Sacramento Suzuki Violin Studio

What's the difference between Suzuki and Traditional method?

WHEN TO BEGIN FORMAL STUDY

Suzuki Violin method practitioners advocate starting formal violin training by age three or four. The "Talent Education Movement," created and developed by Dr. Suzuki and his colleagues, was based on the notion that the earliest years of a child's life is the best time to begin training children to play violin. While the Suzuki violin method is uniquely suited for training the youngest children, it has proven to be effective in training students of any age.

Traditional violin teachers are rarely willing or qualified to teach the very youngest students. Beginning in the seven to eight year old age range is favored by most, if not all, traditional violin teachers.

THE ROLE OF PASSIVE LISTENING AND ABOUT READING MUSIC

Suzuki violin study emphasizes passive modes of learning - watching and listening. Before engaging in formal study, Suzuki violin students are exposed to recordings of the first and subsequent pieces they will play, as well as recordings of great performances from the general classical repertory. This continues when students begin formal study and as they progress. Recordings are played as "background music", for hours each day and at low volume levels. Here, the thinking is that exposure to recordings is similar to the effect of immersion that naturally occurs in the process of primary language acquisition. Successful study is enhanced by prolonged repeated exposure. Suzuki violin students develop an internal model of the music to be studied. They memorize the music and internalize the nuances of pitch, tone, timing, articulation, and dynamics demonstrated in recorded performances.

Suzuki Violin method also uses language acquisition as a model for teaching students to read music. Just as one would never teach young children to read before they have learned to speak, Suzuki violin teachers defer reading until there is a technical mastery of basic skills for playing and musical memory has been developed sufficiently. As a result, students learn to express music with ease and fluency. Suzuki teaches that students can more readily develop technical mastery if the student's attention is not divided by learning to simultaneously read and play.

Traditional violin study favors a type of training that virtually ignores passive learning approaches. While students may be encouraged to listen to recordings of the more advanced repertory played by concert artists or symphony orchestras, beginning students are generally not given the opportunity to listen to recordings of the beginning pieces that they are or will be studying.

Traditional violin teachers often justify the avoidance of making use of recordings of the pieces the beginner plays, suggesting that students will become dependent on learning by rote at the expense of developing the ability to read music, and that learning by rote leads to mechanical imitation. Instead, traditional teachers have students read pieces note by note, when learning and playing pieces.

MASTERCLASS/GROUP LESSONS VS. ONE-ON-ONE LESSONS

Suzuki violin incorporates the passive mode in class. Before Suzuki violin students ever receive the violin, they observe others who are doing what they will eventually do. Even after receiving and working with the violin, they continue to observe others in the masterclass setting and group lessons.

Suzuki violin classroom structure enables students to work alongside with peers who share a common repertory, musical skills, and aspirations. Social interaction and the opportunity to play as a group are important features that make lessons a productive and satisfying. Cooperation is fostered. Great care is taken to avoid competition and its negative effects.

Traditional violin teachers use a classroom structure based on the one-on-one lesson model, using a "hands-on" approach that offers little or no opportunity for observing the lessons of others. Typically, children are given a violin without much, if any, preparatory observation. In this environment, the teacher conveys points by playing musical samples or use verbal explanations.

Traditional violin lessons are modeled on an environment of isolation. When students do interact, competition between individual students is often used as a means to motivate them. Cooperative learning techniques are neglected or ignored. With the one-on-one model, students don't get much opportunity to study and play music with peers.

THE PARENT'S ROLE

Suzuki violin study is "parent intensive". The parent and the teacher become true partners. Parents attend all lessons and attentively note the teacher's instructions. Parents' attendance at class enables them to work closely and skillfully with their children at home. They assume the role of "home- teachers". Parent involvement gives the Suzuki violin student a substantial advantage.

Suzuki violin study requires so much parent involvement that many might feel that the time and dedication needed is excessive. While Suzuki violin study demands a great deal from parents, the payoff is big. Students achieve greater success with the skillful assistance and participation of parents, and the shared activity is an opportunity rather than a burden.

Traditional violin study typically has the parent play a marginal role in their children's training, reminding (or admonishing) them to practice. They may attend or deliver the student to the occasional recital.

Traditional violin lessons are usually conducted without the parent's presence in class. Parents are rarely trained or encouraged to work closely with students at home. Although many parents may feel that this is convenient, by excluding the parent, a student lacks the advantage that a parent's help can bring, and both miss the shared experience that is made possible through Suzuki violin study.

