Principal Applied Violin (Freshman Level)

Course Description

MVS1311 — Principal Applied Violin is the freshman-level applied music course in violin for students whose principal instrument is violin. The course consists of weekly private one-on-one lessons with an applied violin faculty member, supported by daily individual practice and concurrent participation in an allied ensemble (typically symphony orchestra, chamber orchestra, or string ensemble). Students develop fundamental violin technique — left-hand position and shifting, bow control, intonation, vibrato, and the integration of these elements in tone production — through graded etude and solo literature, culminating in a faculty jury examination at the end of the semester.

This course is offered at approximately 25 Florida public colleges and universities, including Valencia College, Miami Dade College, Hillsborough Community College, Florida State College at Jacksonville, St. Petersburg College, Daytona State College, Santa Fe College, Palm Beach State College, Florida SouthWestern State College, Pensacola State College, Northwest Florida State College, and Broward College. It articulates to the freshman applied violin sequence at FSU, UF, UM Frost (which has a particularly strong violin program), UCF, USF, UWF, FAMU, and other State University System music programs subject to placement audition.

The Statewide Course Numbering System (SCNS) encodes information about applied music courses in the digits of the course number. Following the convention documented by Florida State University's College of Music, the first digit indicates academic level (1 = freshman, 2 = sophomore, 3 = junior, 4 = senior), the second digit indicates the applied music placement (2 = secondary, 3 = principal, 4 = performance), the third digit repeats the first, and the fourth digit indicates the specific instrument within the prefix family.

For MVS1311, the prefix MVS denotes Applied Music: Strings; 1 indicates freshman level; 3 indicates principal placement; 1 repeats the academic level; and the final 1 places violin first in the string score order (followed by viola = 2, violoncello = 3, double bass = 4, harp = 5, guitar = 6).

Learning Outcomes

Required Outcomes

Upon successful completion of MVS1311, students will be able to:

• Demonstrate balanced standing or seated posture with proper instrument support; left-hand position with relaxed thumb and curved fingers; right-arm and bow-hand position with flexible wrist and balanced hold.
• Apply fundamental left-hand technique: first-position fluency in all standard finger patterns; clean shifts between first and third position (with fifth and seventh introduced as appropriate); developing intonation across positions.
• Apply fundamental bow technique: balanced bow hold, straight bow stroke parallel to the bridge, controlled bow distribution and division, contact-point awareness; basic strokes (détaché, legato, staccato, martelé).
• Develop controlled vibrato at appropriate rate and amplitude (arm vibrato, wrist vibrato, or finger vibrato per teacher's preference).
• Perform major and minor scales in two and three octaves with developing intonation and bow-distribution awareness.
• Perform arpeggios and chromatic scales across the developing freshman range.
• Prepare and perform etudes from standard freshman literature: Wohlfahrt 60 Studies Op. 45; Kayser Elementary and Progressive Studies Op. 20; Mazas Etudes spéciales Op. 36 (Book 1); Sevcik School of Bowing Op. 2 and School of Violin Technique Op. 1; Schradieck The School of Violin Technics.
• Prepare and perform solo repertoire from at least two contrasting style periods — typically a Baroque work (one movement of unaccompanied Bach Partita or Sonata; Vivaldi Concerto in A Minor RV 356 or Concerto in G Major RV 310; Handel Sonatas) and a Classical/Romantic work (Mozart Concerto No. 3 in G or No. 4 in D first movement; Beethoven Romance in G or F; Bruch Concerto in G Minor Op. 26 introductory work).
• Demonstrate developing sight-reading at a level appropriate to freshman major standing.
• Perform a faculty jury at the end of the semester demonstrating prepared scales, etudes, and solo repertoire.
• Participate concurrently in an allied ensemble (symphony orchestra, chamber orchestra, or string ensemble).

Optional Outcomes

• Develop introductory positions beyond third (fifth, seventh, ninth) where developmentally appropriate.
• Engage in chamber music through string quartet, piano trio, or violin-piano duo repertoire.
• Apply introductory orchestral excerpt study (Mozart Symphony No. 39 or 40; Mendelssohn A Midsummer Night's Dream Scherzo).
• Develop introductory double-stops and chord playing.
• Audition for regional youth orchestras, summer festivals (Brevard, Sewanee, Aspen at the introductory level), or competitions.

