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Rex Uncg 0154D 11830
Rex Uncg 0154D 11830
The purpose of this dissertation is to outline a systematic process for the creation
of double bass fingerings that will aid the classroom teacher of intermediate to advanced
high school bassists in the preparation of common orchestral and solo literature
frequently performed by high school all-state and honors orchestras. Five sequential
topics will serve as a systematic tool for creating fingerings on the double bass: (1)
reverse mapping, (2) bowing coordination, (3) vibrato, (4) tone color, and (5)
performance tempo. When paired with any double bass method, these points will function
chosen method.
Six existing double bass methods were chosen for brief review: New Method For
Nanny; Nuovo Metodo by Isaia Billè; Suzuki Bass School by Shinichi Suzuki; Nouvelle
Double Bass by George Vance. Examination of these methods will help to clarify finger
patterns, fingerboard geography, and other idiosyncrasies unique to the double bass.
Annotated musical examples provide a detailed description for why fingerings were
by
Cody Rex
A Dissertation Submitted to
the Faculty of the Graduate School at
The University of North Carolina at Greensboro
in Partial Fulfillment
of the Requirement of the Degree
Doctor of Musical Arts
Greensboro
2015
Approved by
________________________________
Committee Chair
APPROVAL PAGE
This dissertation written by Cody Rex has been approved by the following
committee of the Faculty of The Graduate School at The University of North Carolina at
Greensboro.
___________________________________
___________________________________
___________________________
Date of Acceptance by Committee
_________________________
Date of Final Oral Examination
ii
TABLE OF CONTENTS
Page
CHAPTER
I. INTRODUCTION ............................................................................................... 1
V. CONCLUSION ................................................................................................. 78
BIBLIOGRAPHY ............................................................................................................ 80
iii
LIST OF FIGURES
Page
Figure 6. Nanny Thumb Position Finger Pattern and Hand Expansion ........................... 15
iv
Figure 23. Franz Simandl Etude No. 17, Tempo di Polacca, in E Minor ........................ 37
v
CHAPTER I
INTRODUCTION
Efficient and thoughtful double bass fingerings are essential for the execution of
freedom in the use of all mechanical means and possibilities within the domain of the
fingerboard.1 In many instances, there are no fewer than four fingering possibilities for
any given note, and the string player must make choices based on many contextual
variables, making the process abstract rather than concrete. For the double bassist, the
physical distance of the fingerboard requires the player to shift sooner and more
frequently than the violin, viola or cello. This further complicates an already complex
issue.
In the professional literature, ninety percent of all playing is executed in the first
octave on each string, and that is where the player will earn their living.2 Double bass
pedagogy is somewhat idiosyncratic; therefore many bass methods have become highly
individualized and have developed inventive finger patterns, fingerboard positions and
order to accurately execute the techniques, and few transfer smoothly to a heterogeneous
1
Eugene Gruenberg, Violin Teaching and Violin Study, Rules and Hints for Teachers and Students (New York: C.
Fischer, 1919), 69.
1
classroom setting. The purpose of this dissertation is to outline a systematic process for
the creation of double bass fingerings that will aid the classroom teacher of intermediate
to advanced high school bassists in the preparation of common orchestral and solo
Overview of Methods
challenge for the classroom string teacher. Often, intermediate to advanced double bass
students will outgrow day-to-day instruction and seek opportunities outside the
classroom. Some common outlets for advanced students include: all-region orchestra, all-
state orchestra, youth orchestra, summer camps, or even college auditions. Regardless of
the event in which a student participates, the repertoire becomes decidedly more difficult,
requiring advanced fingerings that may not be used in a typical high school orchestra. But
the responsibility of private instruction may still fall upon the classroom string teacher,
which can require them to delve into unfamiliar and confusing territory. Creating
taught, especially at the intermediate to advanced level. At this point, double bass
materials and methods become necessary in order to ensure proper instruction and student
progress, but the most common methods do not provide context nor strategies for how
from a variety of double bass methods. There is no single recommended method with
2
which a teacher should instruct double bass students, although, some have clearly become
more widely accepted than others over the past 100 years. While numerous method books
exist for the classroom orchestra teacher to use, including Essential Elements 2000,3 All
for Strings,4 Strictly Strings,5 and Sound Innovations,6 only one of these method series
includes a fingering diagram. Therefore, the classroom teacher has limited resources for
advanced fingerings unless they refer to some of the methods intended for private
instruction. Six existing bass methods and materials were chosen for examination in
Chapter Two: New Method For String Bass by Franz Simandl;7 Méthode Complète Pour
Double Bass by George Vance.12 These methods represent both a nationalistic variance in
technique from the nineteenth to the twentieth century.13 Concepts such as history and
origination of the method, finger pattern structure, fingerboard positions, and transfer to
3
Michael
Allen,
Essential
Elements
2000:
For
Strings
:
a
Comprehensive
String
Method
(Milwaukee:
Hal
Leonard,
2001).
4
Gerald
E.
Anderson,
and
Robert
S.
Frost,
All
for
Strings
:
Comprehensive
String
Method
(San
Diego:
Kjos,
1986).
5
Jacquelyn
Dillon-‐Krass,
James
Kjelland,
and
John
O'Reilly,
Strictly
Strings:
A
Comprehensive
String
Method
(Van
Nuys:
Highland/Etling
Pub,
1992).
6
Bob
Phillips,
and
Kirk
Moss,
Sound
Innovations
(Van
Nuys:
Alfred
Pub
Co,
2013).
7
Franz
Simandl,
New
Method
for
String
Bass
(New
York:
International
Music
Co,
1948).
8
Édouard
Nanny,
Méthode
complète
pour
la
contrebasse
à
quatre
et
cinq
cordes
(Paris:
Alphonse
Leduc,
2001).
9
Isaia
Billé,
Nuovo
metodo
per
contrabbasso
(Milan:
Ricordi,
1922).
10
Shinichi
Suzuki,
Suzuki
bass
school
(Secaucus:
Summy-‐Birchard,
1993).
11
François
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive
(Paris:
A.
Leduc,
1977).
12
George
Vance,
Annette
Costanzi,
François
Rabbath,
and
Elizabeth
Azcona-‐Hartmark,
Progressive
repertoire
for
the
double
bass
(New
York:
C.
Fischer,
2000).
13
Warren
Benfield,
and
James
Seay
Dean,
The
Art
of
Double
Bass
Playing
(Evanston:
Summy-‐Birchard
Co,
1973),
24.
3
respective fingerboard diagram created solely for the purpose of this document by its
author.
Fingering Application
The noted void in fingering instruction is less a problem inherent to the double bass
than it is a global issue of constructing helpful fingerings for all string players. Perhaps
one of the most difficult aspects of learning a string instrument is the ability to dissect
and interpret a large number of abstract variables. These variables and subtleties involved
in mastering a string instrument require careful thought and preparation, and can seem
infinite.
Musical variables include desired tone, shifting, tempo, or string crossings. Physical
variables include the physical make-up of each student, including size of hand, length and
thickness of fingers, or the dimensions and set-up of an instrument, including length and
width of neck, length of back, string length, and width of bouts.14 Geographical variables
allow for the fact that any given note may be played in multiple positions on multiple
strings on the fingerboard in any given passage. Situational variables may limit a
work through fingerings verbally, or simply write finger numbers into the music for their
students. As a result, very little has been published in regards to fingering production.
