My first exposure to violin was through the Suzuki Method. After a couple years, I began working with teachers who took a more traditional approach to violin teaching, and during my undergraduate studies, I started to expand my own playing into different genres, learning how to improvise and the musical vocabulary of other musical traditions. Because my background covers many areas, I don't believe that there's one way to learn or one way to teach. Every student learns differently and I'm always willing to find new ways to approach a problem.
My main goal is to create a positive, open-minded atmosphere in the studio and teach people to cultivate a love of violin and music. I believe that all children have ability, and that ability can be developed through a nurturing, musical environment. Fostering ability through music does not only concern music. Through music we develop skills like memory development, sensitivity, focus, problem solving, and self reflection. We educate through music to become better people.
In lessons, we work on musical skills such as technique, music reading, listening, and the fundamentals of theory. Every week, my goal is to set up each student for a week of successful practicing. A successful practice session has structure, goals, repetition, and review, and lets you know what to work on the next day. I believe that through efficient practicing and creative problem solving, violin and practicing can be fun.
How much/often should my child practice?
Good question! Students should practice everyday. We create habits through constant repetition. Practice sessions should be structured according to each week's goals. At the minimum, one practice session should last the length of the lesson.
When can we move on to the next piece?
While building repertoire is important, playing music isn't about finishing a piece. When we learn a new language, we constantly repeat/practice/reuse words that we learn. It would be weird if we learned a word, mastered, and never used it again. It's equally strange that we learn to play a piece, perform it once on a recital, and then never play it again. We constantly revisit repertoire again and again to bring our ever-increasing skills to the music we learn as we reach toward higher technical and artistic standards. It’s equally strange that we learn to play a piece, perform it once on a recital, and then never play it again The process of transformation relies on the devlopment of skilll. The process of transformation relies on the development of skill. We acquire knowledge when we learn a new piece, but we develop skill when we polish and review. When we do things well, we celebrate. We build self-esteem and confidence. This is why review.
Lesson times are set at the beginning of the school year. Make up lessons will be offered due to teacher illness, change of teacher's schedule or school closures due to weather. Make up lessons will be scheduled only once and will not be re-made up. Lessons may be switched between other students of equal lesson length with teacher approval.
Arrive at your lesson a few minutes early. Bring all your materials, instrument, and accessories to your lesson. I am not obligated to teach and/or make up a lesson if the instrument is left at home. Wait outside the studio quietly if the lesson before is still underway.
Tuition for lessons is due at the first lesson of every month. For more information on lessons, contact me through the web form here.