Intonation is another technique people assume needs a teacher’s hands on the string, physically nudging a finger into place. But I’ve taught accurate intonation to students who take violin lessons online for years, using the same method I use in person.
Building the Ear
When we’re placing tapes on the fingerboard, I tell parents exactly where the first, second, third, and fourth finger tapes should go. The student then places their finger right over the tape and plays that note, and we adjust from there as needed. This process can take extra time, so if the lesson schedule allows, I’ll extend the lesson length to accommodate it.
I also build the ear through scales. Before starting a new piece, I have students play through the scale in that piece’s key as a warm-up. Since music is built on scales, this gets their fingers acquainted with the left-hand finger spacing they’re about to use in the piece. The finger spacing follows the key signature, unless an accidental changes one of the notes.
Checking for Tension or Habits That Cause Pitch Problems
I check what I call the “hand shape,” a more accessible term than “hand frame,” making sure the fingers are curved over the strings. I demonstrate this by showing my own hand.
I also use the harmonic test, lightly touching the string to produce a bell-like tone, to help students find a clear tone without pressing too hard with the left hand. It’s a diagnostic I rely on across several areas of playing. I’ve written more about how I use this in my post on left-hand evenness.
A Common Intonation Problem: Switching Keys
Switching keys can be difficult for students, especially when it introduces a “low 2,” where the second finger is close to the first finger, rather than its usual higher spacing.
To help students remember the new finger placement, I’ll have them say it out loud, “low 2,” and pause before playing the note. I’ve found this pausing technique effective across many students, not just for particular key changes, but any time a student needs to remember a new detail. That pause gives them a moment to think and place the finger correctly, which builds the muscle memory needed to play it accurately. Over time, students no longer need to pause; the correct placement becomes automatic.
I’ll also have students play scales along with recordings I’ve made for home practice. Hearing the reference pitch while they’re playing along lets them self-correct in real time, and in my experience, that kind of listening does more for learning intonation than being told a note is out of tune.
Why This Works Online
Intonation is something I catch by ear as much as by eye, and that translates directly to an online lesson. I can hear a pitch that’s sharp or flat just as clearly through a screen as I could in person, and I can guide tape placement with a parent in real time the same way I would if I were standing next to the violin myself. Hand frame and finger placement are also easy to see clearly on camera, so I can catch and correct habits early, the same as I would in person.
No One-Size-Fits-All
Every student builds their ear differently, and I adjust my approach to what works for them. Some do best with the pause-and-say-it-out-loud method. Others make faster progress playing along with a recording. Others need more scale work before playing a piece. Progress takes time, whether online or in person, which is completely normal.
Ready to Get Started?
I teach in person in Falcon Heights, North Oaks, and Mounds View, and online. Contact me to schedule a free intro.