This document presents five sequential questions that serve as a systematic tool
for creating fingerings on the double bass. Primarily, the guide is meant for the classroom
setting, and can be implemented through group or private instruction. When paired with
any double bass method, these points will take the classroom teacher through a series of
terminology, positions, and vernacular of the chosen method. The five points will expand
upon the following concepts: (1) reverse mapping, (2) bowing coordination, (3) vibrato,
Illustrative Repertoire
orchestral excerpts and commonly required solo literature that may be performed by all-
repertoire was carefully chosen to highlight an array of musical and technical demands
that bassists will encounter, including but not limited to low register and thumb position,
string crossings and shifting, lyrical and short playing, and a variety of tempi.
Annotations provide a detailed description for why fingerings were constructed and how
they function in the musical process. For the classroom string teacher, these selections are
5
only a small sample, but will hopefully provide some context in which the five questions
function.
Above all, this dissertation will outline a systematic process for the creation of
double bass fingerings that aid the classroom teacher of intermediate to advanced high
school bassists in the performance of common orchestral and solo literature frequently
performed by high school all-state and honors orchestras. The contents will help to clarify
difficulties and idiosyncrasies that are unique to the double bass. It will also guide in
creating fingerings for the orchestral and solo repertoire that is transferrable to a variety
6
CHAPTER II
The materials and resources available for the classroom string teacher to guide
intermediate and advanced bassists through the fingering process do not clearly define a
systematic or linear approach that would help transfer any of the popular double bass
such as the Complete Double Bass Parts by Oscar Zimmerman, contain complete
bowings and fingerings, but these materials often do not have classroom applications due
to a lack of pedagogical guidance or explanation15. Method books are often rich with
technique and skills; however, they are intricate and specific, which limits transfer to
Responsibility for individualized instruction often falls upon the classroom string
teacher, which can require delving into uncomfortable and confusing territory. When
accessing resources for the intermediate or advanced bassist, there are many acceptable
choices; however, the terminology and technical requirements may be confusing for the
classroom string teacher. Six popular method books with unique fingering approaches
15
Oscar Zimmerman, The Complete Double Bass Parts (Rochester: Zimmerman, 1970).
7
technical variety of double bass pedagogy. More importantly, they are common
selections that a classroom teacher may intuitively reference for fingerings. This chapter
provides an overview of each method. Points of interest include history and origination of
the method, finger structure, fingerboard positions, and transfer to the classroom of
Franz Simandl
Franz Simandl was born in 1840, in Blatna, a small town in the South Bohemian
Region of the Czech Republic.16 From 1869–1904, he was the principal bassist of the
Vienna Court Opera orchestra and later a member of the Vienna Philharmonic.17 As an
orchestral bassist, Simandl was the primary influence in the development of the
underhand (German) bow after the death of Domenico Dragonetti and helped bring the
16
Nicolas Slonimsky, Baker's Biographical Dictionary of Musicians (New York: Schirmer Books, 1992), 689.
17
Don Michael Randel, The Harvard Biographical Dictionary of Music (Cambridge: Belknap Press of Harvard
University Press, 1996), 839.
8
Sim
bow nearly to its present state.18 From 1869–1910, he taught at the Vienna Conservatory
Simandl Finger Patt
and died in Vienna in 1912.19
Throughout the 18th and 19th centuries, a variety of geographically and culturally
isolated double bass fingering systems emerged. The Austro-German and French Schools Simandl Finger Pattern 1 2 4
utilized a 1 – 2 – 4 finger pattern, while the Italian School commonly favored a1–3–4
I ---------------
1 2 4 1 3 4 1 4 4
Figure 1.
1 German/French
3 4 School Italian1School4 4 English School
The first edition of Simandl’s New Method for the String Bass was published in
1881 and has been used internationally as one of the foremost technical guides to the
18
Christopher
Brown,
“Discovering
Bows
for
the
Double
Bass,”
The
Strad
vol.
101
(January
1990):
40.
19
Hugo
Riemann,
Encyclopaedic
Dictionary
of
Music
(Philadelphia:
Theo.
Presser,
1908),
736.
20
Fiona
M.
Palmer,
Domenico
Dragonetti
in
England
(1794-‐1846):
The
Career
of
a
Double
Bass
Virtuoso
(Oxford:
Clarendon
Press,
1997),
65.
21
Simandl,
New
Method
for
String
Bass,
vi.
9
double bass.22 Book 1 of the two-volume method covers the lower positions and Book 2
covers thumb position. Different editions of the New Method for String Bass divide the
fingerboard into either eight or twelve positions before entering thumb position. Both the
1904 edition by Carl Fischer23 and the 1968 edition by International Music Company
(Figure 3) 24 list eight positions. A more recent edition published in 1984 by Carl Fischer
(Figure 4) incorporates “half” positions between many of the original Roman numerals.25
In both editions, the bassist ascends through the positions chromatically, maintaining a
solid 1 – 2 – 4 hand position in any location on the lower half of the fingerboard.
Thumb position begins at the second partial harmonic, where the thumb assumes
Simandl Finger Pattern
responsibilities of the index finger T – 1 – 2 – 3 (Figure 2). The fourth finger is no longer
used for any notes in the upper positions. Like 1st position, each of the fingers assumes
1 2 3
T
positions can be confusing for students and teachers. There are also a variety of language
combinations, including English, English and German, and English and Japanese. Sorting
through the divided text on each page is tedious and inefficient. Despite language
barriers, however, the instructions and abbreviations are clear and user-friendly for bass
The New Method for String Bass is perhaps the most transferrable choice for the
classroom teacher of intermediate and advanced high school bassists because it teaches
bassists the necessary skills to play orchestral music.26 The method is transferrable to a
heterogeneous classroom setting due to heavy focus on the lower positions and
development of a hand structure that is mobile throughout the lower region of the
because fingers 3 and 4, the two weakest digits, act as one unit to maintain exact
26
Jason
Heath,
“Rabbath
versus
Simandl
–
a
comparative
study,”
http://doublebassblog.org,
(August
26,
2015).
27
Benfield,
and
Dean,
The
Art
of
Double
Bass
Playing,
26.
11
E A D G
E#/F A#/Bb D#/Eb G#/Ab
F#/Gb B E A 1/2
G C F A#/Bb I
A D G C III
B E A D V
C F A#/Bb D#/Eb VI
D G C F VIII
E A D G X
THUMB
F#/Gb B E A
G C F A#/Bb
G#/Ab C#/Db F#/Gb B
A D G C
A#/Bb D#/Eb G#/Ab C#/Db
B E A D
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
D G C F
D#/Eb G#/Ab C#/Db F#/Gb
E A D G
F A#/Bb D#/Eb A
G#/Ab C#/Db F#/Gb B
A D G C
B E A D
Figure 3. Modern Adaptation of Franz Simandl’s New Method for String Bass Fingerboard Diagram (1908
Carl Fischer and 1968 International Music Company editions)
12
E A D G
E#/F A#/Bb D#/Eb G#/Ab
F#/Gb B E A 1/2
G C F A#/Bb I
A D G C II21/2
B E A D III21/2
C F A#/Bb D#/Eb IV
C#/Db F#/Gb B E V
D G C F V21/2
E A D G VI21/2
THUMB
F#/Gb B E A
G C F A#/Bb
G#/Ab C#/Db F#/Gb B
A D G C
A#/Bb D#/Eb G#/Ab C#/Db
B E A D
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
D G C F
D#/Eb G#/Ab C#/Db F#/Gb
E A D G
F A#/Bb D#/Eb A
G#/Ab C#/Db F#/Gb B
A D G C
B E A D
Figure 4. Modern Adaptation of Franz Simandl’s New Method for String Bass Fingerboard Diagram (1984
Carl Fischer edition)
13
Édouard Nanny
Édouard Nanny was born in Saint Germain en Laye, France in 1872.28 He studied
double bass at the Paris Conservatory and later taught there from 1920–1940.29 Nanny led
holding positions with the Concerts Lamoureux, and the Opéra Comique.30 He died in
1920.32 Like the German school, Nanny used a 1 – 2 – 4 finger pattern in which fingers 3
1 2 4
I ---------------
Figure 5.
