Description

This instructional guide is specifically tailored for the violin class, yet it is also appropriate for individual instruction.

The curriculum is structured to span one academic year and is organized into three segments labeled First, Second, and Third Terms. For optimal outcomes, class sessions should last between 30 to 40 minutes, depending on the number of students in each group.

The finger pattern across each string remains consistent (tone, tone, semitone), and the melodies and exercises are composed for either a single string or two adjacent strings. This approach enables students to become well-acquainted with the initial finger pattern by the conclusion of their first year, facilitating the development of a solid left-hand technique that promotes accurate finger movements and precise intonation.

Given that the melodies and exercises are confined to one string or two adjacent strings, the variety of bowing techniques is also limited. This limitation is a crucial consideration in violin instruction within a classroom setting, as many beginners struggle to manage the bow when faced with frequent string crossings.

In this guide, the complexities of bowing and rhythm are incrementally introduced on one or two strings. Since the finger pattern on the E, A, D, and G strings is uniform, students can focus on their right-hand technique without the distraction of varying finger patterns or bowing techniques.

For very young learners, the ‘banjo’ position may be favored prior to introducing the bow. This choice is entirely subjective and depends on the age, size, and skill level of the students, determining whether this method of initiating violin playing is utilized.

Group instruction offers valuable experience in ensemble performance and allows students to engage in active listening with one another. Listening is a critical component in mastering a string instrument, and students' auditory skills can be further enhanced by listening to the second violin parts provided for the teacher as accompaniment to the melodies. In certain educational settings, it may be feasible to...