Information for Parents
Violinnovation is a Suzuki-style violin studio. I teach all students regardless of age or ability level using Suzuki principles, which are modified to meet the needs of each individual. Please scroll down to read my teaching philosophy.
Students must be at least 4th grade or higher to begin webcam
lessons. Students in 1st through 4th grade may be allowed to do webcam lessons under certain circumstances (please email for further explanation.)
Pre-schoolers and kindergartners may only do
local lessons.
Parents
of new students in 4th grade or younger will need to
complete a course of parent instruction before beginning
lessons. This can be done by working through the written course manual or by web-conferencing.
The course can be waived if a student has previously studied with a teacher
who is (1) an active member of the Suzuki Association of the Americas,
and (2) who has registered training units on file with the SAA, or (3) the parent has
completed the SAA's Every
Child Can.
For more information on ECC, which is offered nationwide and
throughout the year in various locations, visit the SAA website
(http://www.suzukiassociation.org). The
Violinnovation Parent Education Class is $35, and includes: complete
course manual (via USPS or e-mailed as a .pdf) scheduled
video conferencing or in-person sessions to discuss assignments assignments
are returned with comments and suggestions Other necessary material include
Nurtured by Love,
by Shinichi Suzuki for reading and reference, and the DVD Nurtured
by Love. The DVD is available directly from the SAA; the book is available from music retailers and book stores, and may be carried at your local
public library. Parents
of Pre-Twinklers (3- to 5-year-olds) will need to purchase a
“Foam-a-lin” trainer violin outfit; approximately $16
with shipping, from Young Musicians. www.ymonline.com Teaching
Philosophy and Expectations A
teaching philosophy is a conceptual framework, a set of ideas that
the teacher uses to build lessons and relationships with students. It
governs how a teacher interacts not only with students, but with
parents and prospects as well. If
you are considering me as a teacher, it is important to me that you
know what I believe about teaching.
For
me, and many Suzuki teachers, the label “Suzuki” includes
a few basic givens: active membership in the Suzuki Association of
the Americas and local associations; working knowledge of Suzuki
philosophy, repertoire and teaching points; ongoing professional
development and personal growth; and acceptance of the SAA's Code of
Ethics, among other things. However, Suzuki is more than a label or
an organization: it is a spirit, a way of life devoted to action,
rooted in the core belief that Every Child Can. It is a trusting,
loving, positive, goal-oriented partnership between parent, student
and teacher where each has role to play and defined responsibilities.
I believe the spirit goes even further: Every Student Can, regardless of age,
race, creed, economic status, gender or orientation.
Dr. Suzuki's premise that man is the son of his environment is
where it all begins, at least in my understanding of the Talent Education philosophy. Every student has the same potential to do
anything they
set their mind to. We all come from different places, grow up in
different homes, and are exposed to different education systems,
values and mores, but the one thing that we all have in common is the
inborn raw ability to do any task, whether simple or complex. What I might call ability or potential, someone else might misinterpret
as “talent”.
In general the more our abilities are nurtured and allowed to develop, the more we
can help others. Success, which could be defined for our purposes as
“knowing what not to do”, is the best teacher. In the
Suzuki world, success means not only playing beautifully but also
becoming a better person in the process. The violin is a tool we use
to develop an exquisitely fine-tuned inner sensitivity, which serves
not only to keep our own selves balanced and focused, but also allows
us to be more sensitive to how our actions and decisions affect the
lives of others. Our
environment holds the keys to how our potential develops. I believe
this is true regardless of whether the student is three or
ninety-three. Ability is developed by what you do with it. I'm here
to educate and empower. It is my opinion that music lessons are
perhaps the most cost-effective way to help students reach their
fullest potential, whether academically, socially or emotionally.
All
students deserve teaching that: a) is relevant and age-appropriate;
b) enables them to experience success and savor the joy that comes
from making music; c) helps them learn sensitivity and beauty; d)
allows them to develop a high sense of logic; and, e) encourages
expression of artistic impulses at each technical level. There
is nothing different between so-called “traditional” and
Suzuki clientèle. I welcome traditional students, because some
families are not able to fully implement the Suzuki lifestyle. Adult
students usually opt for traditional lessons. The teaching itself is
no different. The performance literature is the same. I don't request
or require any more or less of either. If you are paying me for
lessons, you should expect to learn something. It's not always easy
or fun. Sometimes it's a lot of work and frustration. My general
expectations are the same for each student in my studio. I would hope that your expectations would be similar. Commitment:
to daily practicing and listening; to performances and
recitals; to other things that requre it, such as school work,
chores and family responsibilities; to learning in general, from
parents and students alike. Effort:
as Yoda said, “Do or do not. There is no try.”
Successful students are willing to engage in as much mindful repetition
as it takes to make it beautiful. Results:
what happens when you discover what works and what doesn't.
You could call it analyzing the effort: what went right, what
didn't, and then deciding if a different approach might work better. Progress:
to paraphrase violinist Joseph Silverstein, never practice
more than three minutes without a feeling of progress. Backward
progress should tell you that you need to do something different. Or as Einstein put it, doing the same thing
over and over and expecting different results. Parental
involvement: Suzuki parents must be prepared to supervise
practicing and listening assignments on a daily basis, support the
student's efforts and attend lessons. The younger the student, the
more direct supervision is required. Students under age 10 whose
parents are only marginally involved will have a difficult time with
lessons, regardless of whether they are Suzuki or traditional style.
The most successful school-age students are those who have
supportive parents who actively participate in lessons and
practicing. Learning to play
the violin is a whole-body, whole-brain activity. It is
truly the definition of multi-tasking. The process of learning to play can be
difficult and frustrating for students whose environment does not truly
nurture their learning, or those who were taught badly. If you are ready to learn, or if you just need a change,
I'm ready to help you.