1 French
3 School
4 Finger Pattern
Thumb position is presented similarly to the German school. At the half string harmonic,
I ---------------
the thumb
1 assumes
4 4 the index finger’s responsibilities (T – 1 – 2 – 3), and the fourth finger
is no longer used for any notes in the upper positions. Unlike Simandl’s method, Nanny’s
I ---------------
28
“Édouard
Nanny”,
http://www.musicsalesclassical.com,
(August
26,
2015).
29
“Édouard
Nanny”,
http://www.musicsalesclassical.com/,
(August
26,
2015).
30
“Édouard
Nanny”,
http://www.musicsalesclassical.com/,
(August
26,
2015).
31
“Édouard
Nanny”,
http://www.musicsalesclassical.com/,
(August
26,
2015).
32
Nanny,
Méthode
complète
pour
la
contrebasse
à
quatre
et
cinq
cordes.
33
Nanny,
Méthode
complète
pour
la
contrebasse
à
quatre
et
cinq
cordes,
4.
14
Simandl Finger Pattern
method facilitates the expansion of this hand position to accommodate an extra whole
1 2 3 1 2 3
T T
The Méthode Complète Pour la Contrebasse divides the fingerboard into six
I ---------------
positions before thumb position (Figure 8).35 The positions are conceptualized differently
Simandl Finger Pattern
1 4 4
than in Simandl’s New Method for String Bass. Within each1 position,
2 there is
1 a “lower
2
T T
I ---------------
degree” and an “upper degree” that overlap by one chromatic interval. Movement
between the “lower degree” and “upper degree” is executed when the 1 – 2 – 4 finger
1 2 1 2
T T
pattern shifts slightly on the thumb to cover an additional
1 whole-step
2 4 plus
1 a half-step
2 4
(Figure 7).36
I --------------- I ---------------
1 2 4 1 2 4 1 2 4 1 2 4
34
Édouard
Nanny,
Vingt
études
de
virtuosité
(Paris:
Alphonse
Leduc,
1921),
5.
35
Nanny,
Méthode
complète
pour
la
contrebasse
à
quatre
et
cinq
cordes,
2.
36
Nanny,
Méthode
complète
pour
la
contrebasse
à
quatre
et
cinq
cordes,
4.
15
intermediate to advanced double bass students. The introduction is printed in French and
English, and the exercise instructions are printed in French, English, and German.37 Other
language issues arise in reference to the strings and notes, which are written in solfège
(sol – re – la – mi – ut).38 A shift is indicated with a line above a number, which is the
possible but not recommended. The Méthode Complète Pour la Contrebasse offers two
strong technical possibilities for incorporation into the heterogeneous classroom. First,
the 1 – 2 – 4 finger pattern is beneficial for young bassists because fingers 3 and 4, the
two weakest digits, act as one unit. This added strength helps young bassists maintain
precise intonation, and a structurally sound vibrato with the 4th finger.40 Second, the
“lower degree” and “upper degree” may work in a heterogeneous classroom, as violin
finger patterns institute a “high” and “low” model, and cello finger patterns institute an
“extension”.
37
Nanny,
Méthode
complète
pour
la
contrebasse
à
quatre
et
cinq
cordes,
5.
38
Nanny,
Méthode
complète
pour
la
contrebasse
à
quatre
et
cinq
cordes,
2.
39
Nanny,
Méthode
complète
pour
la
contrebasse
à
quatre
et
cinq
cordes,
33.
40
Benfield,
and
Dean,
The
Art
of
double
bass
playing,
26.
16
E A D G
E#/F A#/Bb D#/Eb G#/Ab
F#/Gb B E A L
I
G C F A#/Bb U
C#/Db F#/Gb B E L
V
D G C F U
E A D G
F A#/Bb D#/Eb G#/Ab THUMB
F#/Gb B E A
G C F A#/Bb
G#/Ab C#/Db F#/Gb B
A D G C
A#/Bb D#/Eb G#/Ab C#/Db
B E A D
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
D G C F
D#/Eb G#/Ab C#/Db F#/Gb
E A D G
F A#/Bb D#/Eb A
G#/Ab C#/Db F#/Gb B
A D G C
B E A D
Figure 8. Modern Adaptation of Édouard Nanny’s Méthode Complète Pour la Contrebasse Fingerboard
Diagram
17
Isaia Billè
Isaia Billè was born in Fermo, Italy in 1874 and died in Fermo Italy in 1961.41 Billè
was an Italian double bass virtuoso who studied at the Rossini Conservatory in Pesaro,
Italy and later concertized throughout much of Europe and the United States.42 Later, he
taught at Italy’s premier conservatories, including the Cherubini Institute of Florence and
the St Cecelia Academy of Rome.43 Billè published a great deal of technical and musical
Simandl Finger Pattern
literature, including a rarely performed Concerto for the double bass in 1934.44
The first edition of the Nuovo Metodo per Contrabbasso was published in 1922.45
The method consists of seven volumes: Part I (books 1 – 4) and Part II (books 4 – 6).46
Billè was part of a long lineage of Italian virtuosos, including Domenico Dragonetti and
1 2 1 2
T T
Giovanni Bottesini, and he used the traditional Italian 1 – 3 – 4 finger pattern, in which
1 3 4
I ---------------
1 2 4 1 2 4
Figure 9. Italian School Finger Pattern
II --------------- II ---------------
41
Bill
Bentgen,
“Isaia
Bille,”
http://www.billbentgen.com,
(August
28,
2015).
42
Philip
Albright,
“Original
Solo
Concertos
for
the
Double
Bass”
DMA
thesis,
Eastman
School
of
Music,
Rochester,
1969,
12.
43
Albright,
Original
Solo
Concertos
for
the
Double
Bass,
12.
44
Albright,
Original
Solo
Concertos
for
the
Double
Bass,
12.
45
Billè,
Nuovo
Metodo
per
Contrabbasso.
46
Billè,
Nuovo
Metodo
per
Contrabbasso,
Index.
47
Billè,
Nuovo
Metodo
per
Contrabbasso,
xii.
18
The Nuovo Metodo per Contrabbasso divides the fingerboard into twelve
positions prior to thumb position (Figure 10).48 Similar to the updated edition of
Simandl’s New Method, the fingerboard divisions use ½ and whole number markers,
where whole numbers fall upon the natural notes ascending the fingerboard.49
Progression through the positions is similar to Simandl, in that the hand position remains
the same and moves chromatically up each string. Though the 1 – 3 – 4 finger pattern
leaves the weak fourth finger to work alone, Nuovo Metodo per Contrabbasso provides a
Again, the terminology suffers from a language barrier, with the material in three
columns: Italian, French, and English.50 Basic instructions are printed in Italian and
Billè’s method is one of the least transferrable to the classroom due to the 1 – 3 – 4
finger pattern. Electric bass is a popular instrument with young adults, so students who
play it often choose to play the double bass in school orchestra programs. As a result,
many bass students use fingers 1 – 2 – 3, and teachers dutifully break the habit. Nuovo
Metodo may likely enforce bad fingering habits and poor left-hand structure in the
classroom.
48
Billè,
Nuovo
Metodo
per
Contrabbasso,
xvi.
