Primary Red Scales - Upper String Scale Series #1

If you haven’t, check out the Scale Introduction post so you have a handle on the terminology of this post.

Since I tried to make this system build up in skill level as much as possible it made sense to begin with the scales that start on the open strings. Once my beginning students have spent time with the red pattern and my reading sequence (post coming soon) I will have them start a D Major Scale (Figure 1). I usually start by saying that a scale is similar to our finger pattern exercises, but use two strings instead of one.

I begin working the ascending part of the scale first. At this point the student is used to working on one string from the finger pattern exercise. I use that to guide them into the scale, telling them that we are simply stitching two different strings together. They should also be accustomed to using their fourth finger from the finger pattern work. When doing the ascending scale I have them use the open strings, so the fingering should be open D, 1, 2, 3, open A, 1, 2, 3. They will usually get the idea pretty quickly. I spend a few lessons just working on the ascending scale with them before we begin to come back down. When I do start the descent I enforce use of their fourth finger. It may be tricky for most students initially. Do not, whatever you do, say “this is hard” or “this is difficult.” You are permitted to tell them “this can be tricky at first,” emphasizing the “at first.” It is tricky, but it isn’t at all impossible.

Once they can comfortably play the D major scale top to bottom I move them to A major (Figure 2), telling them to play the exact same fingering they used with the D major, just starting on the A string. It is at this point that I discuss the structure of the major scale. How much detail I give usually depends on the age of the student. I talk about it being a set of half steps and whole steps that we can more around, just like the finger patterns. If the structure changes it’s not a major scale anymore. I will play them some examples to demonstrate, both of different major scales and scales with one step changed, to make sure they hear the similarities and differences. I will usually use the word transposition in the discussion. I find that even the youngest students can easily grasp this when demonstrated with the finger patterns and the scales.

G major (Figure 3) is the final red scale. Some students will ask about an E Major scale, which makes sense as they’ve just done a scale starting on every string but that one. Usually I’ll just say that a scale needs two strings and there’s no string above E, so we can’t do that. For older beginners I may talk about different octaves or shifting. If they don’t ask me about it, I don’t even mention it.

Once those three scales are covered we move on to the blue pattern scales. I will usually introduce the blue pattern itself after A major is comfortable, so that the transition from the red scales to the blue can be quick and fairly seamless.

Check out Barbara Barber’s Fingerboard Geography or this post for more information on the finger patterns.