TECHNIQUE

Suzuki violin pedagogy imparts technical skills needed to play the violin in a way that has similarities with the approach used in traditional Asian martial arts. There is meticulous attention to form, detail, and movement. Suzuki formulated a highly original violin technique that is radical and remarkably efficient. He has disseminated these ideas to teachers and students in the form of "teaching points" - specific descriptions, each dealing with a single aspect of technique and recommended exercises for its mastery. In the process of renovating violin study, Suzuki dramatically improved the way the violin is technically mastered.

Traditional violin pedagogy is far from standardized in its approach to violin technique. Some traditional teachers focus on "musical" aspects of playing and are vague or not concerned with form, position, and movement. Others teach laborious, elaborate, and inefficient ways of playing, using standard scales and the traditional etudes.    

 

"My son's school orchestra director says that private lessons are unnecessary, because students can learn everything they need at school. So why does my son need private violin lessons?" 

For centuries, violin skills have been passed from generation to generation through individual instruction by private violin teachers. Across the United States, there is a long history of collaboration between orchestra programs and private violin teachers. Many schools (such as Wayzata and Edina) continue to recommend private violin teachers and distribute lists of good private violin teachers to their students. The result is better training for students and a better sounding orchestra for the schools.

Today, more and more schools are cutting back and even eliminating orchestra programs. Yet, these same schools are now claiming that their students do not require private lessons!

The reality is that most good private violin teachers share these two qualities:

1. Years --even decades-- of intense study of violin technique and performance.

2. Years --even decades-- of experience teaching the violin to students.

A good private violin teacher is probably not qualified to teach your child to play the tuba, or even the cello. But she knows how to play and teach the violin.

When you entrust your child to the school orchestra program, who teaches your child to play the violin?

The "orchestra director," of course! But who is this person? Can she play the violin at a reasonably high level? (Or at all?) What experience or training does she have exclusively on the violin? Even if she is a concert violinist, how much time can she devote to your child? And why does it matter? Can't a parent rely on the schools to do a good job teaching the violin, just like they do with math and reading?

The answer is, unfortunately, no. Many students who have had their instruction solely in the school system have developed bad habits. "Bad habits" inevitably mean that the student cannot produce a good sound. And, without instruction in proper technique, he or she may already play with so much tension that it actually hurts to play.

Children learn very quickly. However, once they establish habits --good or bad-- they often experience frustration if these need to be modified later. If you wait until your child shows sufficient interest or talent to start private violin lessons, or you entrust his violin instruction solely to the schools, you may well set your child up for failure. Please consider starting your child off on the right foot with private violin lessons taught by a good private violin teacher-- from day one.

 

How do I tell the G string from the D string?

Many of us have quite a large "string collection" in our cases or stashed away for safe keeping. We have used strings, new strings (both inside and outside of packaging), and perhaps even damaged strings, saved for that special emergency when we have broken a string and don't have anything else to replace it with. But once a string is out of it's packaging and becomes an "unidentified" string, it can be very difficult to figure out what type of string it is, let alone whether it is an A, D, E, or G string.

Every string manufacturer individually labels its strings at both the peg and the ball/loop end. These labels take the form of colors on the windings, sometimes solid, sometimes stripes. Sometimes the colors are the same at each end, and sometimes they are different. For each manufacturer, each string set usually bears its own, unique color scheme where every string within the set has a different combination of colors. To further complicate matters, sometimes even the different tension strings within string sets have their own color scheme as well. As you can imagine, there are quite a few combinations!

Although there are string identification tables available on the internet, these are often difficult to use and sometimes even misleading. But because they can be useful when you at least know the brand and name of the set (for instance you are certain that you have a pirastro Obligato set but you are unsure which string is which), you might be able to use a
string identifier to save yourself a trip to the shop.

After all, string identification charts depend on our ability to define color, which is not always consistent from person to person. For instance you have concluded that your unidentified string has a blue peg end and a yellow ball end. But are you sure that it isn't blue and yellow, or blue and gold, or light blue and yellow, or light blue and gold? (rest assured all of these possiblities do exist!)

It is usually the case that thinner strings are higher in pitch and thicker strings are lower in pitch. The thicker string allows less tension and thus a lower pitch for the same string length. However -- and this is a BIG however -- since strings use different metals as windings as well as different cores, (not only between string sets but also within them), it is sometimes the case that the D string is THICKER than the G string! A "wound" E string might appear larger than an A string. A high tension A string from one string set might appear thicker than a light tension string from another set.

Thus, (and especially if you mix string from different set) you cannot always determine what type of string you have based solely on it's thickness.

So why does all of this matter? What is wrong with putting on the wrong string?

Suppose our questioner were to put a G string on his D string peg. Since it was thicker, he was convinced that the D string must in fact be a G string. But a G string is not built to be tuned all the way up to the D a fifth above. The extra tension this would cause on the instrument and bridge could be enormous -- enough not only to cause the bridge to collapse and possibly break, but also to cause a crack in the top of the fiddle, most likely over the sound post. This crack, called a soundpost crack, is very bad both for the sound of your violin and also for it's value.

