Famous Names

There are some really amazing violinists and violists out there today! You've probably heard me mention some of them in our lessons. For a special listening assignment, go to YouTube and look for some of these names! Report back to me! What did you like? What would you like to try? What was the silliest thing you saw? Do any of them have a concert coming up near us??

Classical

Joshua Bell

Itzhak Perlman

Gil Shaham

Hillary Hahn

Maxim Vengerov

Anne-Sophie Mutter

Pinchas Zuckerman

Nobuko Imai

Yuri Bashmet

Kim Kashkashian

Tabea Zimmerman

Geraldine Walther

Less Classical

Andrew Bird

Stuart Duncan

Owen Pallett

Mark O'Connor

Jean-Luc Ponty

...and more! Can you find me some names that are not on this list??

Attitude

By Charles Swindol

The longer I live, the more I realize that the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftnedness, or skill. It will make or break a company... a church... a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude... I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you... we are in charge of our Attitudes.

25 Practice Tips for the Parent who has Run out of Ideas After the First Week of Practice

1. Vary the practice location. During the summer, practicing outside can make both of you enjoy the practice a little more.

2. Pick a different location for each task on your practice list. (Example: Warmups in the laundry room, one review song in each bedroom, new song in the bathroom, etc.)

3. Play for stuffed animals, super heroes, favorite dolls, a blanket, etc. Serve refreshments after you perform.

4. PRACTICE EVERY DAY. If possile in several short sessions, especially for the young.

5. Surprise your child by telling him that you want him to pick 5 things off his practice list and just give you a concert that day instead of practice. Remember NOT to give any criticisms since its a concert.

6. Use something to count the number of times something is done perfectly such as rocks, colored paper clips, pennies, beans, buttons, popcorn, raisins, anything.

7. Keep a practice log. At the end of 25 hours do something special. For very young children you may want to make the goal achievable by the end of one week.

8. Number all the tasks on your practice list from 1-12. Roll the dice to see what number comes up and do whatever corresponds with that number.

9. Give young students a ticket each time you practice. Tickets may be cashed in later.

10. Make slips of paper to put in a hat and the child draws them out. The slips offer specific suggestions.

11. Occasionally have a treat after a good practice or before a practice session. Do it as a surprise. Don't bribe the child by saying “if you practice, we'll have some cookies.”

12. Prepare a concert for another parent or Grandparents. “Let's show them what you can do!” or “Let's surprise them!”

13. Take some time to plan your practice session

14. Be sure to take and keep good notes in your Lessons Notebook.

15. Praise, praise, praise! Specific, enthusiastic, and sincere!

16. Ask your teacher to borrow her violin version of the Chutes and Ladders game for a week.

17. Perform a concert for your video recorder and watch it afterwards.

18. Break up your practice session with exercises such as somersaults, sit-ups, cart wheels, jumping jacks, etc.

19. Check out books in your teacher's studio. These are on loan at any time and there is a wealth of information and motivation there.

20. Have a calendar that the child gets to draw something or glue something on each day after practice.

21. Do anything that works.

22. Nothing works forever.

23. Remember that YOU should control the practice.

24. Remember that your child is NOT likely to “take ownership” or responsibility of their own practice. Most children are not self motivated to work.

25. Listen, listen, listen, listen, listen! To your CD. It will solve many problems.

The Five Things That Matter Most to a Successful Suzuki Experience

by Ann Montzka-Smelser

Have faith in your child, your teacher, and yourself.

Every child grows at a different rate. It is important to respect your child's efforts and not compare his rate with the rate of others. Put your child first by focusing on the quality of the journey more than a destination. One of the best ways to demonstrate faith and respect to your teacher is by allowing one teacher at a time. Be a silent observer during group and private lesson. A child hears the quietest parental sigh much louder than anything his teacher could say or do. Give the discipline up to the teacher at lessons unless they ask you to step in. Follow through with assignments and listening at home.

YOU are the most important and influential teacher your child will ever have. One of the most important lessons to help learning is that it is okay to make mistakes. Give yourself the many tries needed as you learn to play the instrument you are helping teach to your child. The more proficient you get at guitar, violin or piano – the more confidence and empathy you gain.

Be consistent with listening, practicing and lessons.

The more you play the recording, the more internalized the music, the easier it is to produce a beautiful ringing tone with expressive musicianship. Students that consistently listen learn and memorize pieces with much more ease than those who do not.

