Initial Movement and Continuity in Vibrato among High School and University String Players

String Vibrato: Research Related to Performance and Perception

“…Most of the violin tones performed by the concertmaster of a university orchestra oscillated from the intended pitch (based on an equal tempered A-440 standard) and below; however as in the first study, description of the tuning procedure used prior to recording was not clear, which may help account for the differing outcomes. Most recently, our research with high school and university students (Geringer & Allen, 2004;Geringer, et al, 2005) and an artist-level case study (Allen, et al, 2009) has shown consistent support for the finding that vibrato is an oscillation both above and below the performer's conceived pitch. In the 2004 study, we determined each individual's intended center of pitch with 40 high school and college violin and cello students by asking them to play stopped tones without vibrato followed by the same tone with vibrato.…”

“…These findings are mostly consistent with previous research by Reger (1932) where more experienced performers and soloists performed with a faster and wider vibrato than did the students. Based on the results of current research (Allen et al, 2009;Geringer & Allen, 2004;Geringer, et al, 2005;MacLeod, 2008MacLeod, , 2010, it is apparent that artist level performers vibrate both faster and wider than student performers. However, a qualification should be added: Most of the analyses of artist-level players were based on material within a music performance context, that is, passages had faster tempi, larger range in pitch registers, and wider dynamic ranges than material written for the younger performers.…”

“…Small (1937) and Papich and Rainbow (1974) reported that initial vibrato motion of more advanced players was toward the bridge (a sharpening motion). We have found no systematic investigation of this issue other than our own (Allen et al, 2009;Geringer et al, 2005). As noted in the section above, we used "warming" exercises in the attempt to determine whether performers' initial vibrato movements were consistently backward (in the direction of the scroll) or a forward motion toward the bridge.…”

“…Little research literature exists regarding vibrato continuity, although as with initial movement, a number of pedagogues have recommended various exercises and routines to develop a continuous vibrato. In our second study of high school and college cello and violin players (Geringer et al, 2005), we investigated the continuity of vibrato during the transition between slurred notes. All performers stopped vibrating during at least some portion of the transition.…”

Pedagogical Content Knowledge for Shifting: More than a Toolbox of Tricks

“…Pedagogical knowledge refers to a particular an instructional approach to teach content Geringer et al 2005;Gillespie 1988Gillespie , 1993Sievers 2005). String educators often integrate multiple pedagogical approaches that are drawn from a number of teachers (e.g., Suzuki, Rolland, Galamian) to teach specific string skills.…”