Major Topics

Required Topics

• Posture and Instrument Support: Standing or seated posture; chin rest and shoulder rest selection appropriate to the player's anatomy; relaxed left-hand frame.
• Left-Hand Technique: First-position fluency across all four strings and standard finger patterns; relaxed thumb position; clean shifts to third (and as developmentally appropriate, to fifth and seventh) position; intonation development through harmonic awareness.
• Bow Technique: Bow-hold balance and flexibility; straight bow stroke parallel to the bridge; bow division (whole bow, upper half, lower half, middle); contact-point awareness (bridge to fingerboard); basic strokes (détaché, legato, staccato, martelé).
• Vibrato: Initial development of vibrato — arm-based, wrist-based, or finger-based per teacher's preference; rate and amplitude control.
• Tone Production: Integration of left-hand position, bow stroke, and contact point to produce focused, clear tone; bow speed and weight relationship to tone; introduction to tone-color variation.
• Daily Technique Routine: Sevcik School of Bowing Op. 2 and School of Violin Technique Op. 1 (introductory selections); Schradieck The School of Violin Technics; Sitt Op. 32; daily scale practice (Flesch, Galamian, or Schradieck systems).
• Scales and Arpeggios: Three-octave major and minor scales (Flesch system at sophomore level; Galamian system common at advanced freshman level); arpeggios; chromatic scales; double-stops in introductory keys.
• Foundational Etudes: Wohlfahrt 60 Studies Op. 45; Kayser Elementary and Progressive Studies Op. 20; Mazas Etudes spéciales Op. 36 (Book 1); progressing toward Kreutzer 42 Etudes (the foundational technique-and-musicianship text introduced at end of freshman year or sophomore year).
• Baroque Repertoire: One movement of unaccompanied Bach (Partita or Sonata); Vivaldi Concerto in A Minor RV 356 or Concerto in G Major RV 310; Handel Sonatas (Op. 1 selections); Corelli La Folia.
• Classical Concerto Repertoire: Mozart Concerto No. 3 in G (K. 216) or No. 4 in D (K. 218) first movement — foundational works in the Classical violin canon, introduced in freshman year for ongoing study.
• Romantic Solo Repertoire: Beethoven Romance in G Op. 40 or Romance in F Op. 50; Bruch Concerto in G Minor Op. 26 first movement (introductory study).
• Performance Preparation: Memorization (where required), management of performance anxiety, jury preparation, recital etiquette.

Optional Topics

• Higher Positions: Continued development beyond third position into fifth, seventh, and higher positions.
• Double-Stops and Chords: Introductory thirds, sixths, and octaves; basic chord playing (essential for unaccompanied Bach repertoire).
• Chamber Music: String quartet (Haydn, Mozart introductory quartets); piano trio; violin-piano duo repertoire.
• Orchestral Excerpts: Mozart Symphonies (No. 39 first movement; No. 40 first movement); Mendelssohn A Midsummer Night's Dream Scherzo; introductory Brahms, Beethoven excerpts.
• Cross-Genre Awareness: Fiddle styles (Appalachian, Irish, Bluegrass) where program emphasis allows; jazz violin awareness.

Resources & Tools

• Studio Faculty Member: Primary applied teacher (typically a part- or full-time violin professor) who delivers weekly individual lessons.
• Practice Facilities: Dedicated practice rooms with appropriate seating; humidity-controlled storage for institutional instruments and bows.
• Foundational Methods: Galamian Principles of Violin Playing and Teaching (the foundational pedagogical text); Sevcik Op. 1, Op. 2, Op. 3, Op. 6, Op. 8, Op. 9 (the foundational technical method); Schradieck The School of Violin Technics; Flesch Scale System.
• Etude Books: Wohlfahrt 60 Studies Op. 45; Kayser Op. 20; Mazas Op. 36 (Books 1–2); Kreutzer 42 Etudes (introductory selections at end of freshman year); Dont 24 Etudes Op. 37; Fiorillo 36 Etudes.
• Solo Anthologies: Standard urtext or scholarly editions: Bärenreiter, Henle, International Music Company, G. Schirmer for Bach, Mozart, Vivaldi, Bruch.
• Equipment: Quality intermediate or professional violin (institutional or personal); intermediate bow (concert-grade pernambuco or carbon-fiber bow recommended at the principal level, typically $500–$2,500); chin rest, shoulder rest, and rosin appropriate to player; case with humidifier.
• Studio Class: Weekly group meeting for performance practice, peer feedback, masterclass discussion.
• Jury Committee: Multi-faculty panel for end-of-semester performance evaluation.
• American String Teachers Association (ASTA): Professional organization providing the American String Teacher journal, regional events, and pedagogical resources. The Florida ASTA chapter hosts state-level events including the Florida ASTA Solo Competition.
• Florida Orchestra Association and Florida MENC/FMEA activities provide additional ensemble and competition opportunities for collegiate violinists.