When practicing is a daily habit, much of the struggle is eliminated. Do not say, “we will make the practicing up tomorrow.” Five minutes is better than nothing... and you can always find five minutes.

Treat private and group lesson as a special event... not to be squeezed between many other activities (where you might come late and leave early). Your child will know this activity is important if you treat it that way.

Communicate with your teacher and other parents.

Let your teacher know if you are struggling in the practice sessions at home. Since some conversations should not be had in front of your child, use email or phone (ask your teacher which method is best for them).

Be sure to talk with your private or group teacher if you have questions or concerns about assignments, behavior, expectations, anything! We know you want the best for your child; we do too!

Other parents are vitally important for sharing joys and struggles and solutions together!

Take notes and mirror your lesson in practice.

Though you should not interrupt the flow of the lesson (and break important focus) it is important that you are clear about all assignments so you can follow through in home practice. Have your teacher check over your notes before you leave and reiterate the instructions for the practice week ahead. You are the “home teacher” but are expected to do only what is covered in the lesson. Your teacher is very careful not to move forward before a specific level of mastery is achieved. Do not move your child to the next step until your teacher gives the green light to do so.

The practice packet is extremely helpful for the teacher to know what the child has been doing all week, and asses and adjust assignments accordingly.

This is also helpful for a parent and child to see what is ahead and stay on task with daily expectations.

Be creative and enthusiastic in practice!

It is hard to be creative and enthusiastic when you are tired, hungry, stressed, rushed, etc. This holds true for your child as well. Find the best time for both of you to enjoy some time together. Many families find several short practices are more successful while others find one dose a day does it. Be sure physical needs are met so you and your child can focus. Your enthusiasm will be contagious... here are some creative ways to begin practice since “once begun is half done.”

• Treasure hunt: write pieces or practice assignments on popsicle sticks then hide them around the room and have your child find them and do them.
• Beat the clock: Who can be ready to practice by a certain time each day?
• Practice candle: let a candle burn during practice time. Agree on a celebration of time together when the candle is used up.
• Set a goal: of 50 (or 100!) days of practice in a row and celebrate with a family activity of your child's choice.
• Count repetitions: with raisins, peanuts, or skittles.

Some other helpful tips in working with your child and keeping them actively engaged are to “ask” rather than “tell.” Praise the effort. Look for what is working, and most importantly, focus on one point at a time. (This usually means ignoring other factors).

It is easy to get frustrated or overwhelmed. Taking a breath and remembering why we want this for our children can center us. Thank you for letting us work together for you and your family. Enjoy the journey!

Home Practice Essentials for Fostering Independence

adapted from the book Expanding Horizons: the Suzuki Student Grows Up by Mark Bjork

The dynamics of the Suzuki Triangle change from year to year and sometimes even day to day. Eventually, your child will need to become responsible for their entire home practice.

Analysis by the student should be part of every practice at home to help your child later assert independence in their violin practice.

Here are some sample questions that when asked in this order will foster in your child the maturity to decide what and how to practice. Use this like a script until you and your child have comfortably integrated these questions (or your own version) as a part of your daily practice.

1. How do you think you played?

2. What do you think you could improve?

3. What did your teacher suggest to take care of that problem?

4. How many times do you think that should be repeated for it to become easier?

5. How secure does that feel now?

6. Are you ready to try that section/piece all at once?

It is assumed that you will give your child ample time to answer your query.

Please be sensitive to your child's thought and response time. Remember that this is a chance for them to learn to analyze how to practice problem areas.

Parents must also be sensitive to when the child tires of the responsibility of making the decisions and needs the parent to take over. Maturity such as this is not achieved all at once, so use this practice method a little bit each day to grow their independence slowly over time!

This will prove to be an invaluable skill later in their violin practice.

The Practice Process

Mr. Bjork outlines as an interesting approach to decide what to practice using the analogy of a doctor's visit.

1. The Examination: Play a piece, decide if anything can be improved.

2. The Diagnosis: After identifying the problem, decide how to correct it.

3. The Medicine: Do the necessary work to affect a “cure.”

4. The Check Up Exam: Play the piece/section again to see if the cure has been achieved.

5. The Follow Up Exam: Decide if the medicine needs to be administered again or if the cure should be reviewed at the next practice in order to maintain excellent health of the piece/section.

