Viola
Produced by Ealing Music ServiceWritten by Mariana Nina & Michal WesolowskiFor internal use onlyViola Handbook2
Mission StatementWe will provide an engaging introduction to instrumental music tuition. With technical and musicalinstruction based around the students’ chosen instrument, we offer a fun introduction to playing a musicalinstrument and a solid grounding in basic musicality.What is EMS Small Group Tuition?Small Group Tuition is an affordable way for a child to begin playing a musical instrument. The programmeintroduces and develops fundamental music skills, delivering a solid start to instrumental playing andcollaborative music making, with a view to further progression.Progression RoutesViola Handbook3
Viola Handbook4
ContentsContents5The National Curriculum6EMS Stage Achievement Certificates7Grade 1-level Objectives8Objectives & Planning (Stages 1, 2 and 3)11Assessment14Stage Certificates Assessment15School & Teacher Duties18Lesson Management20Developing Good Practice Habits22Stage Presence – Tips & Tricks for Students23Exam Board Comparison24Resources26EMS – organisational structure and contacts29EMS – team members30Viola Handbook5
The National CurriculumWhilst EMS small group tuition is not bound by the requirements of the National Curriculum, it is useful tobe aware of the requirements for primary school music in order to provide quality instrumental tuition thatis complementary to what the children are learning in the classroom. Learning to incorporate the variouselements of the National Curriculum into your small group instrumental planning will help to improve theall-round musicianship of your students.What the National Curriculum says:Perform, listen to, review and evaluate music across a range of historical periods,genres, styles and traditions, including the works of the great composers andmusicians.GeneralMusicianshipUnderstand and explore how music is created, produced and communicated,including through the inter-related dimensions: pitch, duration, dynamics, tempo,timbre, texture, structure and appropriate musical notations.Improvise and compose music for a range of purposes using the inter-relateddimensions of music.Aural Development&SingingMusical Literacy& TheoryPerformanceListen with attention to detail and recall sounds with increasing aural memory.Learn to sing and to use their voices, to create and compose music on their own andwith others, have the opportunity to learn a musical instrument, use technologyappropriately and have the opportunity to progress to the next level of musicalexcellence.Use and understand staff and other musical notations.Play and perform in solo and ensemble contexts, using their voices and playingmusical instruments with increasing accuracy, fluency, control and expression.Viola Handbook6
EMS Stage Achievement CertificatesEMS is keen that its small group tuition students take graded exams, however, the gap between an absolutebeginner and Grade 1 is quite significant. In an attempt to bridge that gap, EMS has created 3 Stages, givingstudents concrete objectives and achievement certificates to work towards. Having a structured path andspecific goals to aim for boosts a student’s confidence and enriches their learning experience.EMS Stage objectives aim to give students a solid musical start and foster well-rounded musicianship, ratherthan limiting learning exclusively to exam pieces. Thus, alongside with the instrumental technicalrequirements and general musicianship skills, emphasis is also on aural development, musical literacy &theory, and performance. While there is suggested bibliography and resources in this handbook, teachersare free to use material of their own choosing.A student can go through all three Stages before starting their Grade 1 work, or can go straight to Stage 2 orStage 3 if their progress is swift; this is at the teacher’s discretion. The requirements of the main exam boardshave been collated into the Grade 1-level objectives table (pg. 8-9) and a comparison between them isavailable at the end of the handbook (pg. 24-25).Currently, Stage Achievement Certificates can be taken within a lesson by the teacher (assessment criteriacan be found on page 14) then EMS will send the paper certificate to the school upon successful completion.Students not planning on taking graded exams or the Achievement Certificates can still follow the EMS Stagesensuring a methodical and comprehensive introduction to the instrument. We suggest schools present itofficially at an achievement or music assembly.Viola Handbook7
