Steps to Learning a New Piece

In the beginning stages, approach  new pieces without the instruments by learning familiar pieces by rote.  As the group advances, unfamiliar pieces can be approached using the same steps .

• Without the instrument or bow
• Say the rhythm using Kodaly syllables
• Sing or say the note names rhythmically
• This is easy in the early stages when the music is in unison, but still useful to do in later stages done in sections

• With the bow
• Say the rhythmic syllables and air bow
• This is useful for intermediate and advanced groups (say up bow and  down bow and/or bow divisions instead of syllables)
• Isolate difficult rhythmic or bowing patterns on open strings

• With the instrument
• Sing or say the note names while placing the fingers on the string
• Pluck the notes
• Students may pluck and say the note names
• If fingering is a problem, individual sections may pluck and say finger numbers

• Instrument and bow come together
• Don’t rush this step – the detailed preparation insures success for the students!
• Don’t hesitate to back up to one of the previous steps to make corrections

These steps can be used with any method book or repertoire.  This sequence is flexible – the teacher should monitor the level of the group and leave out unnecessary steps, or repeat steps that will further develop needed skills.

When teaching repertoire, the teacher should be aware of the following:
1. Bow strokes and bow division:
Awareness of the bow division and bow strokes to be used in each piece.
2. Use of the Fingers:
Awareness of finger placement, i.e. which fingers stay down, when to lift the fingers, and how the fingers become independent.
3. Form and the Music:
Awareness of form is the first step to understanding music in the beginning stages of violin playing. Other musical concepts such as dynamics, tempo markings, ritards, etc. are incorporated into learning the form. Thus each musical idea becomes a part of the total musical expression. (The awareness of form from the beginning significantly helps to organize the musical memory of students.)
4. Practice and Isolation of Difficulties:
Isolate and practice the technical difficulties. At every level of string playing, practicing is a matter of both discernment and informed repetition. This begins with the first lesson.

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