Resistance: Some Ideas for Getting the Job Done in Spite of it

By Edmund Sprunger

Cover the basics. Make sure the technique works well enough so the child can feel successful in the short and long term. Attend group classes and concerts. Listen to the Suzuki tapes. Listen to lots of other music well. Take careful notes at lessons.

Give the child lots of choices. A child must be given genuine choices, or it doesn't work. Craft your questions in such a way that the child can have a real choice. (e.g. If you know a child needs to practice “Allegro,” do NOT ask “Do you want to practice 'Allegro'?” INSTEAD – “Do you want to practice 'Allegro' before 'Song of the Wind,' after we practice 'Song of the Wind, or after we practice 'Perpetual Motion'?”) When you give children choices and are flexible at every opportunity you possibly can be, it makes it easier not to give choices when you can't (there may be times when it is crucial to play “Allegro” after “Song of the Wind”).

Request what's working well. Ask children to do what they're already doing well. This is difficult to resist. Catching kids goofing up is a no-brainer.

Consider ignoring it. Remember that ignoring some behaviors may be a wise move.

Don't just do something, stand there. Let the child struggle. Praise the process later. (Parents: This move is not just to show the teacher you know how to praise, but to give genuine praise. Kids can smell the difference miles away.)

Sing! SING! Make sure you're both thinking of the same song.

Be honest about cooperation. “Co-operate” doesn't mean “do what your parent or the teacher says,” it means “We work together.” Ask the child to report on the work you're doing, and you report on the work the child is doing.

Ask; don't tell. Ask the child to report whether the desired outcome happened (“Play 'Long, Long Ago,', and then I'm going to ask you if the bow colored one spot on the string.”) If the child's report does not accurately reflect what happened, before labelling the child a “liar”, consider the following possibilities:

1. The child may not have understood the instructions (I always consider this a graceful and polite place to start)

2. The child may need to save face (What is the child risking if he admits he did it incorrectly?)

Ask yourself “How does the child benefit from this behavior?” Know that the child is working to get something, not simply trying to make the parent work harder. If he were, what would be in it for him? Remember that the child may not consciously know what he hopes to get, in which case he won't be able to tell you what he wants directly (See “...resistance as a gift”).

Play games. Play games the child can and wants to win: Cards, Pennies, Peel-off stickers

Use the resistance. Ask for it. (“Push your head into my hand.”)

Allow the child to pick the practice time. Play is the child's work, and getting interrupted can be a big irritation. If the child still fusses, develop a full picture for the child of the behavior you want. Instead of saying “Don't fuss” you say “Quietly stand in rest position and get ready for a bow when the timer goes off” (or whatever “NOT fussing” means to you). If child fails to produce the desired behavior when it's time to practice, the the parent gets to choose the practice time the next day.

Discuss goals. Talk to the child to see if you both want the same thing. (e.g. “You know, I would like nothing better than to have you be able to do it by yourself. That's why I'm doing it with you now.”)

Discard words like “concentrate” and “focus”. I usually consider these words to be useless with anyone under the age of... well, with anyone of any age. Instead, give the child something to focus on ( “Stay in rest position while I count to five” ---or--- “Listen for evenness in the sixteenth notes in the l ast movement”).

Ask yourself questions. “When a child resists me I feel ____.” “A perfect child would always ___ and never ___.” “a person who wanted to make me resistant could ___.”

Think of resistance as a gift. Consider that resistance might be the child's way of helping you. Resistance may be the child's way of cooperating by showing the adult what doesn't work. In this sense, it may be a gift. (It may be a gift and irritating!)

Remember that slow practice is difficult. This does not mean that a child can avoid doing it. What it does mean is that it's o.k. For a child to be frustrated and to loathe doing it --- while at the same time the child does the slow, careful practice. You can't control feelings.

Follow through with consequences, both negative and positive. If you tell a child you will take her to the zoo on Saturday if she practices every day this week, be sure to take her to the zoo if she holds up her end of the bargain. If she doesn't hold up to her end of the bargain, don't take her to the zoo. A promise is a promise, and kids thrive on stability and dependability. A child whose parents don't follow through on consequences (including negative ones) is likely to become angry and / or scared. (See Clarke, Jean: Growing up again)

Know that children can't understand our frustrations. It's more likely that we can understand theirs. We can go down to their level, but they can't come up to ours.