Redefining Progress in Violin Teaching with Effective Strategies… For Your First Year Violinists!

I was taken aback by the black and white expectations during my younger violin teacher training days.

I often sat quietly at the back, feeling unsure about my teaching abilities.

One talk particularly stood out:

“By the end of the first year, your students should be ready for their Grade 1 exams.”

*Just to clarify, parents weren’t involved in these lessons*

While some students quickly reached this level, I struggled to build and scaffold skills at a fast pace without compromising foundation for the majority of my students.

It must be me, I worried.

Over the years, I identified several challenges:

• Declining numbers of string players and a high dropout rate
• Lack of intrinsic motivation and commitment to practice
• Students advancing before mastering basic technical skills
• Limited exposure to professional violin playing
• Neglected posture
• Aural skills crammed before exams rather than being a consistent part of lesson
• Difficulty with notation
• The string family perceived as ‘uncool’ compared to guitars or drums

Overcoming these violin teaching challenges required a new approach. I aimed to inspire the next generation of musicians while allowing them to develop at their own pace.

This led me to question the very basics of musical progress, recognising that the traditional expectations were not always effective.

Instead, I focused on creating a more adaptable and engaging teaching method that addressed these challenges directly.

 

So, what is musical progress?

In essence, musical progress goes beyond skill improvement; it involves the holistic development of a student’s mind, body, and passion for their instrument.

This includes:

• Understanding nuances and colour
• Appreciating textures and timbre
• Mastering the science, math, and art of music
• Developing the inner ear

 

However, redefining progress in violin teaching is a complex task. Examinations offer only a snapshot of a performer’s abilities, reflecting real-life performance but capturing just a moment in time.

Some aspects of musical progress can be assessed more objectively:

• Is the intonation spot on?
• Is the rhythm precise?
• Is the tone pleasant, and are the composer’s directions respected?

These are basic starting points for assessment.

Therefore, for first-year students, exams can be overwhelming and should not be the sole focus.

Australia’s various exam boards, including AMEB, offer early assessment options. While exams can motivate students and clarify their progress, they represent only a small part of their journey.

Instead, assessment should primarily be a continuous, informal process between teacher and student. It’s about ongoing, self-reflective evaluation rather than a single exam.

This type of assessment is explorative and builds on curiosity.

To implement this effectively, teachers must be:

• Engaged
• Energetic
• Passionate

Creating the best experiences, environment, and opportunities for students to be motivated, flourish, and grow is key.

 

“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” – Alexander Den Heijer

 

With this in mind, I created playful, explorative, and joyful beginner violin lessons and gathered them all in one place for teachers to access from around the world: The Stringosaurus Resources Hub.

Moreover, sequencing, scaffolding, and assessing progress should be EASY and EFFORTLESS for teachers and students alike.

 

Assessing Student Progress

I start by redefining my own progress as a violin teacher. If something doesn’t work or if interest wanes, I write down alternative scenarios.

The lesson plan might be adjusted on the spot, or I might compose a new song or create a new game or story. I also refer to my document of games, stories, and songs.

I am accountable to every one of my pupils.

Each child showcases their learning regularly.

Every child regularly records audio of their pieces to send to their family as gifts. (My parents aren’t in the lessons).

Everyone is valued and aims to achieve their personal best.

For example, showcasing may include joining in with singing, retelling a favourite story, sharing a beautiful bow hold, or demonstrating strong posture and a secure violin hold.

Parents and teachers are consistently amazed by the children’s enthusiasm and love for learning with Stringosaurus.

Get Involved!

Before each teaching day, I warm up my voice and focus my mind to ensure I have the patience, energy, and enthusiasm needed to inspire my students.

The reward for me is seeing the children brimming with anticipation and joy, even at the end of the school year.

If they relish their lessons, they will be intrinsically motivated and continue their musical journey through school and into adulthood.

If you’re facing challenges in your own teaching practice, explore how Stringosaurus can transform your approach and inspire your young musicians.

Let’s make learning music a joyful adventure and celebrate our progress as teachers together. We never stop learning. 🙂

Love,
Laura

Ps. Want to know 5 things I wish I had been told before teaching 3-5 year olds?! Check out this blog post.