A C0mputer0A5515ted Appr0ach t0 the 7each1n9 0f V1011n 70ne Pr0duct10n 7racy Kwe1-L1an9H0, 7a1pe1N0rma1 C011e9e,7a1pe1,7a1wan 1ntr0duct10n 7rad1t10na1 way5 0f teach1n9 the p1ay1n9 0f the v1011nand 0ther 60wed, 5tr1n9ed 1n5trument5 re1y 0n the teacher t0 c0nvey, ver6a11y and 6y dem0n5trat10n, what 15 re4u1red 0f the 5tudent. 1t pre5upp05e5 that the 5tudent w1111earn the var10u5 meth0d5 a5 perce1ved 6y the teacher. 7h15 teach1n9 appr0ach ha5 5h0rtc0m1n95. 50und 15 a65tract; the teacher ¢5 re1at10n 0f t0ne 6y the ver6a1-and-dem0n5trat10n5 appr0ach may n0t 6e fu11y under5t00d 6y the 5tudent; and the teacher, even 1f adept, may n0t a1way5 6e ava11a61e at the cruc1a1 m0ment5 t0 he1p the 5tudent 501ve pr061em5 1n t0ne pr0duct10n. 70015 t0 a5515t the teacher 1n f1111n9 the c0mmun1cat10n 9ap and 1n au9ment1n9 the human teacher ¢5 pre5ence w0u1d 6e very u5efu1. 7h15 paper rep0rt5 0n the deve10pment 0f 0ne 5uch t001. 70ne Pr0duct10n and Current 7each1n9 70ne pr0duct10n 15 a cr1t1ca1 e1ement 1n v1011n p1ay1n9. 70ne 4ua11ty 15 0ften the pr1mary cr1ter10n u5ed t0 d1fferent1ate an acc0mp115hed 0r pr0fe5510na1 v1011n15t fr0m an amateur 0r un5k111ed 0ne. Many the0r1e5 have 6een f0rmu1ated 0n the 5u6ject 0f v1011n p1ay1n9(8acku5, 1969; Cremer, 1984; F1e5h, 1930; Hava5, 1988); h0wever, 900d t0ne pr0duct10n techn14ue
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