String Teachers on the Challenges of Intonation: A Report From Sweden

Abstract

Challenges of intonation derive from discrepancies between justly tuned intervals. In theoretical literature, string intonation is depicted as a balancing act between melodic and harmonic ideals, or between distinct tuning systems. However, practical string teachers’ and empirical researchers’ accounts sometimes appear to bypass such theory, focusing instead more informally on listening, kinesthetics, or tools and practice routines. In this survey study, our aim was to see how working string instructors approach questions of intonation, both as teachers and as musicians. A qualitative analysis of 95 Swedish professional string teachers’ responses reveals a rather intuitive approach to the topic, without any traces of intonation theory as such. The participants reported using a rich variety of teaching strategies, but teaching intonation was typically framed simply as helping the student find the right pitch categories. Regarding their own intonation as musicians, the emerging view was that finer pitch adjustments might succeed just by good posture, slow practice, and listening in ensemble contexts. Overcoming the constraints of this practice-based tradition remains an important challenge for string pedagogy in higher music education.