I fell in love with the Romberg Sonatas when I started using them regularly as teaching pieces. It took me awhile to fully the understand the breadth of cello technique that Romberg teaches in his Sonatas but when I did, I was entranced. 

From shifting and positions to rhythm patterns and bowing challenges, the Sonatas gave my students a music experience that prepared them for much of what is to come in cello study.

Students would finish studying a Romberg Sonata and be playing at an entire level or two above their original level when they started the Sonata. They would be much more competent than when they had started, easily playing exercises, etudes, and pieces that would have given them pause before Romberg. 

Other teaching pieces didn't give cellists that same skills that Romberg's Sonatas did. As I saw the effect that playing Romberg's music had on my students, I came to deeply respect this music that so wonderfully transformed my students.

Two of Romberg's Sonatas became my favorites: the Sonata in E Minor and the Sonata in C Major. I use the Sonata in E minor as the first Sonata after a student has started shifting and has learned fourth position (plus a little second and third positions). I might use one or two other pieces after that, depending on the student, and then we are ready to start the Sonata in C Major. 

Over the past 20+ years, I've taught a lot of Romberg to students. It's gotten to the point where I can predict mistakes before they make them. It was getting boring hearing the same mistakes over and over. I really wanted to expand the influence of Romberg on my students and teach all of the skills that he required in his Sonatas.

So I wrote The Romberg Sonata in C Major Study Book for Cello and now, teaching that Sonata is much more exciting! Where I used to sit and drone corrections over and over, I can now have my students play the exercises and improve in front of me. We can spend the lessons working on phrasing and expression instead of rhythm, shifting, and bowing.

I love hearing them play the Sonata excerpts after they've played the exercises. Where students used to stop or struggle, my exercise-powered students sail through. They play confidently and they enjoy the music they're making instead of wallowing in frustration. 

Here are some pages of free cello exercises; Preparatory Studies that have a few bits of technique that you will use in the Romberg Sonata in C Major:​

So, Devil's Dream has some tricky string crossings! Both the bow and the fingers have to change strings with efficient, agile movements in order to play this piece at a fast "fiddle" tempo.  

Here's the version of Devil's Dream that we'll work on:

Here's a Warm-Up Exercise for String Crossings:

Focusing on just the bow can help you identify underlying string crossing issues. Here are the open strings that your bow is playing under the actual fiddle tune:

Now, one of the main difficulties with this piece is crossing strings with the left hand. Here is an exercise to work on crossing strings with the fingers:

And another exercise for the left hand:

And finally, three exercises for speed. Start slow and when you've learned them, play them as fast as possible. Keep your bow smooth and close to the strings. "Bar" your first finger across the strings in measures 3&4 and 11&12 to help make your motions as efficient as possible. 

When a teacher mentioned that her student wasn't allowed to play O Come Little Children because of religious reasons and asked about an alternative piece, I wrote this piece as an option that still teaches many of the same techniques: string crossing, slow and fast bows, etc.

​O Come Little Children, in Suzuki Book One for Violin (or Viola, or Cello), is also a Christmas carol and some teachers may be looking for a substitute when students or parents request it. Or, Spring Melody (below) can be used as a supplemental piece in addition to O Come Little Children when students need more work on these skills. Beginning violin, viola and cello adult students can enjoy this free piece as well!

I love the fact that scales are such a great vehicle for learning different skills on the cello! Scales can and should be much more than just playing notes in order in a particular key in a particular set of places on the cello; they can also be used for learning rhythm and bowing skills. 

Today in the blog, we're going to focus on using a simple C major scale to work on cello bowing. Now, the possibilities here are endless. I could start writing today and never ever reach the end of variations I could make with this scale. But there are other books to write and so I will stop at 15 pages for this little booklet. Of course, I'll probably come back every once in awhile with another blog post on scales; scale variations are a bit of a passion of mine!