49
Billè,
Nuovo
Metodo
per
Contrabbasso,
xvi.
50
Billè,
Nuovo
Metodo
per
Contrabbasso,
Index.
51
Billè,
Nuovo
Metodo
per
Contrabbasso,
xi.
19
E A D G
E#/F A#/Bb D#/Eb G#/Ab
1/2000
F#/Gb B E A
I
G C F A#/Bb I
1/20
G#/Ab C#/Db F#/Gb B
II
A D G C II
1/20
B E A D
III
C F A#/Bb D#/Eb IV
1/20
C#/Db F#/Gb B E
IV
D G C F V
1/20
E A D G
V THUMB
F#/Gb B E A
G C F A#/Bb
G#/Ab C#/Db F#/Gb B
A D G C
A#/Bb D#/Eb G#/Ab C#/Db
B E A D
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
D G C F
D#/Eb G#/Ab C#/Db F#/Gb
E A D G
F A#/Bb D#/Eb A
G#/Ab C#/Db F#/Gb B
A D G C
B E A D
Figure 10. Modern Adaptation of Isaia Billè’s Nuovo Metodo per Contrabbasso Fingerboard Diagram
20
Shinichi Suzuki
Shinichi Suzuki was born in 1898 in Nagoya, Japan.52 He studied Western music in
Germany in the 1920s and began teaching young children in Japan in the 1930s.53
Because Suzuki was trained as a violinist, his teaching method was first applied to violin
students, and over many decades was adapted for other string instruments.54 The Suzuki
Method is unique because of the non-musical elements that must accompany practicing.
These elements include the following: an early start (age 3–4 years old), listening to
The Suzuki Method was first published in 1970 for violin,56 and the bass method
was later published in 1993.57 The bass method is comprised of five volumes, each of
which offer 10–20 fingered, bowed, and fully notated melodies of increasing difficulty.58
The finger patterns and positions are consistent with Simandl’s New Method, maintaining
52
“The
Suzuki
Method”,
International
Suzuki
Association,
http://internationalsuzuki.org,
(September
3,
2015).
53
“The
Suzuki
Method”,
International
Suzuki
Association,
http://internationalsuzuki.org,
(September
3,
2015).
54
“The
Suzuki
Method”,
International
Suzuki
Association,
http://internationalsuzuki.org,
(September
3,
2015).
55
“The
Suzuki
Method”,
International
Suzuki
Association,
http://internationalsuzuki.org,
(September
3,
2015).
56
Shinichi
Suzuki,
Suzuki
Violin
School
-‐
Suzuki
Method
(Tokyo:
Summy-‐Brichard,
1970).
57
Suzuki,
Suzuki
Bass
School.
58
“Bass
Books
Available”,
International
Suzuki
Association,
http://internationalsuzuki.org,
(September
3,
2015).
21
1 2 4
I ---------------
Figure 11.
1 Suzuki
3 Finger
4 Pattern
The fingerboard is divided into seven positions before entering thumb position,
I ---------------
through positions (Figure 12).59 While New Method begins in ½ position and progresses
I ---------------
consecutively, the Suzuki Method begins in 4th position and works backward.
Volumes 1 and 2 cover 1st – 6th position, and volumes 3, 4, and 5 cover 1st – thumb
position.
positions, bowings, dynamics, and other musical markings are clear. Shifts are not
notated: the positions are written below the staff and instruct when to move the hand.
Although the Suzuki Method is highly regarded by many pedagogues and widely
popularity and probability of a classroom strings teacher choosing it. Transfer to the
classroom is possible, but inefficient. Classroom teachers often begin in the lower
positions and ascend the fingerboard to the upper positions. Because the Suzuki Method
requires bassists to start in the middle of the fingerboard and jump around to various
59
Shinichi
Suzuki,
Suzuki
bass
school,
vol.
5
(Secaucus:
Summy-‐Birchard,
2012).
22
E A D G
E#/F A#/Bb D#/Eb G#/Ab
F#/Gb B E A 1/2
G C F A#/Bb I
A D G C II21/2
B E A D III21/2
C F A#/Bb D#/Eb IV
C#/Db F#/Gb B E V
D G C F V21/2
E A D G VI21/2
THUMB
F#/Gb B E A
G C F A#/Bb
G#/Ab C#/Db F#/Gb B
A D G C
A#/Bb D#/Eb G#/Ab C#/Db
B E A D
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
D G C F
D#/Eb G#/Ab C#/Db F#/Gb
E A D G
F A#/Bb D#/Eb A
G#/Ab C#/Db F#/Gb B
A D G C
B E A D
Figure 12. Modern Adaptation of Shinichi Suzuki’s Suzuki Method Fingerboard Diagram
23
François Rabbath
François Rabbath was born in 1931 in Aleppo, Syria.60 He began playing the
double bass in 1944 and was self-taught with the help of Édouard Nanny’s Méthode
Complète Pour la Contrebasse.61 In 1955, Rabbath moved to France to study at the Paris
1977.64 The method is comprised of four volumes, each offering a variety of scales,
exercises, and melodies of increasing difficulty. Volume 1 contains 1st and 2nd positions,
Volume 2 contains 3rd and 4th positions, and Volume 3 contains 5th and 6th positions.65
The 1 – 2 – 4 finger patterns in Nouvelle Technique are consistent with Nanny’s Méthode
fingerboard into six positions that correspond with the natural division of the string at
harmonic intervals (Figure 15).66 It is important to note that Rabbath includes thumb
position in the previously mentioned six positions unlike Simandl, Nanny, Billè, and
Suzuki who only numbered positions in the lower half of the fingerboard. Within each of
the Nouvelle Technique positions are two or three “semitones” or sub positions into
60
François
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive
(Paris:
Leduc,
1977).
61
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive.
62
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive.
63
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive.
64
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive.
65
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive.
66
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive,
7.
24
Simandl Finger Pattern
1 2 1 2
T T
which the hand can pivot, similar to the “upper degree” and “lower degree” in Nanny’s
1 1 2 2
Méthode
T Complète (Figure
T 13 and Figure 14).67
1 2 4 1 2 4 1 2 4
I1 ---------------
2 4 1I ---------------
2 4 1I 2 4
---------------
1 2 41st Position
1 Pivot
2 4
Figure 13. Rabbath
I --------------- I --------------- I ---------------
1 2 4 1 2 4
II --------------- II ---------------
II --------------- II ---------------
for intermediate to advanced double bass students. The introduction is divided into four
language columns: French, English, German, and Spanish. Other language issues arise in
reference to the strings and notes, which are written in solfège (sol – re – la – mi), letter
names (G – D – A – E), and French (1st corde – 2nd corde – 3rd corde – 4th corde). A shift
is indicated with a line above a number prior to the shift. The overall organization of
instructions in this method is daunting and inefficient for students and teachers.
Nouvelle Technique has gained popularity around the world, not dissimilar from
the Suzuki Method. It is a highly specialized approach to the double bass and works best
in the confines of private instruction and qualified, trained instructors. The pivoting
required for the sub-positions can quickly confuse double bass students or lead to poor
67
Rabbath,
Nouvelle
technique
de
la
contrebasse:
méthode
complète
et
progressive,
7.
