Why Validate String Students?

Three Easy & Honest Ways to Validate String Students

What does that mean, to validate students, anyway?

Validating students shows learners that they are of value, not only as customers, but that they are valuable as human beings. Everyone needs the feeling of validation, and giving this to students costs nothing but attention and a few seconds, yet this practice can do wonders for both learning and teaching.

Read the rest of this article in the fourth issue of a Museletter, coming out in March, 2019! (It’s free, & comes out each quarter.)

Get on the list & never miss a beat:

Why join the wait list for the Royal String Teacher Association?

 

Today is an Earl Grey day in the life of the growing wait list for the Royal String Teacher Association. It snowed early this morning, leaving a beautiful sugar-coating on the wonderful world outdoors. And now, according to my plans, I’ve promised myself I’d write a blog. That’s one of my goals this year, to write blogs at least twice per month. The thing is, when I write a blog, it often takes days of revision to get it shaped into something worthy of your eyes. So for me, twice per month is a milestone! I’ll check back in on this intention in a year.

So what is RSTA? Simply put, the Royal String Teacher Association Worldwide helps string teachers all across the globe have more fun, earn more money and have more success than ever in their teaching.

 

 

Since time is always a commodity we never seem to get enough of, RSTA puts together amazing super-topics on a monthly basis to teach new skills and implement digital tools, helping you avoid overwhelm and stay on top of your teaching business.

Each month, members will receive training and inspiration on a relevant super-topic, in the form of a workbook and presentation (which is an educational workshop just for string teachers) to help with the ever changing day-to-day business of our teaching.

 

Members are invited to join live monthly video meetings – with real string experts and industry helpers – related to the super-topic and have access to replays of live events. The private member group is available at any time for members to ask questions, offer suggestions, give and receive support, and connect with other amazing string teachers all around the world.

I am so honored to have met a number of incredible, wonderful and inspiring teachers in 2018, through ESTA-Deutschland, the violin groups on Facebook like The Violin Guild, Facebook Violinists and International Music Teachers Exchange. For those of you I’ve met in person, whether playing chamber music or at a conference, I am super happy that we got to cross paths and am very thankful for you, more than you can know! For those of you whom I’ve had the pleasure of meeting via video conference, or by phone, I thank you too, for your trust and your willingness to employ technology, some of you having used video conference for the very first time! And for many others, with whom I have exchanged a few comments or shared a laugh via forums, I thank you too. You add joy and value to all.

Receive a free printable listening activity right now to use with students, and get occasional updates (monthly or so) on this unique, first-of-its-kind opportunity to know more about RSTA! Just hit the button below and join the wait list for when the doors open for membership.

Note: we use MailChimp as our email host so be sure to whitelist bb at superstringsstudio dot com to receive your goodies!

Listening Recommendations to Get to Know Classical Music

There truly is a mountain of beautiful music in the world to choose from to listen to. Here I want to give you a relatively short list of pieces which are classics, even by classical music standards. Each one would be perfect for family listening time or for a class. Bonus points if you look up the part you or your student is learning, and follow along with the part or score. Please use a high quality speaker system or, as a last resort, earphones. These are each individually gorgeous pieces I love to play and to listen to again and again. I hope your year is filled with the glory of great music and the inspiration this provides.

Mozart Symphony No. 40 in G Minor

Johann Sebastian Bach Partita in E Major for Solo Violin

Vivaldi Le quattro stagione – L’ Estate (Summer) III Presto

Puccini La Boheme Aria: Quando m’en vo’ (Act II, No. 13)

Mahler Symphonie No. 2

Beethoven Symphony No. 9 (each one is a masterpiece)

Mascagni Cavalaria Rusticana – Intermezzo

Elgar Enigma Variations

Rimsky-Korsakov Russian Easter Overture

 

Resilience and International String Playing

Music opens doors. This essay is about how resilience supports life as an international string player and teacher. Sometimes I think that “resilience” is what keeps opening the doors.

Because I’ve made the effort to apply my training and expertise as a violinist and violist, I have been invited to play on some incredible stages and in some wildly beautiful concerts in China, Germany and the US. My husband, who is a double-bass player at the semi-professional level, has also helped a lot in getting to know some orchestras to play with in Germany.