Therefore, it is highly recommend against putting any unidentified strings on your violin or viola. And, even if you think you are able to identify them, using a chart or internet tool, there are, in our opinions, too many different strings that look very similar for you to ever be certain you have made a correct identification.

For unidentified strings, prevention is probably the best cure. Consider keeping each new string securely in its labeled packet prior to installing it. If you keep the packaging, you can put your used strings back in their properly labeled packaging should you wish to keep them. If you lose the packaging, consider tying a label to the string before it is stored that fully identifies the string. Or ask your teacher or take your strings to a good violin shop, where they should be able to indentify your strings and help you to install them, if necessary.

It is best to install the strings one at a time. If you are replacing an entire set, it is a good idea to examine the bridge before and after installing each string to make sure it is still straight. It is important to take care not to tune any of the strings above their proper pitch in order to stretch them. Most strings go through a breaking-in period where they will need to be retuned frequently. Attempting to stretch the string puts added tension on your instrument that could potentially damage it.

 

 Cheap violin rosin

But one thing is very clear: cheap rosin (usually in the rectangular shape inside a wood housing and costing a couple of dollars) is NOT a good choice for any player, except for perhaps a beginner. Why? Because this rosin tends to stick to the strings like glue and feel and sound grainy.

For some reason, most of the finer rosin is circular and often encased in cloth. When it is darker, it tends to be stickier. When lighter, it tends to glide more over the instrument. If you are a player who likes to “dig in,” or you have a violin that responds well to pressure, a dark rosin may be your choice. You might even opt for cello rosin (such as the Hidersine), for its extra grab.

For those of you who like the feel of a lighter, smoother rosin (or you tend to under-rosin your bow to avoid the feel of excessive grain, grit, or stick, a lighter rosin might be your choice. Often, some of the finest rosin brands will offer different formulations to suit the tastes of both those who prefer a darker rosin and those who tend to opt for the lighter versions.

Below is a list of rosins and descriptions. Although you may find this list helpful, experimentation and trying different brands is the best way to choose your preferred rosin.
 
Andrea Rosin
 
One top choice of the pros is Andrea Rosin (formerly Tartini Rosin). This Rosin is relatively expensive (around $30.00) and comes in several varieties from the lightest version (termed “Paganinni”) to the darkest, which is designed for cello but often used by violinists searching for that rich, dark sound.

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Pirastro (of string-making fame) sells a large line of rosins, largely named after its string brand. There is Pirastro Gold, tonica, Eudoxa, and Oliv, among others. How much difference there is between these is questionable but they are an affordable alternative to “the block” cheap rosin at around $10.00.

jade rosin
 
Jade Rosin is another popular and reasonably-priced option that seems to work well for a wide variety of bows and players. It is considered to produce a smooth yet firm grip.

liebenzeller rosin
 
Liebenzeller rosin is a particular favorite of many people. In fact, some musicians have carried this rosin around for decades. Unfortunately, it is temporarily discontinued, but if you can find yourself this rosin, you will find that it comes infused with various metals from gold to nickel to copper, that lend the rosin different characteristics and grips.
 
Liebenzeller Rosin - Where can I purchase Liebenzeller Gold I rosin?
 
Liebenzeller rosin has been around a long time. It is unlikely that this rosin will be available again, unless it is produced and sold by a different company. Although it may be possible to find Gold II, Gold I may be nearly impossible to find. A couple of stores that still sold it about a year ago (one in Australia and one in England) are now out of stock too. 

Not every shop advertises its products on the internet so if you called a few string shops that don’t have a strong internet presence for selling accessories (such as Moenning in Philadelphia, Reuning in Boston, Claire Givens in Minneapolis, or John Waddle in St. Paul) you might find that somebody still has some supply left.

However, many different brands of rosin have come out since Liebenzeller first appeared on the market that are just as good; and some (such as Andrea Paganinni) have qualities similar to the refined nature of the Liebenzeller. We highly recommend looking into these options for fine and light (rather than coarse and dark) rosins that you might like just as much or even better. Liebenzeller Gold I has a tendency to apply rather lightly and come off quickly. Because of this, even within a rehearsal or performance, one might feel that the bow already needs more rosin. 
 
In the end, most of the rosins priced above $8.00 or so are reasonable choices, and the biggest factor as to which one you prefer is whether you want more grip and grit (softer, darker rosin) or a lighter and smoother feel (lighter, harder, rosin). You might even be surprised at which option you prefer in the end -- after all, your particular bow and violin may have preferences of their own!
 
What size violin should I get for my 9 year old son?