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It is now time to incorporate the principles learned in the previous lessons into music. The choice of appropriate repertoire depends on the level of the student. At this point, I recommend choosing a Baroque or Baroque-style piece that is slightly below the technical level of the student. Choosing a piece well within the technical level gives the student confidence while incorporating the changes that have been worked on in the first two stages. In addition, the Baroque style emphasizes the bow strokes that have been focused on in the first two stages.

Possible choices:

You can also consult the Repertoire List for additional pieces.

In learning new repertoire, it is useful to identify the vital technical and musical issues. This approach begins with the first lessons. Both teachers and students benefit from becoming aware of the teaching/learning process. Bowing, fingering, form, and isolation of difficulties are a regular part of learning repertoire.

  1. Bow strokes and bow division: Awareness of the bow strokes and bow division to be used in each piece. Stylistic considerations of bowing.
  2. Use of the Fingers: Awareness of how the fingers will move.
  3. Form, Expression, Music: Awareness of form is the first step to understanding music. Knowledge of the overall form puts the musical details in context. All the indications of musical expression from actual markings such as dynamics, tempo markings, retards to phrasing delineate the form of the music. These musical concepts cohere to create the musical ideas. Each musical idea then becomes a part of the total musical expression.
  4. Practice and Isolation of Difficulties: Identify, isolate and practice the technical difficulties. Remember “all musical difficulties occur between two notes”. It is our obligation to figure out the two notes. At every level of violin playing, practicing is a matter of both discernment and informed repetition.
    This is a good time to review the non-judgmental approach that creates the safe teaching/learning environment.

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