25
left hand structure, and the variety of languages used for instructions add to the
confusion. For these reasons, transfer to the classroom of intermediate and advanced high
26
E A D G
E#/F A#/Bb D#/Eb G#/Ab
F#/Gb B E A
G C F A#/Bb I
G#/Ab C#/Db F#/Gb B
A D G C
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
D G C F III
D#/Eb G#/Ab C#/Db F#/Gb
E A D G
F#/Gb B E A
G C F A#/Bb
IV
G#/Ab C#/Db F#/Gb B
A D G C
B E A D
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
V
D G C F
E A D G
F A#/Bb D#/Eb A
G#/Ab C#/Db F#/Gb B VI
A D G C
B E A D
Figure 15. Modern Adaptation of François Rabbath’s Nouvelle Technique de La Contrebasse Fingerboard
Diagram
27
George Vance
George Vance was born in 1949 in Akron, Ohio.68 He studied double bass at
Arizona State University and Carnegie Mellon and moved to Washington D.C. in 1978 to
join the Army Field Band.69 He taught at the University of Maryland and George Mason
University and fostered a strong private studio based on the fundamentals of the Suzuki
Method.70
The Progressive Repertoire for the Double Bass series was first published in
2000.71 The method is comprised of three volumes that contain a variety of melodies of
technique. Vance was a proponent of both Suzuki and Rabbath methods. As a result,
Technique de la Contrabasse with the clarity and simplicity of the Suzuki Method.72
Vance uses a 1 – 2 – 4 finger pattern and begins students in the same fashion as
Suzuki Method, but he adapted the fingerboard positions and pivoting techniques from the
Rabbath’s Nouvelle Technique (Figure 16).73 It is important to note that Vance introduces
thumb position by the fifth page of melodies in Volume 1.74 This transition is remarkably
68
Joe
Holley,
“George
L.
Vance
Dies,”
http://www.washingtonpost.com,
(September
6,
2015).
69
Joe
Holley,
“George
L.
Vance
Dies,”
http://www.washingtonpost.com,
(September
6,
2015).
70
Joe
Holley,
“George
L.
Vance
Dies,”
http://www.washingtonpost.com,
(September
6,
2015).
71
Vance, Costanzi, Rabbath, and Azcona-Hartmark, Progressive repertoire for the double bass, 1.
72
Vance, Costanzi, Rabbath, and Azcona-Hartmark, Progressive repertoire for the double bass, 2.
73
Vance, Costanzi, Rabbath, and Azcona-Hartmark, Progressive repertoire for the double bass, 5.
74
Vance, Costanzi, Rabbath, and Azcona-Hartmark, Progressive repertoire for the double bass, 16.
28
positions, bowings, dynamics, and other musical markings are clear. Pivots and shifts are
explained concisely and notated with a simple dash before the fingering, as in Simandl’s
New Method.
Repertoire as a private lesson curriculum, and it was included in this chapter due to its
intermediate and advanced high school bassists. Transfer to the classroom is possible but
not efficient. Classroom teachers often begin in the lower positions and ascend the
fingerboard to the upper positions. For this reason, the use of this method by classroom
29
E A D G
E#/F A#/Bb D#/Eb G#/Ab
F#/Gb B E A
G C F A#/Bb I
G#/Ab C#/Db F#/Gb B
A D G C
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
D G C F III
D#/Eb G#/Ab C#/Db F#/Gb
E A D G
F#/Gb B E A
G C F A#/Bb
IV
G#/Ab C#/Db F#/Gb B
A D G C
B E A D
C F A#/Bb D#/Eb
C#/Db F#/Gb B E
V
D G C F
E A D G
F A#/Bb D#/Eb A
G#/Ab C#/Db F#/Gb B VI
A D G C
B E A D
Figure 16. Modern Adaptation of George Vance’s Progressive Repertoire for the Double Bass Fingerboard
Diagram
30
Each of the listed methods is highly regarded and widely used throughout the
modern bass community; however, many of them do not transfer smoothly to orchestral
study or classroom pedagogy. Franz Simandl’s New Method for String Bass is a highly
due to heavy focus on the lower positions and development of a left-hand structure that is
mobile to the lower areas of the fingerboard. The 1 – 2 – 4 finger pattern is especially
beneficial for young bassists because fingers 3 and 4 act as one unit. This added strength
helps young bassists maintain a consistent left-hand structure, exact intonation, and a
strong, well-balanced vibrato with the 4th finger. For these reasons, New Method for
String Bass will be used as the foundation with which to exemplify the fingering process
31
CHAPTER III
APPROACHING FINGERINGS
overwhelming for string teachers due to a lack of ground rules, a lack of logical
sequence, and a demand to shift more frequently than the violin, viola, or cello. The
possibilities and combinations for any given note. By turning this process into a series of
guided and structured steps, string teachers can help young bassists select efficient
fingerings that best fit contextual variables of the music. Below are five questions to ask
32
Reverse Mapping
Working backwards through a passage will help to reach a goal. A helpful goal is
to identify the finger upon which to end a passage, or the highest finger possible in a
Ending on the highest finger – 4th finger in lower passages and 3rd finger in thumb
position – allows all previous fingers to be in contact with the string. This creates an ideal
left hand structure that facilitates precise intonation, quality tone, efficient vibrato, and
while ascending a string to create a logical sequence of shifts and play as many notes as
4 3 4
4 1 1 4 1
2 4 1 4 2
2 0 1 0 1 4 0 1 1 0 4 1 0 1 0 2
Double Bass
75
Simandl,
New
Method
for
String
Bass,
17.
76
Paul
Rolland,
and
Marla
Mutschler,
The
Teaching
of
Action
in
String
Playing,
Developmental
and
Remedial
Techniques
for
Violin
and
Viola
(Urbana:
Illinois
String
Research
Associates,
1974),
106.
77
Simandl,
New
Method
for
String
Bass,
20.
33
Sonata in E Minor, Op. 1, No. 2 (Figure 18). The goal is the high E in measure two:
The left hand must be in 4th position at this point, and the highest finger possible is 4th
finger. Working backwards, beat two in that measure is the earliest point at which the
hand can be in 4th position. All of the notes prior must serve as a path to this point, so
from the beginning of the excerpt, the left hand crosses strings and consecutively moves
Slurs and hooked bowings often contradict the block fingering, and force shifts to
take place in an unwanted location. Shifting within a slur will result in a portamento,
rather than two or more notes played cleanly beneath the bow. Similarly, a hooked
bowing requires a shift to coincide with the note values played most closely together to
the style in which the beginning, middle, and end of notes are executed.78 In other realms,
78
Jacqueline Leclair, Oboe Secrets: 75 Performance Strategies for the Advanced Oboist and English Horn Player
articulation refers to fluency and cleanliness.79 Left hand articulation and articulated
fingering exemplify a parallel meaning: notes are cleanly and evenly depressed
throughout a passage (Figure 19 and Figure 20). A well-formed left hand structure is
essential to making a block fingering successful and comfortable. When string teachers
Figure 19. G Major Scale with an Articulated Fingering to Prevent Shifting Beneath a Slur g major scale hooked
2 3 3 2
1 4 4 1 1 0 4
2 1 2 4 4 2 1 0
2 0 1 0 1 4 0 1 0 4 2
Figure 20. G Major Scale With an Articulated Fingering to Prevent Shifting Between the Shorter Note
Values
No. 2 (Figure 21). The two slurred notes at the beginning of each grouping must be
79 Merriam-Webster's Collegiate Dictionary (Springfield: Merriam-Webster, 2012), 70.
35
Each of the articulated fingerings starts on 4th finger, which is the highest possible,
allowing for lower finger to be ready for subsequent notes in the descending motifs.
Vibrato
Vibrato is a deliberate musical choice. Rather than switching on and off, vibrato
must function as a tool with variable speed, intensity, and width. At certain times, vibrato
may not even be stylistically appropriate. Regardless of the circumstances, certain fingers
can be more beneficial to producing a desired vibrato. Therefore, string teachers must
guide their bassists to implement a plan, and arrive at the desired sound appropriately and
successfully.
