I. Historical Context and Traditional Methods:

• Overview of string pedagogy before and after 1850 and until WWII
• Examination of repertoire in Hong Kong and for ABRSM music examination
• Study of traditional teaching methods

II. Introduction to Modern String Teaching Philosophies:

• Overview of Suzuki, Rolland, and Havas methods, as well as Sassmannshaus, Colourstrings, Pascale, and others
• Discussion of the strengths and limitations of each approach

III. Instrumental Setup and Technique:

• Establishing the correct instrumental setup
• Foundations in holding the bow, including bow grip and bow arm technique
• Building the left hand frame, including hand and finger position
• Developing early finger independence

IV. Tone Production and Intonation:

• Study of tone production, including bow pressure and speed control
• Exploration of folk songs and supplementary materials for developing intonation sensitivity
• Composing short pieces to develop creativity and musical expression

V. Coordination and Musicality:

• Coordination games to develop physical and mental coordination
• Integration of Dalcroze-inspired concepts for developing musicality and rhythmic accuracy

VI. Bow Techniques:

• Discussion and practice of contrasting bow techniques, including string crossings, detache, staccato, and legato

VII. Advanced Techniques:

• Introduction to early shifting and vibrato techniques
• Study of repertoire that incorporates advanced techniques

Type of Assessment

Description

Weighting

Presentation

A 10-15 minute group presentation (in a group of 2-3 students) on a string pedagogical topic. 

40%

Project

In this group project, consisting of 2-3 members, students will collaborate on a written assignment of approximately 1200 to 1500 words. 

60%

Total : 100%

Applicants shall:

1. hold a bachelor’s degree, preferably in music, awarded by a recognised university, and
2. have passed the Grade 8 violin/viola examination under ABRSM, or equivalent.

If the degree or equivalent qualification is from an institution where the language of teaching and assessment is not English, applicants shall provide evidence of English proficiency, such as:

1. an overall band of 6.0 with no subtests lower than 5.5 in the IELTS; or
2. a score of 550 in the paper-based TOEFL, or a score of 213 in the computer-based TOEFL, or a score of 80 in the internet-based TOEFL; or
3. HKALE Use of English at Grade E; or
4. HKDSE Examination English Language at Level 3; or
5. equivalent qualifications.

Applicants with other qualifications will be considered on individual merit.