Velocity Approaches for Scales in Classical Guitar Education

Autor/in	Oztutgan, Kaan
Titel	Velocity Approaches for Scales in Classical Guitar Education
Quelle	In: Asian Journal of Education and Training, 7 (2021) 2, S.136-145 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Oztutgan, Kaan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2519-5387
Schlagwörter	Music Education; Musical Instruments; Human Body; Teaching Methods; Memorization; Music Techniques + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Menschlicher Körper; Teaching method; Lehrmethode; Unterrichtsmethode; Gedächtnistraining; Musikalische Technik
Abstract	The aim of this research is to contribute to students, trainers and performers by examining the materials prepared for the effective and fast performance of the scales. As a descriptive study, literature review and document analysis were used in the analysis of the data. The results of this study revealed that guitarists should determine a sitting position suitable for their physical characteristics in order to perform a fast passage at a desired tempo and a comfortable way. In addition, they should provide their fingers the ability to make minimum movement, and file their nails smoothly at the appropriate length and angle. Another finding was that guitarists should conduct systematic studies on coordination and synchronization. Similarly, they should memorize parts of the piece and accelerate in a controlled way starting from a very slow tempo, accompanied by a metronome. Lastly, they should do velocity exercises for the right and left hands; vocalize the scales with various rhythmic variations, and conduct studies on i-m (m-i)/i-a (a-i), p-i (i-p)/p-m (m-p), a-m-i (m-i-a, i-a-m) ve p-m-i (m-i-p, i-p-m) finger combinations. (As Provided).
Anmerkungen	Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01