The Trio section from the third movement of Beethoven’s Symphony No. 5
(Figure 22) is an example of choosing a fingering appropriate for vibrato. This famous
passage requires a careful examination of the approach from the opening eight-notes, to
the first half note. Questions from the previous two steps deduce landing on the highest
finger possible, and since the line descends after the half note, fourth finger makes sense.
Although the fourth finger is a weaker finger, it has support from fingers two and three,
and commands a strong sound. As a result, the first five bars contain three shifts at no
36
more than a half-step distance each, and sound stylistically appropriate and musically
interesting:
Beethoven 5 Trio
1 2 0 1 1 Vib.
2 1 1 4 1 0 1 2 4 1
Double Bass
A common question from young bassists is why open strings are not always an
very fast passage of continuously moving notes, an open string may be entirely
appropriate. However in a slow and lyrical passage, string players are almost always
Figure 23. Franz Simandl Etude No. 17, Tempo di Polacca, in E Minor
In the measure 1 and measure 2, an open G string could easily be used, however this
passage is marked Cantabile, a contextual clue which implies that this lyrical
Ultimately, vibrato is only one piece of the puzzle. Landing on a finger that is strong at
vibrating may not always be an option, so it is important for teachers to encourage their
bassists be able to execute vibrato comfortably and appropriately with any finger.
String instruments have the unique ability to produce a vast array of tones, colors,
and textures. Many variables influence tone production, most of which result from bow
manipulation: arm weight, bow speed, and contact point. When choosing fingerings, it is
entirely feasible to obtain four very different tone colors while playing the same pitch on
four different strings. A fingering that crosses a string in one register will provide a sound
different than a fingering that changes register rapidly and ascends only one string.
third movement of Gustav Mahler’s Symphony No. 1. Bars 3–10 are a famous orchestral
solo, featuring the double bass in a minor-key rendering of Frere Jacques, in round form.
The solo begins shortly after the timpani open with a simple processional pulse.
Projection, cleanliness, and lyricism are of concern in this passage. Although there are a
number of fingering choices available, one is most commonly used. Mahler stipulates the
The passage is traditionally played entirely on the G-string because the inner
strings and registers of the double bass are very dark. Below are examples of two
different fingerings that may be used in this orchestral passage. The first demonstrates a
fingering ascending and descending the G-string frequently, but results in a more present
38
and lyrical sound (Figure 24). The second demonstrates a fingering that remains in thumb
position, crosses strings frequently, and eliminates shifts, but provides a darker sound that
mahler
may be less desirable (Figure 25). solo fingering 1
1 1 1 2 1 4 2 1 2 1 4 2 2 2
2 4 2 2 42 4 4 1 1
1 1 1 1 1 1
1 1
1 2 1 1 2 1 2 1 1 2 1 2 1 1
1 2 1 1 2 1 2 1
fingering choice that helps with technical facility. For twenty bars, beginning at letter P,
there is a steady mass of notes that change and jump chromatically at a daunting tempo
(Figure 26). In this case, the bass line frequently joins other string sections and portions
of the woodwinds at a dynamic marking of triple forte (fff). Tone production is secondary
to raw power and a large output of sound, and technique is challenging because most of
the line is in unison with other sections of the orchestra. A nearly identical fingering
assumes a pattern in bars 259–262, then later in bars 269–272, this time one half step
higher (Figure 27). In each case, one fingering can be used with success:
39
Tchaik 4
Figure 26. Pyotr Ilych Tchaikovsky Symphony No. 4 Fingering 1
1 4 1 1 4 2 4 1 1 2 4 1 1 4 4 1 1 2 4 1 2 4 1 2 4 1 2 4 1 4 41
2 4 1 2
This fingering keeps the left hand in a select few positions and minimizes shifting. The
Performance Tempo
Slow practice is a highly regarded tool for musicians. It provides the opportunity
variables in string playing to execute a passage correctly. From a technical point of view,
fingerings that work perfectly at a very slow tempo may be disastrous at a very fast
tempo. A fingering that ascends or descends one string for too many notes could be
altered to remain in one position that crosses the fingerboard so that shifting is reduced
40
An example of reduced shifting to play more notes in one position can be found in
Antonio Vivaldi’s Sonata No. 5, in E Minor (Allegro, Quarter note = 110) (Figure 28):
Rather than jumping sporadically among many positions, this passage can be played at a
fast tempo in four positions, with almost the exact same finger pattern in each location. A
young bassist can easily maintain the block hand position during and after each shift to
Each instance the slurred motif returns, the hand remains in the same block position, only
shifting briefly between motifs. At a slow tempo, there may be many different fingering
solutions, however physical and musical limitations prevent too much shifting in fast
passages.
41
passages for the double bass. There is no correct answer when creating fingerings, and
often, atypical fingerings are better suited to certain students. Careful examination of
reverse mapping, bowings, vibrato, tone color, and performance tempi will increase the
technical success and efficiency of young bass students. Above all, the five questions
presented in this chapter provide a systematic process for the creation of double bass
fingerings that will aid the classroom teacher of intermediate to advanced high school
bassists in the preparation of common orchestral and solo literature frequently performed
42
CHAPTER IV
MUSICAL EXAMPLES
The examples in this chapter were carefully chosen to exemplify the double bass
and solo repertoire most frequently performed by all-state orchestras, youth symphonies,
and summer festival orchestras. The four solos included are specifically required
repertoire for North Carolina All-State Orchestra auditions and are representative of the
encounter a difficult passage. A wide range of styles and time periods are used as
examples, so that teachers may observe how fingerings work in long and lyrical passages,
and fast and separated passages. Additionally, the excerpts chosen represent all areas of
the fingerboard, and approach fingering that cross strings as well as those that ascend and
descend one string. In addition to printed bowings and fingerings, each excerpt is
These notes serve as a guide and explain how the chosen fingerings function in the
context of the passage. The annotations provide a visual map to the five questions
presented in chapter three, and will aid in transfer and application to other passages.
43
For the purpose of consistency, fingerings provided in each musical example were
the New Method for Double Bass by Franz Simandl. Fingerings are exemplified using
Arabic numerals (1, 2, 3, etc.) and where necessary, fingerboard positions are
exemplified using Roman numerals (I, II, III, etc.). Shifts are notated using a dash ( – )
next to fingerings between which the movement of positions occurs. In order to relate the
New Method fingerboard diagram to octave and position placement in staff notation, the
following figure offers a fingering chart that outlines the notes comprising an E Major
scale (Figure 30). This chart illustrates the octave, string, position, and finger with which
each note in an E major scale should be played, and will help to relate the New Method
for Double Bass fingering diagram to tangible information found in printed music.
44
Figure 30. E Major Scale Outlined on the Staff Using Simandl Fingerings and Positions
45
46
Symphony No. 5
(Mvt. III)
Ludwig van Beethoven
47
The opening of this excerpt requires a very smooth arpeggio beneath a single bow, and
the tone color is subtle and dark. The printed fingering in mm. 1–4 creates the correct
tone color by ascending the A and D strings first. Additionally, vibrato must be applied to
the half notes, so second finger is perhaps the strongest to use at this point.
This fingering in mm. 21–35 ascends the A string for vibrato and power at the first
introduction of forte.
For consistency, the fingering used in the opening should be retained for this passage
as well.
The large shift in this passage is difficult because it lands on an A-flat. Working
backwards from the G one beat later; it is obvious that this harmonic is an excellent
reference point. It is the note at which bassists enter thumb position, so first finger on the
A-flat and thumb on G will greatly increase the consistency with which the shift is
executed.
