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Hi everyone! It's been almost 10 years since I posted in this forum ... yikes! It feels good to be back after such a long break and I'm delighted to see things here going as strong as ever. I very recently started a Facebook Group called "The Art of Violin Pedagogy" to encourage exchange over this topic with other violin teachers. Sometimes I feel a bit isolated in teaching, and I thought that it would be fun and inspiring to connect with other instructors to share knowledge, ideas, thoughts and experience. You're all invited to take a look at the page and join if you wish! In writing here, it is not my intention to take anything (or anyone) away from this forum at all - it's a marvelous resource and I'm glad to have rediscovered Maestronet. The FB group is specifically for violin pedagogy! https://www.facebook.com/groups/355279351227763/ Thanks for listening! Aria
Some questions for teachers, students, employers, employees, masters, apprentices, etc. . . How do you keep track of progress? And how do you motivate it? I take notes in lessons, tracking repertoire, etudes, technical and musical issues. But I use the notes mainly as a reference aid. I try to tell students what they are doing right and doing wrong, what they have learned recently and long term, and what they should be thinking about "this week." I explain the value of slow practice and the metronome and etudes and scales and theory, but my students and I just write on their sheet music, they don't take notes. I have come to the conclusion that I need stricter measures to ensure adherence to a rigid practice schedule. I know a number of my colleagues make their students keep practice diaries. This is a more hard-nosed approach than is in my nature, but on the other hand, what's not to like about it? How do they work? Does anyone have any suggestions or experience with what [string music] students should include in their notes? Probably the same type of stuff I keep in my teaching notes. Hmm... PS: How do you do etude/scale/excerpt study? 1 per week? Should we memorize etudes? I've tried explaining the Zen of Scales to my students, but they just get glassy-eyed.