Streamline the Transitioning
Keep the Practice Summary Concise and to the Point
- We practiced Task1 for PracticePoint (ie: sound/bowhand/fingeraction/rhythm) and found it to be Descriptor (ie: easy/difficult/frustrating/fun/confusing).
- We practiced Task2 for PracticePoint and found it to be Descriptor.
- We were assigned Task3 for PracticePoint and didn’t get to it due to time constraints.
Honor Your Child's Focus
Also remember: playing violin is an incredibly complex task! If I am asking your child to use their mental energy to work on one task, and their focus is interrupted by a 2nd adult saying “Feet! Bow hand! Pinkie!” they may become overwhelmed and frustrated. Dr. Suzuki liked to say: “One Point.” So if we’re focusing on the fingers, perhaps the bow hand will slide – that’s ok: we’ll come back to the bow hand! We’re aiming for progress here, not perfection. Also, if the child is unable to remember all of the preparation steps him or herself, then this is important for us to recognize. We are in no rush – we will wait to introduce more complex tasks until the previous steps have become habits.
Model the Practice After the Lesson
The terminology I use in the lesson is terminology I have discovered to be successful through trial and error after a decade+ of teaching hundreds of children like yours! If you use the same terminology at home that I use in the lesson, your child and I will be able to communicate much more clearly than if you substitute different terminology for the rest of the week.
Ie: sleepy fingers, bread&meat, SectionA/A’/B/etc, zip&step, soft fingers, etc.
Take Careful Notes
- Task1 (ie: G major scale)
- Practice point1 (ie: fluid tone)
- Practice point2 (ie: smooth bow changes at the frog)
- Practice point1 (ie: review Practice Box 10X before playing to check on the round 4th finger)
- Practice point2 (ie: practice bowing on open string before playing piece)
- Practice point3 (ie: bow division with whole, half, half)