Career Pathways

• Music Educator (K–12, post-completion of BME and Florida teacher certification through FTCE Music K–12).
• Performing Musician in regional orchestras, opera and ballet pit orchestras, theatre productions, jazz ensembles, and chamber groups. Florida hosts the Florida Orchestra (Tampa Bay), Naples Philharmonic, Jacksonville Symphony, Orlando Philharmonic, Sarasota Orchestra, Palm Beach Symphony, Florida Grand Opera, and the Sarasota Opera.
• Theme Park & Entertainment Performer at Walt Disney World, Universal Orlando, SeaWorld Orlando, Busch Gardens Tampa Bay, and Disney Cruise Line.
• Cruise Ship Musician for vessels homeporting at Florida's major embarkation ports (PortMiami, Port Canaveral, Port Everglades, Port Tampa Bay, Jacksonville).
• Worship and Liturgical Musician for churches across Florida's metro and rural communities.
• Private Studio Teacher, often credentialed through the Music Teachers National Association (MTNA) or instrument-specific Florida professional associations.
• Military Musician with U.S. Armed Forces premier bands or regional service bands (audition required; competitive).
• Studio Recording & Session Work, particularly in the Miami, Orlando, and Tampa recording markets.

Students intending to pursue performance professionally should plan on completing a Bachelor of Music (BM) in Performance at a Florida university — typically Florida State University, University of Florida, University of Miami (Frost), University of Central Florida, University of South Florida, University of West Florida, Florida Atlantic University, Florida International University, Florida Gulf Coast University, or Florida A&M University — and continuing to graduate study or competitive auditions.

Violin graduates have additional career destinations specific to the instrument: regional orchestral positions (Florida Orchestra, Jacksonville Symphony, Sarasota Orchestra, Naples Philharmonic, Orlando Philharmonic each have substantial violin sections; positions are extremely competitive nationally); chamber music ensembles; theme-park orchestras at Walt Disney World (which has substantial violin presence in shows such as the parade orchestras and seasonal events) and Universal Orlando; cruise-line orchestras and show bands; private studio teaching (a substantial part of the violin career market — Florida has high demand for Suzuki and traditional violin teachers given large school music programs and a strong private-lesson culture); military service bands (where string positions are present); and commercial recording and film/TV scoring work in the Miami, Orlando, and Tampa markets.

Special Information

SCNS Transferability

Applied music courses with prefixes MVB, MVH, MVJ, MVK, MVO, MVP, MVS, MVV, and MVW are not automatically transferable under the Florida Statewide Course Numbering System. Per FSCJ's published policy on the SCNS, these courses require evidence of skill achievement (audition, jury performance, or portfolio) and must be evaluated individually by the receiving institution. Students transferring to a four-year music program should plan to audition with the receiving institution's applied faculty regardless of credits earned. The Florida Common Prerequisites Manual (available at floridashines.org) lists state-wide prerequisite expectations for music majors transferring to State University System institutions; faculty in the receiving program place students into the appropriate applied level based on audition.

Audition and Placement

Admission to MVS1311 requires a placement audition with the applied violin faculty. The audition typically includes prepared solos (one or two contrasting selections; commonly one movement of unaccompanied Bach plus one Classical concerto first movement), three-octave scales and arpeggios, and sight-reading. Per the University of Florida audition requirements, students must "prepare two contrasting works: a) One movement of solo Bach (cello suites or violin sonatas and partitas) AND b) One movement of a concerto or sonata from the standard repertoire."

Credit Hour Variation

Credit values for MVS1311 vary across Florida institutions, ranging from 1 to 2 credits per semester. Florida State University offers the MV_1311–1316 series at 2 credits; community colleges follow similar conventions with corresponding lesson durations.

Co-requisite Requirements

Most institutions require concurrent enrollment in orchestra or string ensemble, in music theory and ear training, and in another music course (any MUx-prefix course other than Music Appreciation).

Lab Fee and Equipment

Most institutions charge a private lesson lab fee in addition to standard tuition (typically $75–$200 per semester). Violin students should anticipate substantial equipment investment over the freshman/sophomore years: a concert-grade student violin typically costs $1,500–$5,000, with quality bows costing $500–$2,500 separately. Annual maintenance (string replacement, bridge work, occasional sound-post adjustment) costs approximately $200–$400 for instruments in regular use.

Continuation Sequence

MVS1311 is followed by a second freshman semester (often a repeat of MVS1311) and then by MVS2321 at the sophomore principal level. The sequence continues with MVS3331 (junior) and MVS4341 (senior) at the four-year music school. Successful completion through MVS3331 (by jury) is a degree requirement for the Bachelor of Music Education at FSU and similar requirements at peer institutions.

Strings versus Brass and Woodwinds

Violin study differs from brass and woodwind applied study in several practical ways: strings can practice for longer continuous periods than brass without embouchure fatigue; tuning and humidity control are daily concerns absent from brass/woodwind practice; bow rehairing (every 6–18 months depending on use) is a recurring maintenance cost; and chamber music expectations are typically higher for string players than for most other instrumentalists, with quartet, trio, and duo participation expected from sophomore year onward.