Item Number: S0.341991

Developed by a String Specialist for the String Specialist

by Mark W. Huxhold (Who's Who Among America's Teachers- 2000, 2005, 2006)

I developed this method over a 20 year period as a school orchestra teacher faced with ever diminishing classroom instructional time. My goal was to preserve and articulate the scope and sequence of the curriculum in a concise and efficient manner.

This method is intended to foster music reading skills from the beginning when used in conjunction with teacher initiated rote and modeling teaching techniques. 

Book 2 continues in standard portrait format at 100% scale.

Curriculum Scope & Sequence

Prerequisite: Book 1 or 1st position (bass 1st & 3rd pos.) on A and D strings. D major, Common time. Eighth, quarter and half notes. Detáche and whole bowing. 

Technique:

Position:

violin/viola-1st position (viola half pos.), cello- 1st and extended position, bass- half, 1st, 2nd, 3rd, 3 1/2 position.

Bowing:

Slurs, Richochet  

Keys:

G, C, F/d, Bb/g, Eb/c, A/f#, b, e, a

Rhythm

  Time signatures: 2/4, 3/4, 6/8

  Notes/Rests: whole, eight, dotted half, sixteenth, dotted quarter & eight, 

eighth & quarter triplets

Concerning the Double Bass

My experience as a classroom teacher and a bassist has convinced me that a beginning bassist develops best in a heterogeneous string class when playing the same contour as the other instruments. This is achieved by introducing the bassist to 3rd position when the other instruments learn C# and D on the A string. I do advocate marking 3rd position on the fingerboard. Another benefit is that the bassist is able to develop good tone production and intonation more easily on the higher 2 strings.

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