I like to think of sound as a column that is moving and traveling through space (not unlike the movement of No-Face or Koanashi from the film "Spirited Away" by Miyazaki, although not uniformly so sinister). It can be opaque or translucent, any variety of colors, or changing color. It moves and spins, faster and slower, wider and narrower, and can be sharp at the edges or fuzzy. This is mostly just how I imagine what one is doing with the bow and vibrato to change the sound, but this image makes it feel so magical. To me, this is much more useful than thinking simply of dynamics; degrees of louder and softer simply don't describe the full wonder of what one can create with a string instrument.
It is often difficult to find the appropriate words to describe what you hear, especially when listening to sound and comparing instruments.
Yesterday, when trying out violins with my thoughtful 13 year old student again (same one who labeled a previous violin as sounding like Shakira), he asked for a piece of paper to draw what he was hearing from two violins, because words were failing him.
He drew two houses and two columns.
Violin A had a small house with small windows. All four sides had lines that described the sound going into the house, except for a few tiny windows on one corner on the back of the house which he said had sound traveling out of the house. The column was to describe the sound of Violin A. It was solid and completely filled in. He said that there was only a bit of movement at the very end, for which he drew a few zig-zagged lines near the end of the column.
Violin B had a much larger house with picture windows on all four sides. He drew lines going out the windows to represent the sound flowing outward. Then he drew a bunch of tiny circular windows that he said had sound traveling into the house. The column for Violin B was wider and somewhat translucent (difficult to draw with a pencil), and he drew sweeping lines back and forth around the column, followed by tighter smaller lines, and then more sweeping lines. This was to represent the more ringing and open sound, and the more variety of sounds, and way that you could change sounds quickly with that violin.
Had I ever shared my imagery to describe sound with this student? I don't remember doing so, although it's quite possible I did at some point. It certainly wasn't recently, and he said he didn't remember the Miyazaki reference. But he nodded vigorously as I described what I imagine sound to be like. It was exciting to see him thinking and creating and expressing what he heard in his own way.
Tuesday, January 30, 2018
Suzuki Triangle
Here is a graphic to show the flow of energy in the Suzuki Triangle. I'm realizing that my project will be even bigger than I imagined. What a complex relationship this Parent-Teacher-Student Triangle represents!
Friday, January 26, 2018
The "hoppiest" of negotiations
"I'll trade you five frog hops for a line of Lightly Row."
Not something I thought I'd be saying in violin lessons. Luckily for me, one very tired little kindergartner loves frog hopping right now. She's very good at it, starting from the very floor and actually able to stretch out and gain air time just like a leaping frog.
This has been our currency for the month of January. I don't know how long it will last, but I'm grateful it's working for now. She needs to move, and thinks it's fun, and I get her to play the violin by trading notes for hops. And I am envious of her movement. I might just see if I can still do a frog hop--but in the privacy of my own living room, of course.
Not something I thought I'd be saying in violin lessons. Luckily for me, one very tired little kindergartner loves frog hopping right now. She's very good at it, starting from the very floor and actually able to stretch out and gain air time just like a leaping frog.
This has been our currency for the month of January. I don't know how long it will last, but I'm grateful it's working for now. She needs to move, and thinks it's fun, and I get her to play the violin by trading notes for hops. And I am envious of her movement. I might just see if I can still do a frog hop--but in the privacy of my own living room, of course.
That "mistake" thing
Yesterday I was working with a perfectionistic six year old. She is trying very hard, and it results in her being tight physically. We were working on relaxing muscles, and imagery of stretchy "mitten strings" to get her bow arm to pull straighter. She was doing better but whenever she made a mistake, she would wince and freeze, tighten up, and have to restart the piece.
I said "I have something to tell you about mistakes. It's a secret. You know what happens if you make a mistake? Nothing. Sometimes no one else will even notice. I think it's the only place you can litter. Just drop the note and go on. You can't do that with trash, but you can with a note because it just disappears."
She wrinkled her nose and said, "I've heard of this 'mistake" thing before. At school. And they also said it was a secret!" She then went on to tell me that there were a bunch of kids playing string instruments and the person who was playing piano with them made a mistake, but no one even noticed.
I said "I have something to tell you about mistakes. It's a secret. You know what happens if you make a mistake? Nothing. Sometimes no one else will even notice. I think it's the only place you can litter. Just drop the note and go on. You can't do that with trash, but you can with a note because it just disappears."
She wrinkled her nose and said, "I've heard of this 'mistake" thing before. At school. And they also said it was a secret!" She then went on to tell me that there were a bunch of kids playing string instruments and the person who was playing piano with them made a mistake, but no one even noticed.