Grade 1-level ObjectivesEnsemble skillsTime keepingInternalisationPitch, Rhythm & BeatImprovisation / CompositionRespect and care for musical instrumentsGeneralMusicianshipAural time keepingTime awarenessEchoingPitchMusic featuresCritical listeningTonalityAural DevelopmentRhythmic notationBasic music sign identificationMusical terminologyTime signaturesMusical pitch notationAccidentals and enharmonic notesKey signaturesArticulation and ornament notationMusical Literacy& TheoryInstrument specific notationStage etiquetteStage presencePerformance anxiety managementOne major performance per school year (minimum)Regular sharing opportunitiesPerformanceRange of notesPlaying techniqueCorrect posture and instrument positionInstrumentTechniqueInstrument partsSight-readingViola Handbook8
ViolaPlay together with one or more players or accompanimentMaintain & follow a steady beatRetain tempo, rhythm and pitch in the mindKnow and understand concepts, and difference between themCreate short simple rhythmic and/or melodic phrasesGeneral respect for all musical instruments and a basic working knowledge of that specific instrument’s maintenanceClap pulse of heard pieceIdentify if in 2 or 3 timeCorrectly sing and/or clap back short simple phrasesIdentify change of pitchIdentify changes in dynamics (loud/quiet or sudden/gradual changes) or articulation (smooth/detached)Listen to piece of music (a recording or teacher playing) and discuss mood and general characteristicsIdentify if harmonic phrase is in Major or minor keyStandard rhythmic notation - ability to identify,know correct terms, and follow whenplaying/clappinge.g.: stave, alto clef, bar lines, repeat, etc.Dynamics - p, mp, mf, f, sf, crescendo, diminuendo; tempo; tone & semitone;Know and understand basic concept; play/sing in; rallentando; a tempo, volta,, da capo, fineIdentify notes learnt on the instrument - alto clef- understand concept, recognise and identify symbolsC Maj / A min, G Maj, D Maj, F MajAccent, slur, ties,, pizz. and arcoKnow how to behave onstageAbility to communicate with audience & perform with confidenceAbility to manage nervesTo at least part of school, preferably to parents alsoEither in groups, to single classes, within lesson, etc.Detaché, slurring, pizzicatoComfortable playing position allowing the use of the left hand or arm; give the instrument adequate support; effective bow holdfor playing on each string at the frog, middle, and point of the bow; correct angle of right arm and elbow to avoid “wood sawing”Identify and name the different parts of the instrument- f, mf, p- detaché- within first position- in C, G, or D Maj- range of a 5thViola Handbook9
Viola Handbook10
Objectives & PlanningViolaStage 1GeneralMusicianshipAural time usical Literacy& TheoryRespect and care for musical instrumentsAuralDevelopmentSkillsEnsemble skillsTime keepingInternalisationPitch, Rhythm & BeatCritical listeningObjectivesGeneral respect for all musical instruments and a basic working knowledgeof that specific instrument’s maintenancePlay together with accompanimentMaintain & follow a steady beatRetain basic tempo, rhythm and pitch in the mindKnow and understand concepts, and difference between themClap pulse of heard pieceCorrectly sing and/or clap back short simple phrasesIdentify change of pitch (high vs low)Listen to piece of music (a recording or teacher playing) and discuss moodand general characteristicsRhythmic notationBasic music sign identificationMusical pitch notationInstrument specific notationstave, alto clef, bar lines, repeatIdentify notes learnt on the instrument - alto clef,, pizz. and arcoPerformance anxiety managementAbility to play individually in front of others (besides the teacher)Minimum of one sharing opportunityEither in groups, to single classes, within lesson, etc.Range of notesPlaying techniqueCorrect posture and instrument positionInstrument partsBowed, pizzicatoComfortable playing position allowing the use of the left hand or arm; givethe instrument adequate support; effective bow holdIdentify and name the different parts of the instrumentViola Handbook11
