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 lessons

• 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...

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Let me know what you think about my first blog in ages and ages? Hit reply and let me know.

Love Laura