The Value of the Suzuki Group Lesson: An email exchange
Many years ago, I had an email exchange with a parent who was confused and frustrated by the purpose of her daughter's Pre-Twinkle violin class. I have to say that I can understand much of her frustration. Group class does not always seem like a straight path to a goal! After receiving my response to why group class is important, she was very appreciative and changed her mind about it. She said that my email was so helpful to her, and when I asked, she said I could share it with other parents. Below are the two emails, with names changed for privacy. I hope that you might find them useful! I am grateful to this mother for challenging me and as a result helping many other parents along the way.
Subject: the value of Suzuki group lesson
Date: Fri, 29 Jan 2010 17:13:59 -0500
Hi Ms. Suzanne,
I am glad that you brought up the topic in our class this week. In fact, I had written some thoughts,
ready to email to Mr. Jones for advice. These thoughts has nothing to do with you. You are doing
your best and have been very nice, respectful and polite to all of us.
ready to email to Mr. Jones for advice. These thoughts has nothing to do with you. You are doing
your best and have been very nice, respectful and polite to all of us.
As I mentioned to you, our "problem", if I can call it that, is Jenny listens and follows everything you
and I say. Period. She may take a minute longer, but she doesn't deviate. Let's just say that what
happens in a classroom full of 4-5 year-old is not the best environment for her to learn. In fact, it
hinders her ability to advance her technical skills. While waiting for the other kids to simply listen
and follow, she's being tempted to follow her peers into mischief and must control her desire to be
a 4 year old. But she loves to come to class, more so than her private lesson. She told me she
doesn't like "playing" by herself. But she is on her own in the group class. Ironic, isn't it? Because
she doesn't "play" when the other kids don't behave or catch up. This is not to say she's not
learning in the group class. She's having fun and that's important too. And I agree that the group
lesson is a good setting to start learning to be sociable.
and I say. Period. She may take a minute longer, but she doesn't deviate. Let's just say that what
happens in a classroom full of 4-5 year-old is not the best environment for her to learn. In fact, it
hinders her ability to advance her technical skills. While waiting for the other kids to simply listen
and follow, she's being tempted to follow her peers into mischief and must control her desire to be
a 4 year old. But she loves to come to class, more so than her private lesson. She told me she
doesn't like "playing" by herself. But she is on her own in the group class. Ironic, isn't it? Because
she doesn't "play" when the other kids don't behave or catch up. This is not to say she's not
learning in the group class. She's having fun and that's important too. And I agree that the group
lesson is a good setting to start learning to be sociable.
But there are other environment where maturity is factored in for one to practice social skills. One
that doesn't get in the way of learning an instrument. I am of the mind set that at the end of the day,
what I want Jenny to get out of learning the violin is the commitment and discipline it takes to master
a skill and apply that to her life. I don't need a bunch of kids to boost her ego, thinking she's better
than them when she's already an only child. That is what is in her mind now. It is enforced every
time we meet in the group class. So I talk to her about what she can improve and do better,
essentially downplaying her accomplishment which is really not fair to her.
that doesn't get in the way of learning an instrument. I am of the mind set that at the end of the day,
what I want Jenny to get out of learning the violin is the commitment and discipline it takes to master
a skill and apply that to her life. I don't need a bunch of kids to boost her ego, thinking she's better
than them when she's already an only child. That is what is in her mind now. It is enforced every
time we meet in the group class. So I talk to her about what she can improve and do better,
essentially downplaying her accomplishment which is really not fair to her.
I did not grow up in this country so I will never understand why some of the parents are there in our
class to begin with. They may be serious about having their children learn to play violin but not in a
way that's obvious to me. And you said ours is the best, which gives me the chill every time I think
about it. With this in mind, I doubt I would feel needed or supported by the Suzuki families. In fact,
I feel the opposite.
class to begin with. They may be serious about having their children learn to play violin but not in a
way that's obvious to me. And you said ours is the best, which gives me the chill every time I think
about it. With this in mind, I doubt I would feel needed or supported by the Suzuki families. In fact,
I feel the opposite.
You mentioned that this is a phase and eventually, these children will catch up, in a year or two.
Well, not at Jenny's cost I am afraid. She couldn't support her new, larger violin with her chin last
week. We were told to stop playing and start from the beginning. It took one day. We just
"graduated" from using the 1-2-3 finger for twinkle and she's practicing to put 3 down right after E.
She played the run-pony rhythm while being taught to use the new fingering. I am not saying she's
better than the other kids. There is nothing better about it. She simply practiced. Anyone who
does what she does will have the same result.