Each of the slurred quarter note figures in mm. 65–71 work as a block fingering. Each
bar simply moves up one whole step. The hand position should remain steadfast.
48
Beethoven 5 [trio]
Symphony No. 5
(Mvt. III)
Ludwig van Beethoven
1 2
0 1 1 1 4 1
2 1 1 4 1 0 1 2 1 2 1 4 4 4
4 1 1 2 2 0 0 1 0 1
2 4 2
4 4 4 2 4
1 4 2 1 2 1 1 0
10 4 0 0 2 1 2 0 0 0 0 1
3
2 1 4 1 1 0
19 1. 2. 4 1 1 4 0 1 2
1 1 4 1 0 1 2 1 1 4
27 0 1 1 0 1 0 1 1 4 1 1
4 5
1 4 1 1 4 4
35 1 1 4 1 0 1 2 1 2 0 1 1 2 4 1 1 4
45 4
55 4 1 0 2 1 4 1 1 0 4 1 1 4 0 1 2
1 1 4 1 0 1 1 1 4
63 0 1 2 1 0 1 0 1 1 4 1 1
1 4 1 1 4
71 2 1 2 0 1 1 2 4 1 4
1 1 4 1 0 1
49
Working backwards, mm. 4 requires vibrato through the half note, and a seamless
connection to the quarter note. In order to land on the highest finger possible, ascending
the D string to land on fourth finger results in first finger availability for the F-natural.
The performance tempo of mm. 5–17 is brisk, and as a result, open strings are often
used. There are continuous string crossings and shifts, so of primary importance is
For the correct tone color, mm. 23–28 are played on the D string. Keeping the bow on
For consistency, the fingering used in the opening should be retained for this passage
as well.
Open strings are not permissible in mm. 40–54, so one block fingering should be used
50
Marriage of Figaro
(Overture)
Mozart Figaro Wolfgang Amadeus Mozart
A-------- D-------------------------- G - - - - - - - - - - - - - - -- - - - -
4 2
1 1 2 4 1
1 4 1 4 4 2 1 0
2 0 1 2
4 4
1 4 0 0 4 0 1 4
1 4 1
5 2 1 0 4 0 0
A-------------------- D---------------------------------
3 1 0 4 1 4 4 1 4
2 1 2 1 4 1 4 1 4 0 0 1 4 2
13 1 4 2 4
51
The opening of this excerpt presents challenges in bowings, tone color, and
performance tempo. The overture is very fast, so often ascending one string rapidly will
increase left hand articulation beneath a long slur at a quiet dynamic. A fingering option
in mm. 2 is to use open D on the third eighth note. This provides a split second more time
to return to first position and continue up the D string. Working backwards, fourth finger
This fingering is similar to the opening. Fourth finger is the highest finger possible,
and the goal upon which the previous fingerings should be based.
Proceeding up the A string in mm. 13 avoids a particularly nasty shift back and forth
between half position and first position. This reduces the shifts from a potential four
logical choice, and facilitates the hand landing on the highest finger possible – fourth
finger.
52
Symphony No. 2
(Mvt. IV)
Johannes Brahms
53
The sotto voce marking in mm. 1 indicates that the tone color appropriate for this
passage should be a softer sound. The A string is most commonly used for most of mm.
1, and mm. 2–6. Beginning on fourth finger D is both the highest finger possible, and
Vibrato should be placed on as many long notes as possible through this section, but
most certainly the tied quarter notes. For this reason there is a shift to the E string for G-
sharp and A.
The sotto voce marking should still be observed through mm. 22. The fingerings in
these passages facilitate both the correct tone, and left hand articulation beneath long
slurs.
Restricting fingerings to the A string and D string in mm. 23–24 prevent string
Fourth finger G allows for second finger vibrato, which is a very reliable solution.
the highest finger possible – fourth finger. Additionally, the sequence maintains
54
Symphony No. 40
(Mvt. I)
Wolfgang Amadeus Mozart
55
Working backwards in the opening, third finger harmonic is the highest finger
possible, and at the end of mm. 3, the fingering that will facilitate a block fingering
beneath a slur. That leaves two fingering options. The first takes place entirely on the G
string, but requires a long shift beneath a slur (B to high G). The second takes place on
the D string, and slurs over to the G string on the last quarter note (high G). The second
option is cleaner and leaves less possibility for unwanted portamento in mm. 3.
The pickup to mm. 4 facilitates a block fingering, as should each of the subsequent
slurred figures.
The performance tempo is often very fast in this movement, which makes the jumps
and string crossings very difficult. Due to the lightness and lack of vibrato, open strings
Working backwards, the highest note and highest finger possible is third finger in the
The tone color is more appropriate on the D string rather than the G string.
56
tchaik 4
Symphony No. 4
(Mvt. I)
Pytor Ilych Tchaikovsky
1 2
4 2 4 1 2 4
0 4 1 4 1 0 4 2 0 1 2
2 1 4
cresc.
3
2 4 2
2 1 1 2 1 4 2 4 1
4 4 2 2 1 2 2 1 2 0
2 4 2 0 1
8 4 2 1 1 0 4 2 1 1 0 1 4 4 2 1
2 4 2
2 1 1 2 1 2
2 1 1
11 1 0 4 0 1 4 2 2 1 2 2
1
cresc.
5
2 1 2 1 4 2 1 2 4 2
15 1 0 2 1 1 4
cresc.
18 4 2
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Beginning on the highest finger possible, this fingering descends using a basic block
fingering. Chromatic movement throughout the entire passage requires the performer to
Each time, the fingering should coordinate with the bowing to avoid shifting beneath a
slur. This block fingering will facilitate clean rhythm and intonation.
Again, the chromatic passages require much thought and planning to make sure that
the fingerings are efficient. The printed fingerings in mm. 5–8 allow for a maximum of 6
Shifting up the D string will retain the fluidity of the slur, and facilitate the marked
crescendo.
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Symphony No. 5
Shostakovich
(Mvt. I) 5
Dmitri Shostakovich
2 D ----------------------------- A --------------------------------
2
1 2 2 1
4 4 1 4
4 2
4 4 1 4 4 1 2 0
1 4 1 4 2
2 4
4
4 1
1
9
3 1 4
1
4 4 1
0
1 1 3
1 3
2 4
3 3 1 1
15 3 2 1 3 1
5
2
3 1 3 1
22 2 1 2 1 2 2 1
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The first four notes in mm. 1–2 are marked fff with accents. Stylistically, the shift from
half position to first position is appropriate because second finger commands a very
Beginning on the highest finger possible with the high B-flat in mm. 3, this descending
sequence uses a block fingering which facilitates two precise sixteenth notes beneath a
slur. Additionally, this fingering allows a shift between each hand position. A similar
Fingers one and four can be used each time the pattern moves up a step through
mm. 9–11.
To avoid space between the last beat of mm. 14 and the first beat of mm. 15, this
fingering utilizes the thumb twice – once on the G harmonic, and once on the E-flat. This
places the hand in position to play the octave E-flat in the next bar without shifting.
The third finger harmonic is quickly replaced with the thumb to play the last two notes
in one position.
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Lt. Kije
prokofiev kije
(Solo) solo
Sergei Prokofiev
solo 1 2 3
Andante con sord. 1 2
1 2 3 1 1 1 2 1 2 1
1
1 3 3 1 1
(sul G)
4
(sim.- - -)
7
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The block fingering in beats three and four facilitates clear left hand articulation.
Shifting back on the G string rather than crossing to the D string allows for a more
artistic vibrato.
