INTRODUCTION & OVERVIEW
The violin is a very enjoyable instrument to play, with a wonderful and wide-ranging repertoire, but it is also technically demanding and poses particular difficulties at the start. Hence I aim to provide steady guidance of my pupils' progress along successive steps, each simple in itself and each taught with clear instructions, which build cumulatively to a well-rounded ability. This avoids the risk of overwhelming pupils with too much complexity. Instead, there is a gradual awareness and attainment of the skills required for good violin-playing, – control of body posture, quality of tone production, accuracy of intonation, range of bowing technique, and expressive musical interpretation. Above all, my over-arching approach is to foster an enthusiasm for the instrument and a love of music which will sustain each pupil as their relationship with the violin develops.
BEGINNERS
Young children are very excited when they start learning an instrument. It is the teacher’s challenge to find ways to keep their interest throughout a lesson and from one lesson to the next. I find it helps tremendously if parents attend the lessons and practise jointly with their children. Sometimes, of course, this is not possible; but it remains important that parents stay engaged in the learning process and provide affectionate encouragement. To aid this, I record a video message, jointly with the pupil, which includes guidance to parents on what is useful to do before the next lesson.
INTERMEDIATE & ADVANCED
At a later stage, when children are old enough to practise on their own, my emphasis moves to teaching them how to make the best use of their practice time. In particular, I help them analyse their own playing when practising, as this ability underpins the development of skills in both instrumental technique and musical interpretation. The sense of achievement in making progress week to week plays a crucial part in sustaining motivation. In turn, this requires that the teacher finds an approach individually suited to each pupil, – understanding their goals, planning the repertoire carefully, and setting appropriate expectations. Exams are useful in this regard; and I prepare my pupils for ABRSM, Trinity, or Guildhall exams. I also encourage them to perform in concerts and to enter competitions. For intermediate and advanced pupils, exams and public performance can provide an incentive to tackle the more challenging aspects of violin technique, such as various types of bowing, playing in high positions, variation of vibrato, and double-stopping. None of these challenges is insurmountable, given appropriate guidance from the teacher and given practice and determination by the pupil.
COLLEGE STUDENTS & RECENT GRADUATES
For students at college, or who have graduated recently, I provide coaching for orchestral auditions. During my career, I have experienced many orchestral auditions and periods of trial playing, including the process leading to my current position as a member of the Orchestra of the Royal Opera House. Orchestral auditions require a very specific type of preparation. I love sharing my experience of how best to win through this process, particularly as it can be a lonely and stressful task.
AMATEURS
A well-structured approach is important if the pleasure of amateur violin-playing is to hold its position against the competing demands of a busy adult life. For amateurs starting anew, or more typically reconnecting with their violin-playing after many years of neglect, I can provide tuition to ensure they are able to make best use of their limited time.
I can provide coaching for regularly-playing amateurs who would like to raise their standard, whether simply for the pleasure of enhanced performance or as the route to a wider horizon of playing opportunities. Typically, this coaching starts with one or more diagnostic sessions to identify the most fruitful aspects to work on. Alternatively, my coaching can respond to requests to improve specific aspects of technique. For someone playing in one of the many amateur orchestras in London, or in a chamber music group, the current repertoire can be used as a launch-pad to identify and work on different aspects of violin technique and musical interpretation.
A FINAL THOUGHT
Music lessons and practice have a wider benefit in developing qualities of mind and character, including self-discipline, effective organisation of time, and the confidence required for performance in public. Above all, there is the joy of playing music with others. It is a joy which I experience and which, through my approach to tuition, I aim to help my pupils experience.