Objectives & PlanningViolaStage esEnsemble skillsTime keepingInternalisationPitch, Rhythm & BeatImprovisation / CompositionRespect and care for musicalinstrumentsPlay together with one or more players or accompanimentMaintain & follow a steady beatRetain tempo, rhythm and pitch in the mindKnow and understand concepts, and difference between themCreate short simple rhythmic phrasesGeneral respect for all musical instruments and a basic workingknowledge of that specific instrument’s maintenanceAural time keepingEchoingPitchClap pulse of heard pieceCorrectly sing and/or clap back short simple phrasesIdentify change of pitch (high vs low)Critical listeningListen to piece of music (a recording or teacher playing) and discussmood and general al Literacy& TheoryRhythmic notationBasic music sign identificationMusical terminologyTime signaturesMusical pitch notationAccidentalsKey signaturesInstrument specific notationstave, alto clef, bar lines, repeattempo, tone & semitone, , volta, fine, da capoKnow and understand basic concept; play/sing inIdentify notes learnt on the instrument - alto clefUnderstand concept, recognise and identify:C Maj / A min, G Maj, D MajPerformance anxiety managementAbility to play individually in front of others (besides the teacher)Minimum of one sharing opportunityEither in groups, to single classes, within lesson, etc.,, pizz. and arcoRange of notesPlaying techniqueCorrect posture and instrument positionInstrument partsBowed, pizzicatoComfortable playing position allowing the use of the left hand or arm;give the instrument adequate support; effective bow hold; correctangle of right arm and elbow to avoid “wood sawing”Identify and name the different parts of the instrumentViola Handbook12
Objectives & PlanningViolaStage 3AuralDevelopmentGeneralMusicianshipSkillsEnsemble skillsTime keepingInternalisationPitch, Rhythm & BeatImprovisation / CompositionRespect and care for musical instrumentsAural time keepingEchoingPitchMusic featuresCritical listeningObjectivesPlay together with one or more players or accompanimentMaintain & follow a steady beatRetain tempo, rhythm and pitch in the mindKnow and understand concepts, and difference between themCreate short simple rhythmic and/or melodic phrasesGeneral respect for all musical instruments and a basic workingknowledge of that specific instrument’s maintenanceClap pulse of heard pieceCorrectly sing and/or clap back short simple phrasesIdentify change of pitch (high/low)Identify changes in dynamics (loud/quiet)Listen to piece of music (a recording or teacher playing) and discussmood and general characteristicsMusical Literacy& TheoryRhythmic notationBasic music sign identificationMusical terminologyTime signaturesMusical pitch notatione.g.: stave, alto clef, bar lines, repeat, etc.Dynamics - p, f; tempo; tone & semitone;; volta, da capo, fine,Know and understand basic concept; play/sing inIdentify notes learnt on the instrument - alto clefAccidentals and enharmonic notes- understand concept, recognise and identify symbolsC Maj / A min, G Maj, D MajSlur, tiesKey signaturesArticulation and ornament notationPerformanceInstrument specific notationStage etiquetteStage presencePerformance anxiety managementOne major performance per school year(minimum)Regular sharing opportunities,, pizz. and arcoKnow how to behave onstageAbility to communicate with audience & perform with confidenceAbility to manage nervesTo at least part of school, preferably to parents alsoEither in groups, to single classes, within lesson, etc.Instrument TechniqueRange of notesPlaying techniqueCorrect posture and instrument positionInstrument partsSight-readingDetaché, slurring, pizzicatoComfortable playing position allowing the use of the left hand or arm;give the instrument adequate support; effective bow hold for playing oneach string at the frog, middle, and point of the bow; correct angle ofright arm and elbow to avoid “wood sawing”Identify and name the different parts of the instrument- detaché- within first position- range of a 5thViola Handbook13
