Cello Curriculum
Eastman Beginning Strings (EBS)
Prepared by Diego Garcia, Kathleen Kemp, Keiko Ying
November 2011
Mission Statement
Our mission is to provide exceptional cello instruction to students of all ages and levels. We assist each student achieve the necessary skills and creative power to reach their highest musical potential and to master their instrument. We are highly committed to our role in providing guidance to students aspiring to be professional cellists.
Vision Statement
We seek to nurture and to inspire students with a love of music and of cello performance. We seek to challenge our students so they are able to excel in the art of cello performance. We hope to raise the musical and educational standards of our entire community.
Level I
Set up
Demonstrate balanced and natural sitting position and physical orientation, develop natural posture and balance in relation to the chair and instrument, correct chair height and spike length.
Bow Arm
Demonstrate a good basic bow grip and be able to organize the relationship upper vs. lower arm motions in relation to different parts of bow. Right arm weight is constant during string crossings.
Left Arm
Setting of left hand in relation to the fingerboard, accurate finger spacing, first position including lower extensions and upper extensions
Tone Production and Articulation
Understand and demonstrate the elements of sound production: weight, speed, amount of bow, pronation, and sounding point to achieve different dynamic levels. Understand and demonstrate martele, detache, and legato articulations in common bowing patterns.
Technique
Open strings, scales in first position, and arpeggiated pstterns in first position, different major and minor keys, slurs, using the whole bow vs. half bow, demonstrate a good tone and play correct rhythms.
Ear Training/Musicality/Theory
Be able to tune the cello with tuner, practice singing phrase from repertoire, clap difficult rhythms, develop a good core sound, learn techniques of memorization. Demonstrate one octave thumb position scales in various positions.
Lesson Plan
The lesson plan should be a model for home practice. Amount of time spent on technique, repertoire, ensemble music, review and ear training should be clearly defined for student and parent.Practice Habits: Establish clear weekly technical and musical goals for practice. Create a shared expectation for amount of time spent daily. Create a time line with performance goals for solo recitals, competitions, ensemble performances, etc. which the student may use to plan their practicing.
Exam Requirements for Level One
Scale
- One single octave scale in major or minor -- one note per bow
- One single octave arpeggio in major or minor -- one note per bow
Etude
- One etude
Repertoire
- One solo piece
Level II
Set up
Demonstrate balanced and natural sitting position and physical orientation, develop natural posture and balance in relation to the chair and instrument, correct chair height and spike length.
Bow Arm
Demonstrate a good basic bow grip and be able to organize the relationship upper vs. lower arm motions in relation to different parts of bow. Right arm weight is constant during string crossings.
Left Arm
Setting of left hand in relation to the fingerboard, finger spacing, first position including lower extensions and upper extensions. introduction to basic vibrato exercises, developing finger agility and strength, understanding and applying the elements of shifting, position connection exercises.
Tone Production and Articulation
Understand and demonstrate the elements of sound production: weight, speed, amount of bow, pronation, sounding point to achieve different dynamic levels. Understand and demonstrate martele vs. legato articulations in common bowing patterns.
Technique
Practice scales through 4th position and scales of C and D through three octaves, basic double stops to improve hand position and intonation, shifting exercises, exercises to reduce the squeeze of the left hand. Demonstrate one octave thumb position scales in various positions. Demonstrate exercises for intonation, control, strength, agility.
Ear Training/Musicality/Theory
Be able to tune the cello with tuner, practice singing phrase from repertoire, clap difficult rhythms, develop a good core sound, learn techniques of memorization. Gain understanding style, phrasing, form and applying appropriate use for different periods/styles of music from daily listening. Relate basic concepts of theory (key signature/scales/form) to cello pieces. Introduction notation for tenor clef.
Lesson Plan
The lesson plan should be a model for home practice. Amount of time spent on technique, repertoire, ensemble music, review and ear training should be clearly defined for student and parent.Practice Habits: Establish clear weekly technical and musical goals for practice. Create a shared expectation for amount of time spent daily. Create a time line with performance goals for solo recitals, competitions, ensemble performances, etc. which the student may use to plan their practicing..
Exam Requirements for Level Two
Scale
- Two scales, two octaves each, one in major and one in minor -- slur two or more notes per bow
- Two arpeggios, two octaves each, one in major and one in minor -- slur two or more notes per bow
Etude
- One etude
Repertoire
- One solo piece of choice based on the ECMS curriculum
Level III
Set up
Properly sitting on chair - physical orientation, developing a natural posture and balance, balance in relation to the Chair and Instrument, Correct Chair Height and spike length, How to hold the Cello. Development of a balanced and natural sitting position at the cello.
Bow Arm
Demonstrate a good basic bow grip and be able to organize the relationship upper vs. lower arm motions in relation to different parts of bow. Right arm weight is constant during string crossings.
Left Arm
Setting of left hand in relation to the fingerboard, finger spacing, first position including lower extensions and upper extensions. introduction to basic vibrato exercises, developing finger agility and strength, understanding and applying the elements of shifting, position connection exercises, position connection exercises in double stops, in depth analysis of shifting motions and timing.
Tone production and articulation
Understand and demonstrate the elements of sound production: weight, speed, amount of bow, pronation, sounding point to achieve different dynamic levels. Understand and demonstrate martele vs. legato articulations in common bowing patterns.
Ear Training/Musicality/Theory
Be able to tune the cello with tuner, practice singing phrase from repertoire, clap difficult rhythms, develop a good core sound, learn techniques of memorization. Gain understanding style, phrasing, form and applying appropriate use for different periods/styles of music from daily listening. Relate basic concepts of theory (key signature/scales/form) to cello pieces. Introduction notation for tenor clef.
Technique
Practice scales through 4th position and scales of C and D through three octaves, basic double stops to improve hand position and intonation, shifting exercises, exercises to reduce the squeeze of the left hand. Introduction of twenty-four note scale, three octave scales, concentrating on the C string scales, major and minor. Demonstrate fluid shifting between all neck positions, introduction to varied and complex rhythmic patterns to be used in scale practice and applied in the study of passages in the repertoire. One octave thumb position scales in various positions.
Lesson Plan
The lesson plan should be a model for home practice. Amount of time spent on technique, repertoire, ensemble music, review and ear training should be clearly defined for student and parent.
Practice Habits
Establish clear weekly technical and musical goals for practice. Create a shared expectation for amount of time spent daily. Create a time line with performance goals for solo recitals, competitions, ensemble performances, etc. which the student may use to plan their practicing.
Exam Requirements for Level Thre
Scale
- Two scales, two octaves each, one in major and one in minor -- slur three or more notes per bow
- Two arpeggios, two octaves each, one in major and one in minor -- slur three or more notes per bow
Etude
- One etude
Repertoire
- One solo piece of choice based on the ECMS curriculum
Last updated: November 18, 2011