Book review: Sight Reading Strings: A progressive method

Sight Reading Strings: A progressive method

Naomi Yandell, Celia Cobb

Violin

Initial–Grade 2: 72PP ISBN 9780857368539

Grades 3–5: 76PP ISBN 97808557368546

Grades 6–8: 76PP ISBN 97808557368553

Viola

Initial–Grade 2: 72PP ISBN 97808557368560

Grades 3–5: 72PP ISBN 97808557368577

Grades 6–8: 76PP ISBN 97808557368584

Cello

Initial–Grade 2: 68PP ISBN 97808557368591

Grades 3–5: 76PP ISBN 97808557368697

Grades 6–8: 76PP ISBN 97808557368614

Double Bass

Initial–Grade 2: 68PP ISBN 97808557368621

Grades 3–5: 76PP ISBN 97808557368638

Grades 6–8: 80PP ISBN 97808557368645

Trinity College London Press

£14 each

 

Celia Cobb and Naomi Yandell have produced a comprehensive, progressive method to develop sightreading skills for all four of the bowed stringed instruments. The stated purpose is to help students to prepare for Trinity College London’s instrumental graded music exams. While this preparation is clearly central to the volumes, there is more to appreciate in addition, and the method will be useful irrespective of any exam timetable.

There are three books for each instrument: Initial to Grade 2; Grades 3–5 and Grades 6–8. The music used is identical for each instrument, making it ideal for any teacher wishing to work on sightreading in groups, or as a string orchestra, with the bonus of developing ensemble skills at the same time.

Every grade is divided into ten lessons, each one neatly occupying a double page. The lesson sets out a specific aim, such as tackling a new time signature, and is followed by exercises to develop and use this new skill. Cobb and Yandell are always encouraging the reader to ‘Think Before You Play’. They ask questions about aspects of or patterns in the music, reinforcing the learning, and helping pupils find a sense of welcome familiarity. Every lesson concludes with a sightreading duet. At the end of each set of ten lessons, a number of specimen Trinity tests allow students to measure their progress against the standard of music they might expect for sightreading in the exam.

As one would expect from these distinguished educators, Cobb and Yandell are well versed in the varying demands of the different stringed instruments at each exam grade level. At Grade 2, a cellist will need to recognise where to use the second finger in C major on the A string, while violinists need only ‘standard fingering’ at the same stage.

In the higher grades (6–8), Cobb and Yandell include adaptations of ‘real music’ in their duets. Pleasingly, a violist or cellist might find themselves reading a version of the first violin part of Eine kleine Nachtmusik, while a violinist might find themselves learning the harmony of the Bach E major Violin Concerto.

All of this means that while a student is preparing for an exam, they are also adding analytical and musical skills at the same time. Even if a teacher does not use Trinity exams with their students, these volumes are an excellent educational resource.

ALEX LAING