Articulation and coordination

Ask learners to play tunes and bass lines from their repertoire an octave higher in order to develop fluency on the fingerboard above the 12th fret.

Ask learners to choose a well-known melodic passage or bass line from their repertoire and play it (by ear) in as many positions and octaves as possible, and also in a range of keys. Make sure that the shifts are as smooth as possible.

Ask learners to play arpeggios of extended chords in various positions, using a range of rhythmic patterns and tempi.

Ask learners to play a range of double octave modes and scales using a range of rhythmic patterns and tempi.

Demonstrate the use of various sound-effect pedals or simulators and help learners to operate them in order to produce a larger range of tone colours.

With learners, choose an item of repertoire in which articulations, slurs and phrase marks are specified in the text, e.g. a 20th- or 21st-century piece. Ask them to internalise and apply these expressive qualities from the start of the learning process, using the appropriate techniques.

Next, select together an item of repertoire in which articulations, slurs and phrase marks are not specified. From the start of the learning process, ask learners to add their own expressive qualities, using their knowledge and understanding of musical style, etc., and combining the appropriate techniques with an awareness of phrasing and structure.

Play bass lines that require learners to coordinate multiple left- and right-hand techniques associated with slap bass (hammer-ons and pull-offs, muting, double thumbing).

Learn bass lines made up of semiquavers and muting to demonstrate coordination of left and right hand.