Scales are helpful because they are so predictable. You know what's coming and the notes (at least in these scale pages) are fairly easy. But that doesn't mean you should turn off reading and play from memory just yet; I have some breaks in the pattern built into these scale pages to help keep your attention while you play. 

Scale variations are a perfect way to multitask. Variations are a great way to train your left and right hands to be more coordinated and also a great way to make your practice even more efficient; you're working on multiple skills at once!

Feel free to make variations on the variations! Boredom lets you turn your brain off and can be the opening for building bad habits! Cello technique should never be taken for granted; every minute of your practice should be spent actively trying to improve. Varying the exercises can help you stay focused. I play different pages of scale exercises every day (that's one reason why I had to write so many books!) These variations can be played on any scale but they're simplest on a 2-octave scale that starts on an open string. Try them in G major if you're into shifting and up for a challenge.

with a projected 6-12 inches of snow! We packed the rented Ford Expedition with books and displays (thanks to amazing glassmaker John Koutsouros!) and headed out early Wednesday morning. My mom (Judy Harvey) was going to fly but we knew the flights would be canceled so she came along for the ride. 

The ride was rough for a few hours but around the time we hit Virginia, things started looking sunny.

El Restaurante Ixtapa deserved every good Yelp review it got;
​the fish tacos were to die for.

we were absolutely exhausted and ready to sleep. However, there were only two single beds for three people. The Hyatt Regency Atlanta said they couldn't bring in a cot because of the fire codes and suggested that one person sleep on the floor. (Bear in mind that none of this was told to us at booking.) You never know what you'll get when you travel!

Anyway, Myanna headed out the next day to get an air mattress. And an air pump. That didn't work because it needed a car cigarette lighter for power. Hmm.

Judy came to the rescue with an unorthodox solution!

It's a mammoth task to unload a "tank" full of book boxes and displays, drag it all up to an exhibit hall, and set it up. This year was better because we had a proper cart.

We met many wonderful teachers and the booth was humming with activity. I loved the chance to interact with musicians from all over the country and talk string technique. From cello shifting to violin scales, we had fabulous conversations and (happily for our aching arms and backs) came home with empty book boxes.

​If you are thinking of attending at ASTA conference, definitely try it out; there were so many great sessions and just the coolest people ever. Hope to see you next year in Albuquerque!

Etudes can be more melodic than pure technical exercises and this helps you get closer to what you’d actually play in a piece. 
​
Etudes can also be called "Studies" and they are important for helping you practice technical exercises in the context of something a little more like music. Some Etudes are even performed in concerts!
​
Today, let's focus on Etude No. 2 "Exercise on the Legato" from 40 Melodic and Progressive Etudes, Op. 31, by the cellist Sebastian Lee. Legato refers to notes that are smooth and connected. Lee helps teach legato by using slurs of eight notes at a time.

Here's a sneak peek of Lee's Etude No. 2, Op. 31. The exercises that follow will help you learn and master this etude. The entire etude is after the exercises (See Step Seven.)

You can get to know the notes Lee used in this etude by playing the short exercises below. For more work, or to learn 2nd, 3rd, and 4th positions from the beginning, see the “Recommended Position Methods” below. Cello shifting isn't hard! It's just a matter of learning where to put your hand and remembering how to get there. 

By playing the shifts in a variety of ways, including changing slur patterns and rhythms, and using shorter sections of the measure, you can learn the shift more thoroughly. 

Cello shifting is only part of learning this etude. Next, start to work on the slurs by playing Measures 1-16 with only 4 notes to a bow. Then, use staccato (stopping the bow sharply on the string for each note) to help you divide the bow up into 8 even sections. This helps you fit all 8 notes in a bow that Lee has you learning. Staccato is a great way to learn to play long slurs.

These shifts have you going back and forth from fourth position to harmonic A on the A string. While this is awkward, make sure you use 3rd finger, as it is generally agreed that this is the easiest finger to use when going back and forth from harmonic A. Watch out for the rhythm in the last measure of each exercise below; make sure you play the quarter note so that it is twice as long as the eighth notes!