AssessmentThe assessment forms can still be used even if teachers decide not to have students take Stage Certificates. This willhelp provide a structured learning path and will facilitate report writing.GuidanceScoring:Needs Improvement – student is struggling to achieve minimum requirementsOK – student is able to achieve reasonable results, though still has areas to work on (mistakes, hesitations,etc.)Good – student is able to achieve solid results, with little or no mistakes and hesitationsA score of 0 should only be given when the student does not give an answer or does not do an activity. Ifthere is an attempt, however poor, the minimum score should be 1.Teachers should be fair and consistent in their scoring, so that parity exists throughout all EMS Small GroupTuition.If student has a “Try Again” result, they can take another attempt after a minimum of two weeks.After a student takes their Stage Certificate, teachers should go to the EMS ) and upload the filled-out Word/PDF document or photo of thefilled-out paper form. In the event of a pass result (Good or Excellent), EMS will then send out a papercertificate to the school.The Stage Certificates are taken during lesson time and are individual. We recommend that other studentsin the same group arrive at the lesson a little later or leave a little earlier to accommodate this. However,this may not always be possible. If necessary to have a whole group present, General Musicianship and Auralactivities can be done consecutively (student 1 claps, then student 2, etc., before moving on to the nextactivity), and during the pieces the other students should be encouraged to do active listening.Each Stage Certificate should ideally be taken in one lesson only, rather than divided across multiple lessons.Other than playing their prepared piece, all activities should be explained using examples. Explanations andexamples may be repeated but assessment activities must only be shown once, meaning the student hasonly one attempt at each activity.For sight-reading purposes (including General Musicianship activities), we suggest using a different teachingbook from the one(s) being followed or the teacher can create their own phrases.Prepared pieces can come from the teaching book(s) being followed or other appropriate material at theteacher’s disposal. Teachers may also choose to have students play an improvisation instead, as long as thisfollows the same requirements.For the Aural activities, teachers may play on their instrument (or piano), use specialist apps, or userecordings when appropriate.Viola Handbook14
Stage 1 Viola Certificate AssessmentPlayingAuralGeneral MusicianshipFull Name:School:Date:EMS Teacher:ActivitiesScoring CriteriaScore1. Name 3 different parts of the instrumento student chooses1 point per correct part2. Name values of rhythm (or number of beats)o unprepared phraseo 2 barso crotchet and minim, or crotchet andcrotchet rest1 – Needs improvement2 – OK3 – Good3. then clap it1 – Needs improvement2 – OK3 – Good/3/3/34. Identify high vs lowo 2 different pitcheso minimum 2 octaves apart and not samenoteo pattern of 3 sounds (e.g.: high high low)1 point per correctly identifiedsound5. Clap pulse of heard pieceo recording or teacher playingo /- 8 beats of clapping along1 – Needs improvement2 – OK3 – Good6. Play 1 pieceo either pizz. or bowedo 1 finger across minimum 2 stringso minimum 8 bars (can be 4 bars withrepeat)o minimum 2 different note values (notincluding rests)1-3 – Needs improvement4-7 – OK8-10 – Good/3/3When scoring, consider correct rhythm,notes, phrasing, and generalinstrumental technique.TOTALResults: 1314 - 2021 - 25Try Again!GoodExcellentViola Handbook15/10/25
Stage 2 Viola Certificate AssessmentPlayingAuralGeneral MusicianshipFull Name:School:Date:EMS Teacher:ActivitiesScoring CriteriaScore1. Identify note nameso 5 different notes within Stage 2 range1 point per correct note2. Name values of rhythm (or number of beats)o unprepared phraseo 2 barso crotchet and quavers, plus minim orcrotchet rest1 – Needs improvement2 – OK3 – Good3. then clap it1 – Needs improvement2 – OK3 – Good/5/3/34. Identify high vs lowo 2 different pitcheso minimum an octave and a half aparto pattern of 3 sounds (e.g.: high low low)1 point per correctly identifiedsound5. Clap back short simple rhythmic phrase (1 bar)1 – Needs improvement2 – OK3 – Good/36. Listen to piece (recording) and clap along to thepulse1 – Needs improvement2 – OK3 – Good/37. then identify if solo instrument or groupplaying0 – incorrect answer3 – correct answer/38. Play 1 pieceo bowedo minimum 3 fingerso across 2 stringso minimum 8 barso minimum 2 different note values (notincluding rests)1-3 – Needs improvement4-7 – OK8-10 – Good/3When scoring, consider correct rhythm,notes, phrasing, and generalinstrumental technique.TOTALResults: 1617 - 2526 - 33Try Again!GoodExcellentViola Handbook16/10/33
