Viewing 6 posts - 1 through 6 (of 6 total)
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  • #3202

    hearthelionroar
    Participant
    • Contribution Score 60

    I notice when I do private lessons with my students they lose focus quite often. So for middle schoolers, I put music out of sight and take out staff paper. Next, I grab a pencil so they can write down what they’re playing. For my younger students, I grab out Essential Strings 2000 Book 1 and have them find a tune that they enjoy playing. I ask them to use different bowings, different notes and note values, etc. What do you guys think of my ideas?

    #3402

    Michael Sanchez
    Keymaster
    • Contribution Score 567

    Hey Gaiviall, it’s really all about mixing it up. I think if you stick to the same routine of teaching a student it can become boring in some ways. Try to mix in something funny or a cool game that can make learning a little bit more fun. For older adults, routine is sometimes better, so you really just have to feel out each student.

    #3407

    hearthelionroar
    Participant
    • Contribution Score 60

    AWESOME! Thanks, Michael! I think I’ll try to come up with some new games!

    #7719

    Mark Woodyatt
    Participant
    • Contribution Score 53

    Excellent ideas! I record the violin lessons I teach, and send a file via email for their review. While working on preparing standard-rep pieces such as a Handel Sonata, I play continuo (accompaniment) on either mandolin, viola, violin or keyboards. I take the time outside of lessons to learn and prepare each piece well so that I improvise a little. As this was commen-place in the Boroque era, I’ve found its still am effective way for the student to become more confident in their playing, while still exploring the possibilities of the music. Once they’ve become more advanced/confident in their playing, I introduce scales and excercises, including the learning of transcriptions. One of the most challenging books out there is the Charlie Parker Omni Book (in C-Clef). I’ll be happy to elaborate more if someone has any questions. Thanks for starting a good discussion.

    #13813

    Mary Ann Fricko
    Participant
    • Contribution Score 6

    I would try having them just make up a tune. Just play notes and see what happens. This is also improvisation.

    #13818

    Dianne Adkins
    Moderator
    • Contribution Score 325

    I was trained in Suzuki teaching methods. One of the main ideas Dr. Suzuki stressed was to talk very little in the lessons. This is really hard, lol. But it does keep the attention of the student. As a teacher, I must set up the student for success. So it’s a fine balance between conveying a message to him/her by playing only, and whether he/she is catching on quickly enough. You can use touch, sound and facial expressions to try to get the student to imitate your actions or sounds. The more talking, the more likely students will zone out.

    Another attention grabber, really effective in group situations, is to have them follow your lead, and you try to trick them. Begin playing together, then they have to watch you for changing tempos, or abrupt stops where something unexpected occurs (like putting the bow on your head, or turning around in a circle). All kids love this. Let a student lead and see how creative they are!

    I really like the idea of improvisation, for students who feel confident enough for it. Sometimes it takes a little training, like when to play a tune up an octave or add ornamentation or double stops. Supplementary fiddle tunes is good for this. Alternatively, when they are playing something simple, and you provide a lovely accompaniment, students feel like they are playing real music. It adds a dimension to playing that is both a challenge (because they have to keep their part going while you play something different) and a delight (because harmony is beautiful, and being part of making it is joyous). Parents sitting in are really happy when they hear their child playing with this added harmony.

    Some students like to have a little say in their practice, especially gifted and younger students. Parents are often pressed for time, and just want to get the practice done. But they need to remember, if the student feels like its playing a game, even dropping a pebble into a jar after each task, it will be more fun and get the work done without struggles. Ultimately, as teachers and parents, our goal should be to create an appreciation for beauty and self expression. We don’t need to be too serious about a fast track to professional careers. Violin playing is for enjoyment. It is also a process like many other activities, that can teach self discipline, persistence, finishing what you start, self expression, performance and appreciation for hard work. Anything that gets us from fun to fantastic is worth trying!
    crazy tri-violin

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