As this is a solo passage, the end of this phrase requires clean, and virtuosic tone on
each of the notes in mm. 6. Working backwards, landing on second finger as the highest
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Symphony No. 1
mahler solo
(Mvt. III Solo)
Gustav Mahler
G-------------- G-----------
1 2
2 2 1 1
with mute 1 4 4 1 1 4 4 1 4 4
(timpani) solo bass
G----------------- G- D- G-
2 1 2 1 3
1 2 1 2 2 2
4 1 4 1 1 1
1 1
7
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Working backwards, the F in mm. 3 is the highest note, so fourth finger is appropriate.
The slurs also require a block fingering in order to exhibit clean left hand articulation.
The shift in this bar falls beneath the slur, however the focal point of mm. 5–6 is the
high A.
Using second finger on the high A and first finger on the low A will allow for a
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Symphony No. 39
mozart
(Mvt. IV)39
Wolfgang Amadeus Mozart
1 1 1 4 1 4 4
4 1 1 1
1 1 1 0
1 2 1 1 4 1 1 4
1 4
4 1 1 4
7 2 1 0 1 1 1 1 0
1 0 1 2
2
3 4 2 4 2 4
1 1 4 1 4 1 4 1 1 1 1 4
1 1 1 1
13 0 4 0 1 0 4
1 0
2 4 2 4
1
1 4 1 1 0 1 1 4 1 1
0 0 1 4 1
0 4
1
18 0 1 4 4 0 1 4 1 0 4 2 1
3 4 1 4
1 1 1 4 1 1 1 4 1 1 1 4
23 0 4 1 1 0 1
4 2 2 0
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The basic structure of this fingering will remain constant through the entire excerpt. A
shift directly prior to and directly after the slur allows for the hand position to lock in for
two very articulated notes beneath the slur. Maintaining consistency with this fingering
Two open strings are used for this shift. The subsequent E-flat is played with fourth
finger, so that the hand is physically closer to the C with first finger.
Though fourth finger is a weak finger, and low A-flat is traditionally a problem note
on the double bass, it makes the most sense to maintain first position for the F-sharp, A-
flat, G.
As is the case with the entire excerpt, performance tempo is often very fast. A shift for
the last note is dangerous, so using an open string is an option. This fingering forfeits
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67
Working backwards, the high D in mm. 1 is a goal note, and should end on 4th finger.
Also, the C at the end of the same measure should end on 4th finger. In each instance, a
This descending line should also begin on 4th finger, but more importantly, the slur at
the beginning of the passage must be articulated so no shift can take place during those
two notes.
The A at the end of mm. 7 and the G in mm. 8 could easily be played in 1st position,
however 3rd position allows for vibrato on the G and an appropriate tone color.
This fingering efficiently remains in the upper positions and takes advantage of string
Although this high A could be played in thumb position, the line is descending, so
there would be no higher notes. At this point, the highest finger possible is 3rd, so a block
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69
70
Remaining in 5th position and returning down the D string prevents three large shifts in
a row.
The fast tempo of this piece requires as little linear shifting as possible. Therefore,
mm. 4-5 remain in 4th or 5th position and cross strings for left hand dexterity.
A 1 – 2 – 4 block fingering down the G string is most appropriate and efficient in this
passage.
Again, mm. 7-9 can be played entirely in one position for efficiency in a fast tempo.
The slurs in mm. 18-21 require an articulated fingering. Each sequence in these
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72
73
The cleanest fingering for the opening bars involves open strings. Due to the fast
Though there are great leaps in this passage, crossing strings frequently allows for the
left hand to stay in one position for several beats at a time, increasing efficiency.
Working backwards, the high E in mm. 24 is a goal note, and gradually moving up via
the slurred motif, a block fingering reaches that goal, and prevents shifting beneath a slur.
Again, each sequence in this passage can be played with the same left hand structure
in a new position. This requires little movement and greatly increases efficiency.
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75
76
Working backwards, the B in mm. 2 is a goal note, and along with the G in the same
bar, should be vibrated. The chosen fingering ascends the D string to achieve each of
these goals.
To vibrate and for a change in tone color, this passage is played in 3rd position.
For consistency, the exact fingerings from the beginning of the piece should be used in
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CHAPTER V
CONCLUSION
The examination of double bass resources available for the classroom string
teacher reveals a distinct lack of guidance in bass technique. Double bass pedagogy is
somewhat idiosyncratic; therefore many bass methods have become highly individualized
and have developed inventive finger patterns, fingerboard positions and pivoting
classroom setting. Examination of six popular double bass methods helps to clarify finger
patterns, fingerboard geography, and other idiosyncrasies unique to the double bass, and
common orchestral and solo literature frequently performed by high school all-state and
honors orchestras. Five sequential points of interest are identified to form a systematic
tool for creating double bass fingerings. When paired with any double bass method, these
represent common orchestral and solo selections from all-state and honors orchestras
78
across the United States, as well as a variety of musical styles and technical demands.
The pedagogical principles found in Franz Simandl’s New Method for String Bass were
and reference each of the five points from chapter three. Each example offers fingerings,
bowings, and position markers to help guide the classroom string teacher in fingering
construction.
Above all, this document provides an easily accessible supplement for any
classroom string teacher. In a field that relies heavily upon aural transmission of musical
skills and concepts, it serves as a systemic component in the creation of double bass
fingerings. This document helps to fill a void in the global issue of constructing helpful
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BIBLIOGRAPHY
Albright, Philip. “Original Solo Concertos for the Double Bass” DMA thesis, Eastman
School of Music, 1969.
Allen, Michael. Essential Elements 2000: For Strings: A Comprehensive String Method.
Milwaukee: Hal Leonard, 2001.
Anderson, Gerald E. and Robert S. Frost. All for Strings: A Comprehensive String
Method. San Diego: Kjos, 1986.
Benfield, Warren and James Seay Dean. The Art of Double Bass Playing. Evanston:
Summy-Birchard Co, 1973.
Brown, Christopher. “Discovering Bows for the Double Bass.” The Strad vol. 101.
January 1990.
Gerle, Robert. The Art of Practising the Violin: With Useful Hints for All String Players.
London: Stainer & Bell, 1983.
Gruenberg, Eugene. Violin Teaching and Violin Study, Rules and Hints for Teachers and
Students. New York: C. Fischer, 1919.
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Leclair, Jacqueline. Oboe Secrets: 75 Performance Strategies for the Advanced Oboist
and English Horn Player. Lanham: Scarecrow Press, 2013.
Nanny, Edouard. Méthode Complète pour la Contrebasse à Quatre et Cinq Cordes. Paris:
Alphonse Leduc, 2001.
Phillips, Bob and Kirk Moss. Sound Innovations. Van Nuys: Alfred Pub Co, 2013.
Rolland, Paul and Marla Mutschler. The Teaching of Action in String Playing,
Developmental and Remedial Techniques for Violin and Viola. Urbana: Illinois
String Research Associates, 1974.
Simandl, Franz. New Method for String Bass. New York: International Music Co, 1948.
Simandl, Franz. New Method for String Bass. New York: Fischer, 1904.
Simandl, Franz, Frederick Zimmermann, and Lucas Drew. New Method for the String
Bass. New York: Fischer, 1984.
Simandl, Franz and Stuart Sankey. New Method for String Bass. New York:
International, 1968.
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Suzuki, Shinʼichi. Suzuki Violin School - Suzuki Method. Tokyo: Summy-Brichard, 1970.
Zimmerman, Oscar. The Complete Double Bass Parts. Rochester: O.G. Zimmerman,
1970.
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