These exercises help you learn the most complicated part of the etude. Start in fourth position on the D string, play the easy pattern (1414), and then practice shifting back and forth one half step before continuing with the pattern in each new position. 

The cello exercise below still simplifies Lee's etude but helps you get closer to what he wrote. By the end of practicing the "Putting it Back Together" exercise below, you should be ready to tackle measures 25-32 in the Lee Etude. 

These exercises help you work on the cello positions and string crossing patterns at the end of the etude. Using open strings to learn string crossing can take away the distraction of the left hand and let you focus on balancing your bow across the strings. Feel for a relaxed right hand and arm as you cross strings and work toward getting the smoothest sound possible when you play. 

As you play, focus on shifting correctly, playing even notes inside each slur, and keeping your bow hand relaxed for the smoothest sound possible. 

Tip: If you still find yourself running out of bow, try moving the bow on the string down toward the bridge, about 1/2-1 inch. The string has more tension closer to the bridge and your bow will naturally go a little slower as it plays closer to the bridge.

Exercises and etudes can help you master the entire cello. I love how efficient exercises and etudes are; they have a huge impact on the rest of my practice. If you have any questions, send me an email at info@charveypublications.com.

Have fun playing! 

When I was a little girl, my younger sister Myanna took violin lessons from Estelle Kerner. Mrs. Kerner exuded all of the old-world glamour of the music world that I was craving. She had a hair net and wore clothes that looked right out of Tsarist Russia.  Lots of makeup and copious quantities of white face powder completed her look. 

Her soft calm voice had steel running through it and I was both scared and enthralled. Myanna was five years old and as she stood in countless hour-long lessons for the next thirteen years, Mrs. Kerner helped her fall in love with music and the violin. It was only many years after that that I realized how much Mrs. Kerner had changed my life as well.

You see, Mrs. Kerner taught with Schradieck and Sevcik (multiple volumes), with Wohlfahrt and Mazas and Kreutzer, with Flesch and Galamian and with a slow but extremely methodical march through Rieding and Kuchler and Vivaldi and Bach Violin Concertos, all the way up through Bruch and Brahms and Paganini.

She saw Myanna getting better steadily and at the same time, she saw me struggling technically. So she did what any good mother might: she took me to the sheet music store and (even though money was really tight), she told me to pick out what I needed. I still have the Werner method and some of the other books I bought and devoured back then. 

With Mrs. Kerner's teaching an ever-present influence, I began to give myself the best technical foundation that I could paste together from the method and exercise books I bought. All through my teens, with other teachers and harder music, I kept searching for and buying exercises until I hit a wall. There just wasn't a Schradieck for the cello. Klengel, with his Daily Exercises, came the closest. But his book started in half position and got complicated too soon and my students were struggling. I needed more shifting exercises than I could find. I desperately needed more work up and down the A string as I was playing Tchaikovsky's Rococo Variations...

It was a heady feeling, realizing that I would never run out of exercises again. The first book I published was Serial Shifting; Exercises for the Cello: a different take on the Sevcik Op. 8 concept of moving through the positions:

And the second book I published was my very own book of Finger Exercises for the Cello so I could have faster fingers at last.

everyone out there trying to play their instrument better. For teachers looking for their own version of Schradieck. For everyone who has had a technical weakness and hasn't known where to start to overcome it. For everyone who has had a sister (or a stand partner) with faster fingers. 

Estelle Kerner, who showed me what teaching could accomplish and how to craft a solid foundation for a student. 
Judith Harvey, who herself fell in love with violin exercises and who taught her 9-year-old daughter to go looking for books that might help solve her problems.
and my teacher at the time, who showed me the limits of teaching without enough exercises. And who, by withholding more studies, made me desperate to find and then write them. All three of these women helped a 9-year-old girl fall deeply in love with exercises as a means of learning and teaching a stringed instrument.