Well, not at Jenny's cost I am afraid. She couldn't support her new, larger violin with her chin last
week. We were told to stop playing and start from the beginning. It took one day. We just
"graduated" from using the 1-2-3 finger for twinkle and she's practicing to put 3 down right after E.
She played the run-pony rhythm while being taught to use the new fingering. I am not saying she's
better than the other kids. There is nothing better about it. She simply practiced. Anyone who
does what she does will have the same result.
I hope you don't mind my being direct and I apologize if I am too frank. It is not a criticism on anyone
or the program. But it is important and I am giving it the attention the matter deserves. As I said, we
take this seriously.
or the program. But it is important and I am giving it the attention the matter deserves. As I said, we
take this seriously.
Thank you.
Jane
Date: Mon, 01 Feb 2010 18:20:50 +0000
To
Subject: RE: the value of Suzuki group lesson
Dear Jane,
I have been thinking about your email a lot. I'm sorry that I didn't have more time to
speak to you after class last week.
speak to you after class last week.
I understand your frustration with some of the extra activity from some of the other kids
in the class. This is something that I am working on addressing each week.
in the class. This is something that I am working on addressing each week.
I'd like to say that I brought up the topic of the value of group class last week for the
specific reason of emphasizing reviewing and repetition. I think that Jenny does a
beautiful job of following instructions, as do several other kids in the class. I think that
the few kids who do act up a little are mostly just happy and excited to be there, which
is something that I do not want to remove entirely. Learning to follow instructions as a
group is another VERY important part of group class--this also includes learning how to
follow instructions even with the added distraction of other kids.
specific reason of emphasizing reviewing and repetition. I think that Jenny does a
beautiful job of following instructions, as do several other kids in the class. I think that
the few kids who do act up a little are mostly just happy and excited to be there, which
is something that I do not want to remove entirely. Learning to follow instructions as a
group is another VERY important part of group class--this also includes learning how to
follow instructions even with the added distraction of other kids.
I am sure that Jenny is doing very well in her private lessons. Most of the kids are now
using fingers with Twinkle. I want you to know that even with the most advanced class
of all time, I wouldn't be using fingers in the Pre-Twinkle class yet. Even just a week ago,
one of the little girls in another class dropped her violin and snapped the scroll off. This
was not due to her inability to hold the violin, or to her being rowdy or misbehaving; she
simply had more things to look at, glanced up at me, and let her head off the violin.
This is why we spend SO much time practicing just holding it. We will continue to do
the rest position song and the up like a rocket song for the rest of this year. It is much
like a ballet class: just as you do pliesin every single class, we practice the ABCs of violin
in every group class. It has to do with muscle memory, and learning to focus while in the
presence of other kids. It is more difficultin a violin class because you have the added
challenge of giving each child an expensive instrument for which they must learn to be
responsible. I also think that a large part of group class is simply building physical
stamina.
using fingers with Twinkle. I want you to know that even with the most advanced class
of all time, I wouldn't be using fingers in the Pre-Twinkle class yet. Even just a week ago,
one of the little girls in another class dropped her violin and snapped the scroll off. This
was not due to her inability to hold the violin, or to her being rowdy or misbehaving; she
simply had more things to look at, glanced up at me, and let her head off the violin.
This is why we spend SO much time practicing just holding it. We will continue to do
the rest position song and the up like a rocket song for the rest of this year. It is much
like a ballet class: just as you do pliesin every single class, we practice the ABCs of violin
in every group class. It has to do with muscle memory, and learning to focus while in the
presence of other kids. It is more difficultin a violin class because you have the added
challenge of giving each child an expensive instrument for which they must learn to be
responsible. I also think that a large part of group class is simply building physical
stamina.
I think that it is safe to say that the learning curve will steepen as far as group class is
concerned. This year is all about holding the instrument and getting a good bow stroke,
and learning to play at the exact same time. This is a larger task than you may imagine!
Even in the Pre-Twinkle class we are laying the foundation for chamber music and
orchestral playing--learning to watch and follow and feel the rhythm together. This is
most definitely a group experience, and one that can't be learned at home alone.
Next year will most definitely be filled with lots of Twinkle, as well as other book 1 pieces.
There is always something more to be learned from playing Twinkle with other people.
As one of my bosses says, he can tell everything he needs to know about a professional
violinist's playing just by hearing them play Twinkle. The Suzuki method is most
definitely about review and repetition. Jenny, as well as the other children, can learn
a lot from continuing to work on I like chocolate ice cream.
concerned. This year is all about holding the instrument and getting a good bow stroke,
and learning to play at the exact same time. This is a larger task than you may imagine!
