THE OPINIONS OF FINE ARTS HIGH SCHOOL VIOLIN AND VIOLA TEACHERS ON VIBRATO INSTRUCTION

Abstract

Vibrato is a technique that adds beauty to music by contributing to flexibility, sensitivity, and tonal richness. An effective vibrato should be balanced and effortless, meeting the musical needs. Therefore, special attention and detailed studies on vibrato are required during the training process. In this study, the ideal time to begin teaching vibrato in violin/viola education, the necessary prerequisites for starting vibrato, the applied practices in vibrato instruction, considerations during the exercises, challenges faced in teaching, student errors, and reasons for teachers' revisit to vibrato studies were investigated. The study participants were violin and viola teachers from the Fine Arts High Schools. A questionnaire was used as the data collection tool to gather teacher opinions about vibrato studies in violin/viola education. The data obtained through the questionnaire were analyzed using a descriptive analysis method. According to the opinions of violin and viola teachers from Fine Arts High Schools, the timing to start vibrato studies varies. The key prerequisites for vibrato are identified as being able to handle the instrument properly, possessing good left-hand technique, playing with correct intonation, and knowing the first position well. The practices applied in vibrato instruction exhibit diversity. Fundamental aspects of vibrato instruction include preserving intonation, achieving freedom of movement, maintaining proper technique, and distinguishing between different types of vibrato. Challenges encountered in vibrato studies involve uncontrolled practice and coordination issues. Students can make different mistakes in their studies. Teachers revisit vibrato exercises, especially for musical interpretation.