Hi there,

Thank you so much for sharing your thoughts about teaching during “choice time.” The insights and reflections you’ve shared have really resonated with me.

I completely understand the concerns some of you raised about how this setup might send a message about music being less essential—especially at such a critical stage in children’s development.

As a distinguished teacher replied, "This is such a vulnerable time, where we should be opening as many doors as possible, not closing them."

Like many of you, my initial reaction was one of worry. How could we ensure music is seen as vital and valuable in this context?

But as I’ve reflected further, I’ve also begun to see this challenge as an opportunity. What if “choice time” could actually lift music rather than diminish it?

What if it allows us to create a sense of magic and joy around music that hooks children in and leaves them wanting more?

Of course, I know this is easier said than done. Teaching in this context is hard. There’s no guarantee that every child will choose music over other activities or that every session will go as planned.

I’ve had plenty of moments where I’ve wondered if I was really making an impact—or if I was just trying to keep things afloat.

It’s okay to feel frustrated or unsure about how well this approach might work in practice. That’s why I believe it’s so important to acknowledge both the challenges and the small victories that come with teaching in this way.

Every tiny step forward—whether it’s a spark of curiosity, a moment of connection, or even just a child returning for another session—helps plant the seeds for a deeper love of music that could grow over time.

Here are a few strategies I’ve tried in my own lessons that might help bridge these concerns while keeping little ones engaged and excited:

Balancing Structure and Playfulness

1. Spark Curiosity with Surprises:
Children love mystery and discovery. Starting lessons with something unexpected—a soft toy, an unusual sound, or even a “mystery bag” of musical items—can spark their curiosity. Asking, “What do you think will happen if we try this?” invites them into an adventure of sound and exploration.

2. Blend Playtime and Learning:
Instead of competing with toys, I like to use them as teaching tools. Toy animals can dance to pizzicato rhythms, or building blocks can form patterns for an early composition activity.

Here’s a simple idea:

• When the bow is placed correctly (between the bridge and fingerboard), the toy can do a happy dance.

• If the bow moves too close to the fingerboard, the toy tiptoes.

• If the bow goes behind the bridge, the toy covers its ears and playfully hides.

This approach not only reinforces technique but makes learning feel like a game.

3. Let Them Lead Their Musical Journey:
Giving children choices within the lesson helps them feel in control. I like to ask questions like, “Should we play a slow song for the sleepy dinosaur or a fast one for the racing car?” Letting them make decisions fosters a sense of ownership and excitement.

4. Flexibility and Joy First:
It’s important to meet children where they are. Some days, they might just want to watch and absorb. That’s okay! By creating a stress-free, joyful environment, we’re planting seeds for a lifelong love of music—even if progress looks different than we might expect.

A Free Resource for You

To support you further, I’ve created a bespoke toddler violin/general music lesson plan filled with simple, adaptable activities perfect for anytime. I hope it helps make your sessions feel like an adventure.

👉 [Download your Toddler Lesson Plan Here]

I’d love to hear how these strategies work for you—or if you’ve found other creative ways to balance the challenges and opportunities of teaching little ones in any situation.

 Let’s keep this conversation going and continue inspiring one another to make early childhood violin education as magical as it can be.

Warmly,
Laura
Founder, Stringosaurus Resources Hub

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