Having a Washington State professional teaching license in K-12 Instrumental Music has also been a real help in supporting my teaching practice as a credential in addition to a performance degree.

The music I have been so blessed to have been a part of so far has encompassed chamber music, solos, symphonies, chamber orchestras and even full-production opera orchestras. I really miss playing operas – it has been a while since I played any.

As far as teaching, I have had an abundance of different positions thus far in my life, from teaching young violin majors at Nanjing Normal University, to running the orchestra program of a busy rural school district int the US, to directing and teaching music in Shanghai at an international school, and more recently as a private teacher with small group classes out of my home studio in Germany.

That being said, this has not always been smooth sailing. There are a few perils which I and others have faced and which string players and teachers all have to overcome, whether working internationally or not.

international air travel is for the birds

To be honest I also do not care one whit for international air travel. What used to be slightly glamorous and fun is now more like riding a crowded bus through the skies, with the pleasant experience of having your body, documents and belongings checked at many points before boarding. It ranks right up there in my book with going to the doctor, which I tend to avoid.

(Travel even within Europe is very strict – airports have their own 1-L clear resealable bags in which all of your liquids must be contained in carry-on items.)

Another potential difficulty is timing. Simply put, I would never plan to have a long-distance drive immediately following a long-haul flight, to any address I did not already know, in a town I had never been to before, without a cushion of say six hours, give or take.

I was at a string teacher conference, where an invited guest who was to be the highlight of the event, finally did show up an hour or so later than planned due to difficulties finding his way. It turns out we are not super human after all and are still limited by the realities of new roads, road construction, traffic and unforeseen detours. It is better to allow ample extra time, if only to take a nap and be really refreshed if an event is following closely after a long overseas trip.

This is really an example of learning how to cope with a very dynamic, ever-evolving world, the one in which our conservatory education did not prepare us for.

But really learning our instruments to an advanced or professional level does help us hopefully with a very important quality which is sometimes lacking in our formal education: resilience.

The Value of Resilience

Playing, living and working as an international musician gives us the perfect opportunity to practice the value of resilience.

I know, values are not the sexy topic of many popular blogs, but the values we teach as string teachers are some pretty hefty pillars of human evolution which I believe help bring more joy, empathy, help, creative thinking and brain development in general to the humans residing on the third rock.

When you start working long-term in a foreign culture, one of the first tests of your resilience is about being willing to be a beginner again. When we find ourselves in unfamiliar territory and a new culture and maybe language, we get the chance to absorb all the subtle and not-so-subtle new ideas, nuances and ways of being. It’s in some ways like being a baby, taking everything in anew.

It also lets you sometimes be “off the hook” for mistakes you make that you don’t know you’re making.

Other times it doesn’t.

I had it in my mind to do banking with a local bank, for example, where I wanted to have an account because this particular bank supports culture a lot in the area. First I set up an account, and then due to a bunch of things taking up my time and attention, which was completely my fault, I didn’t fund the account in the necessary amount of time. So the bank supposedly closed the account.

Later I went back to apply again, and kept on getting the cold shoulder. I persisted, however. Finally a representative gave me an ear-full, berating me and complaining that there was an outstanding fee (that I had never seen any notice for) and that my business was not wanted. I inquired politely about how much the outstanding charge was. He then became a bit quieter, perhaps even embarrassed, and told me it was for .85€. Yes, that was actually for 85 cents. I still to this day don’t know what the charge was for but I did go and pay it, and was able to open a business account at this institution. I call it my 85-cent ear-full. 🙂

For the most part, people seem to be very kind and helpful when they realize we have come from somewhere far away. I think this is a natural human tendency, when one’s basic needs are being met, to enjoy helping others.

And having this basic language of music in our pockets, so to speak, gives us a doorway to walk through to connect with the unfamiliar in the a new culture if we’re willing to apply it.

How about you? Have you had any interesting overseas experiences where your music ability opened or closed a door? Do you think resilience is worth teaching? Follow this blog if you think string music education helps people learn resilience.

