Mary Goodman BA GRSM ARCM
Violin teacher and author of the 'Fast Tracking' method...
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Frequently Asked Questions and Teaching Support...
The following questions and answers apply equally to violin and viola
Q. What is a suitable age for a child to start violin lessons?
A. Probably age 5, but I have started pupils at 4.
Q. Would you encourage the child to read music from the outset?
A. Yes - just as I would wish a child to learn e.g. a poem from memory
and also be able to read a simple sentence from a book.
Q. How long would
you expect a young child to practise?
A. For 5 minutes, followed by a little rest. Meanwhile musical "games" and "music
and movement", etc. can provide variety and useful preparation for
more concentrated study later on. By 7 years old, 15 minutes of practice
twice a day should be possible.
Q. How about older pupils?
A. Teenagers, adults, even pensioners have made immense progress and
in some cases have reached a suitable standard to play in local amateur
orchestras.
Q. How can I know that my pupil is playing on the right size of instrument?
A. See Page 3 of the "Fast Tracking Fiddle" (published by Piper
publications)
Q. When should I start pupils on the bow?
A. In the very 1st lesson, starting by holding the "doodle
bow". See the full length video, "A
Guide to the Fast Tracking Fiddle and Viola".
Q. How can I cope with groups
of pupils all playing tunes with their bows for the first time?
A. Playing proper tunes with the bow is essential to avoid the boredom
usually associated with months of plucking.
In a group
of
4,
invite
3 pupils
to
use their doodle bows while one plays with the real bow, taking
it in turns to do so. At the 5th turn you will be surprised at
the pleasurable result. Indeed, pupils learning in groups can advance
more speedily by adopting this method.
Q Are there any insurmountable
barriers to learning the violin?
A. No, if the pupil really wants to learn. I have taught children
with special needs, one registered deaf child, children with "attention
deficit disorder" and even a long term prisoner in Hull Prison
who was desperate to start violin lessons. All benefited enormously.
Youngsters considered "academic failures" achieved success
and gained self-esteem as a result of the discipline and joy of
making music.
Q. How long before pupils can play recognisable tunes?
A. By their 3rd lesson, at first plucking, then with the bow.
Q. How can I get pupils to play
in other keys than G major (the 2 lowest strings) and D major (the
2 middle strings)? In particular,
how about playing in flat keys?
A. See page 36 of the "Fast Tracking Fiddle" and Sections 3
and 4 of the full length video "A Guide to
the Fast Tracking Fiddle and Viola".
Q. When dare I start teaching spiccato?
A.
As soon as you and the pupils wish to do so. They will find it tremendous
fun. See "Fast Tracking Fiddle" page 23 and Section
8 and especially watch Hae-Yun in Part 4 of the full length video, "A
Guide to the Fast Tracking Fiddle and Viola".
Q. How about teaching vibrato?
A. Again, the sooner the better. The longer the learning of any
skill is postponed, the more likely it is that the pupil will believe
it to be very difficult. Many pupils wish to tackle this long before
Grade 3 or even Grade 2. (It is not compulsory until Grade 5, Associated
Board.) See Section 28, page 59 and Hae -Yun learning this for
the first time before even taking her Grade 2 exam on the full length
video Part 4.
Q. Changing positions?
A. A little of this can be explored in the beginner's first
year if wished and preferably well before Grade 3. See Section 32 of
"Fast Tracking Fiddle" and page 64, also Part 4 of the
full length video.
Q. From one finger to another?
A. See page 65 "Fast Tracking Fiddle" and especially study the "secret
notes."
Q. How soon would you expect Grade 1 exam to be attempted?
A. As soon as the pupil feels comfortable with all aspects of this
exam. In most cases, unless the pupil is very young, within the
first year of violin lessons. Remember that there are various aspects
to this - the recognition of keys and key signatures; the required
scales to be learnt; the playing of unknown tunes at sight and
the development of aural ability. For the latter skill the CD "Let's
Play!" will prove very beneficial.
Q. Why is the "Fast Tracking Fiddle" written in "Sections" rather than "Lessons"?
A. Because most sections are meant to go on being practised long
after they are first learnt. Also some sections will be attempted
a long time before they would normally have been reached, e.g.
a pupil might be beginning to learn Sections 28 and 32 whilst seriously
perfecting Section 13. It all depends on the pupil. There is no
hard and fast law about it. At all stages the pupils are being
challenged and in my experience this brings them ever increasing
joy, especially when they start playing in ensembles and orchestras.
Q. What is your ultimate aim in all this?
A. For every pupil to learn to love listening to and playing music
and to develop as far as possible their own particular gifts.
Music is both a social and a spiritual activity. The experience of
making
music is life-enhancing for all who take part and for those
who listen.
If you have any further questions, please send me an
email -