Stage 3 Viola Certificate AssessmentAuralGeneralMusicianshipFull Name:School:Date:EMS Teacher:ActivitiesScoring CriteriaScore1. Name 3 different parts of the instrumento teacher chooses1 point per correct part/32. Sing back short simple phrase (range of 5th)1 – Needs improvement2 – OK3 – Good/33. Listen to piece (teacher playing) identifyingchanges in dynamics (loud/soft)1 – Needs improvement2 – OK3 – Good/3Unprepared sight-reading phraseminimum 8 beatso detaché2/4 or 4/4 time signatureo bowed or pizzicatocrotchet, minim, ando within first positionquaverso range of 5th1 – Needs improvement4. Identify note names of sight-reading phrase2 – OK3 – Good1 – Needs improvement5. Clap rhythm of sight-reading phrase2 – OK3 – Good1 - 2 – Needs improvement3 - 4 – OK5 – Good6. Play sight-reading phraseSight-readingooo/3/3PlayingWhen scoring consider correct rhythm,notes and overall speed and fluency.5. Play 1 pieceo bowedo minimum 3 fingerso across 2 stringso minimum 8 barso minimum 3 different note values (notincluding rests)/51-3 – Needs improvement4-7 – OK8-10 – GoodWhen scoring, consider correct rhythm,notes, phrasing, and generalinstrumental technique.TOTALResults: 1415 - 2324 - 30Try Again!GoodExcellentViola Handbook17/10/30
School & Teacher DutiesEMS Small Group TuitionSchool Duties[Please refer to EMS Service Level Agreement EMS101; Section 2 "Small Group & Individual Tuition"] Maintain good communication with the EMS teacher, providing a named contact Provide a room of sufficient size where there is little interruption but where teachers can be seenfrom outside Ensure teaching spaces are ready for the provision each week Provide music stands where necessary Take responsibility for ensuring teacher’s timetables are to the school’s satisfaction Provide a signing-in procedure for all EMS staff - this can be used as proof of attendance Manage waiting lists Inform EMS teachers of pupils taking part in tuition and inform on changes and cancellations so asto allow EMS teachers to maintain correct registers Support the EMS teacher in scheduling, preparing and sta
Viola Handbook 3 Mission Statement We will provide an engaging introduction to instrumental music tuition. With technical and musical instruction based around the students [ chosen instrument, we offer a fun introduction to playing a musical
Viola Literature Fiddling for Viola Suzuki Viola Books & CD's Viola Études Viola da Gamba What's the difference between the violin and the viola? Violins come in "fractional sizes" (4/4, 3/4, 1/2, 1/4, 1/8, 1/16, even a tiny 1/32). The 4/4 is full size, suitable for
00010 Tägliche Skalen-Studien für Vl. 8,--VIOLA ENTEZAMI, RAMIN 01010 Melodische Etüden f. Viola Bd. 1 14,--01013 Melodische Etüden f. Viola Bd. 2 17,--FLESCH / KARMAN 01001 Das Skalensystem für Viola Tonleiterübungen durch alle Dur- u. Molltonarten f. d. tägl. Studium 23,--FLESCH / ROSTAL 01002 Urstudien für Viola 14,--VIOLONCELLO .
Bartok Viola Concerto, Walton Viola Concerto OR Hindemith Der Schwanendreher First movement, with piano accompaniment, and cadenza if applicable Hoffmeister Concerto for Viola OR Stamitz Concerto for Viola First and second movement, with piano accompaniment, with cadenza
Go Tell Aunt Rhody, arr. Suzuki, Stuen-Walker & trans. Preucil Suzuki Viola School, Vol. 1 (Alfred) 10 Trad. Secret Agents, arr. Davey, Hussey & Sebba upper part; with repeat Abracadabra Viola (Third Edition) (Collins Music) 1 Edward Huws Jones Rock-a-Bye Rhino (No. 6 from The Really Easy Viola Book)
Elegy for viola and piano Ferdinand Praeger (1815–1891) Preface Born into a musical family in Leipzig on January 22, 1815, Ferdinand Praeger studied piano, violin, cello, and composition. In 1834 he moved to London, where he worked as a teacher, . Elegy Ferdinand Praeger American Viola Society 2014, AVS 031 Edited by David M. Bynog
The American Viola Society. The New William Primrose Transcriptions Series . Previously unpublished transcriptions based on recordings by the great Scottish-American violist William Primrose . 1. Jules Massenet: Élégie, for voice, viola, and piano. AVS 036.
Joachim: Hebrew Melodies for Viola, Op. 9 (IMC or Breitkopf & Härtel) 7 Mendelssohn Song without Words, Op. 38 No. 2, arr. Forbes P. 11 from Chester Music for Viola (Chester) 8 Schubert Ave Maria, Op. 52 No. 6, arr. Birtel Classical Highlights for Viola (Schott)
“Passacaglia”, written in G minor for violin and viola is an arrangement of the sixth movement of G.F.Handel’s Seventh Suite for Harpsichord. In this recording, the viola takes the original violin part and the cello that of the viola. Pablo de Sarasate (1844-1908)
