the Activity

1. Intonation

Students will increase their ability to adjust pitch and refine intonation.  The use of the slow whole note allows students the time to accomplish this goal.

2. Ear Training

Students will develop a better sense of relative pitch.  They will listen to the scale notes ascend and descend in relation to the tonic drone

3. Bow Control & Tone Production

Students will develop their ability to better control the bow and produce a strong tone.  By slowing down the bow stroke, it allows students the opportunity to pay close attention to their bow usage (full bows), angle (perpendicular to their instrument), speed (use of slow bows, and right hand technique, especially finger, wrist, and elbow motion.  The goal should be a full tone that is even throughout the bow stroke.

4. Memorization

Students will eventually memorize all their scales through repetition and slow, concentrated, effort.  This, in turn, will help students memorize key signatures and will solidify position work

Notes:

• Students can work at their own pace, playing the scale in upper or lower octaves, using different positions, on one string, etc. These strategies differentiate the lesson to suite many levels of players.

Listen to an example audio file, using whole notes at quarter note = 68 bpm:

[podcast]http://www.charleslaux.com/project_files/scalecd/01_C_Major.mp3[/podcast]