Even in the Pre-Twinkle class we are laying the foundation for chamber music and
orchestral playing--learning to watch and follow and feel the rhythm together. This is
most definitely a group experience, and one that can't be learned at home alone.
Next year will most definitely be filled with lots of Twinkle, as well as other book 1 pieces.
There is always something more to be learned from playing Twinkle with other people.
As one of my bosses says, he can tell everything he needs to know about a professional
violinist's playing just by hearing them play Twinkle. The Suzuki method is most
definitely about review and repetition. Jenny, as well as the other children, can learn
a lot from continuing to work on I like chocolate ice cream.
I think that Ms. Smith is a wonderful teacher and is doing a great job with Jenny. I
think that continuing in group class is essential to a young violinist's progress. It is so
hard to keep a child motivated if they are only playing by themselves. I think this is
the best thing about string instruments! We can play with other kids in group class,
and then later in quartets and orchestra. It's so much fun! Jenny will most certainly
benefit from staying in group class. Please do your best to remain positive about it.
She most certainly can tell when you aren't happy. I promise you that she is benefiting
greatly by being in class. Sometimes it is hard to look forward to a year or two in the
future, but I think that Jenny will flourish and enjoy herself more if you keep her in the
group.
think that continuing in group class is essential to a young violinist's progress. It is so
hard to keep a child motivated if they are only playing by themselves. I think this is
the best thing about string instruments! We can play with other kids in group class,
and then later in quartets and orchestra. It's so much fun! Jenny will most certainly
benefit from staying in group class. Please do your best to remain positive about it.
She most certainly can tell when you aren't happy. I promise you that she is benefiting
greatly by being in class. Sometimes it is hard to look forward to a year or two in the
future, but I think that Jenny will flourish and enjoy herself more if you keep her in the
group.
Hope this helps--look forward to seeing you on Tuesday,
Suzanne
Wednesday, January 24, 2018
Balancing the Suzuki Triangle
The Parent-Teacher-Student Triangle is a way to describe the ever evolving relationship
that is at the center of Suzuki philosophy. It is this triangle that often stumped me as a
young teacher, and now often brings the most richness and meaning to my teaching.
That said, it is a delicate balancing act to keep each side of the triangle healthy and
functioning in an optimal way that is useful to each individual personality.
that is at the center of Suzuki philosophy. It is this triangle that often stumped me as a
young teacher, and now often brings the most richness and meaning to my teaching.
That said, it is a delicate balancing act to keep each side of the triangle healthy and
functioning in an optimal way that is useful to each individual personality.
In my opinion, this concept is so integral to the enterprise of being a teacher, or being a
student, or giving parental support. Throughout my Suzuki training, and again through
many years of educating parents, I have found that the Suzuki Triangle is often simply
discussed as an abstraction. The individual sides are not explored as fully as I desire,
leaving me unsatisfied. As my first project for this blog, it is my intention to begin to flesh
out this image, and to explore each side in more detail.
student, or giving parental support. Throughout my Suzuki training, and again through
many years of educating parents, I have found that the Suzuki Triangle is often simply
discussed as an abstraction. The individual sides are not explored as fully as I desire,
leaving me unsatisfied. As my first project for this blog, it is my intention to begin to flesh
out this image, and to explore each side in more detail.
Being a visual person, I love the image of the triangle. In my mind, I imagine that each
one has its own color, size, and vibrancy. Much like I visualize sound, I can picture that it
might be transparent, opaque, solid, glowing, fuzzy, with sharp edges, or any number of
individual qualities. This triangle is flowing, breathing, growing, evolving, adapting. Each
person brings a different energy to it, and like a variation of spice in a recipe, it makes a
particular and personalized triangle that is unlike any other triangle. This magical triangle
can only be made by the one-of-a-kind human beings that stand at its points.
one has its own color, size, and vibrancy. Much like I visualize sound, I can picture that it
might be transparent, opaque, solid, glowing, fuzzy, with sharp edges, or any number of
individual qualities. This triangle is flowing, breathing, growing, evolving, adapting. Each
person brings a different energy to it, and like a variation of spice in a recipe, it makes a
particular and personalized triangle that is unlike any other triangle. This magical triangle
can only be made by the one-of-a-kind human beings that stand at its points.
Please stay tuned...
Tuesday, January 23, 2018
Monday, January 22, 2018
Welcome to my blog!
I am excited to begin creating a new blog where I will share my thoughts on teaching Suzuki violin and viola. For many years now, I have been collecting anecdotes from my teaching that are meaningful to me, and also to others, based on the reactions I've had from colleagues and parents.
I will also share links to articles and recordings.
I hope that you will find it meaningful and enjoy!
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