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Revised FAQ Question: What are some of the techniques teache

 
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techfiddle
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PostPosted: Mon Mar 22, 2010 11:34 am    Post subject: Revised FAQ Question: What are some of the techniques teache Reply with quote

http://beststudentviolins.com/PedagogyTech.html#21

(21) What are some of the techniques teachers use to approach
beginning students?

Students are required to have a three-ring, loose-leaf notebook with
filler paper, in order to keep track of their assignments and
handouts.
I take a blank sheet of paper and put it in *front* of the
student's notebook, to write out the current assignment each week.
Sometimes I can get two or three weeks on one page, but more
frequently I cannot because I write on the page, reminders of note
values, articulations, etc. I also put those little post-it bookmark
strips on the pages in their books they're working on, I date every
assignment (and of course date the notebook entries), and I use lots
of stickers. I find that even my adult students want stickers "if
that's part of the experience," they say. A lot of them are taking
lessons which they had wanted to take, as children, but couldn't. I
buy stickers specifically for boys, girls, men and women. (I use
stickers for decoration, not rewards for practicing, so they can "have
something nice to look at" while they're practicing.)

If the student is playing something in the notebook, then the notebook
is on the stand. Otherwise, it is open, next to me, so I can refer and
notate. It is important to put the assignment in the front of the
notebook, so student doesn't have to shuffle through paper to locate
current assignment.

Don't let students try to let you use a spiral notebook (you can't put
handouts in it - I have a three-hole punch nearby), a notebook which
is too small, or one which is more like a folder and won't sit on the
stand. They try all of that. Also, don't let them put anything else in
the notebook: only music lesson stuff.

I email the student a one page document of large type manuscript
paper. And I ask that they make 10 copies for their notebook. That
way, I can use it to demonstrate where the notes are located, scale
patterns, chord structure, etc. I also start scales very early on, one
and even two octave:

http://www.practicespot.com/scaleschef/

Specifically, here's the large print manuscript paper I use, which is
good for children, and easy on the eyes. If the staff is too small, it
makes it hard to see:

http://www.practicespot.com/files/manuscript/manuscriptbig.pdf

I also use the scale printouts here:

http://www.theviolincase.com/music/index.shtml

Almost from the beginning I have students (both violin and piano)
playing scales (with "Suzuki bowings"), learning the scale step
numbers and half steps between 3-4 and 7-8, and the minors in their
three forms.

Initial notebook entries/techniques:

1. I draw the violin and bow and we study parts of instrument and
bow

2. finger numbers; if student is also studying piano with me, the
distinction is made between piano finger numbers and violin finger
numbers

3. ask parents and student permission to place tapes on violin and
bow: three finger tapes (for "frame") on fingerboard, and two tapes in
centre of bow, to begin "Pepperoni Pizza"

4. "left hand technique" (violin hand) and "right hand
technique" (bow hand)

5. how to hold violin (1-2-3): (1) violin is held at arm's length,
scroll up, parallel to student's body; (2) position of violin is
reversed, with scroll down; (3) violin is placed in correct position
to left, on collorbone, with violin parallel or above to floor, and
elbow under violin. Next step is to practice holding violin without
hands, and then shaking hands under violin

6. how to hold the bow (1-2-3): (1) thumb is placed, under frog for
little ones, crooked near grip for adults and older children (thumb
and 2nd finger make "doggie" circle); (2) first three fingers are
dropped across stick, tilted slightly toward the tip, with space
between 1st and 2nd finger (importance of 2nd joint of 1st finger for
the purposes of controlling articulations is later examined—often);
(3) pinky finger is curved on inside of bow (add Pinky Pad)

7. "rocket ships": bow is held in correct position, and
"launched" (with rocket noise) from floor towards ceiling

8. "tick-tock": bow is held in correct position, slowly making
windshield washer movement

9. "the spider": bow is held from the back, careful not to touch
the hair, and hand crawls up bow—up is easy, going down is much harder

10. "the stretch": (for adult or older students), bow is held in
correct position, then fingers are extended flat, and then bow is
drawn into the palm

11. "squeelies": start with bow at tip and draw slowly to frog,
while running finger up and down strings (great for Halloween)—is
preparation for shifting and vibrato exercises

12. "ticks": hold bow in correct position, and make tiny notes at
frog and at tip—this is to develop strength in hands and focus on
straight bow

13. son filé: start at one end of bow and slowly draw bow to
opposite end, counting, with bow parallel to the bridge

14. "choo-choo train": very small bows in the middle, spaced notes,
getting faster and faster—is prelude to "Wish I Had a Watermelon"
variation, i.e., two sets of 16th notes, each starting down bow

15. "hovering" fingers: develop notion of hovering, e.g. the bow is
hovering over the pencil

16. "Moon Man Silent Landing": bow is brought down, between the two
centre tapes on the bow, on sounding point ("point of contact");
"Pepperoni Pizza" is developed from there, starting on the E string.

17. "pump handle": the seven levels of the right arm, four string
levels and three combination levels
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