Musical Celebration of Life

They say hindsight is 20/20, but what would we say about this according to the sense of listening? Audiovoyance? Audiovoyance is 440/440? Wait, don’t answer that. Yesterday students of my colleague and mine played an informal, lovely non-concert: a Musical Celebration of Life.

We invited students and their families to come, for the learners to have the chance to perform what they are working on, and spend some time together visiting, snacking, playing more music, playing games and relaxing afterward.

I’m really not normally one to schedule something like this at this already over-busy time of year but a parent had asked whether we would be holding a musical party, and it sounded like a great idea–thanks Rebecca Oldmixon! After all, children love parties (and so do I).

I put out some dates back in early November and they chose December 15.

My colleague Cornelia Hierlinger and I also put together some duets to start off the event: Wohlfahrt’s Christmas Fantasy and the Blackwells’ Jazzy Jingle Bells. I’d invited a videographer I’ve worked with this year, Philip Fricker, to film the event and my husband also supported us by taking amazing photos and using his fantastic huge bass to support in a trio for a guitar student.

Like Baby Birds Being Pushed Out of The Nest

The children and one adult student were truly adorable and I feel so blessed that they were able to enjoy their new wings as players before a gentle audience. It really was like a nest, where the baby birds are pushed out of the nest, maybe a bit wobbly with their wings, but all of them flew. It made all of our hearts happy and then some.

Ever since I discovered the Ernst arrangement of Schubert’s Erlkönig for Violin and Viola I’ve wanted to play it. So for this occasion I convinced Cornelia that we should play it. To be honest, it was something of a risk. She got pretty big eyes last week when I said we should play it. Why play something with such a sad ending for an uplifting event like this?

Well, life is not always fun and inspiring, but I have loved this piece ever since I heard it properly performed as a young student at the Longy School. I remember Victor Rosenbaum had invited me to a private concert where it was sung, in preparation for a concert at the school. This was long ago, when Longy was an independent school, both a community school and a degree-granting institution and I was a young undergraduate diploma student. I think that hearing this piece then, and many times since then, has made a lasting impression on me.

Although the piece is somewhat dark, it isn’t dark like some atonal garbage that tries to pass itself off as great. It does stretch your ear a bit but I find it to be in good fun, and thought it would be nice for children and families to hear something a bit dramatic.

Siblings In Attendance

Afterward, a lovely mom mentioned her young child who’d been sleeping on her shoulder popped up a couple of times with the excitement and said “Why does it sound like it’s running?” She told her it was the goblin king, and the child went back to sleep.

Another sibling who is an adult mentioned she was so glad we played that piece, that she loved it so much! She had played violin for a bunch of years, but had to stop due to her heavy academic studies; now that she is back working for her parents’ company, she has a bit more time and it looks like she might get some lessons to get started again! So exciting! She had learned a few bars of this piece, apparently, as a student.

I would say that choosing Der Erlkönig was an intuitive choice but it made sense for us that the reasoning, logical mind would probably have argued against.

Another reason it was the right choice was that on the same day I found out our dear friend had passed away, which we knew was coming, but didn’t know exactly that it would be at this time. I mean we are all headed to the same destination and I believe music comforts us if we let it. That’s the muse, holding our heads and hearts when we need rest and comfort.

And playing with Cornelia is always a joy. We actually met as stand partners for Lobgesang, with Laudamus Te in Stuttgart, after which I found out she was actually living close by in my neighborhood.

And if you’ve ever seen Labyrinth, the film with David Bowie as the goblin king, you know that a goblin king might not be all bad.

Background

You have to understand that I’m working in Germany, as a US citizen, running a private business, having built my teaching practice utterly from scratch here, and did not have a single teacher connection when I arrived over five years ago direct from China. (Yes, you read that right, but it’s the subject of a future post.) And to be quite honest, there is no way I would have been able to build a successful teaching studio without the help of my intuition, journaling a lot, taking risks and asking for support.

I write this because it was listening to a parent, and following my intuition that it was a good idea to have a mini-concert, even at this time of year, instead of brushing it off and not following a good idea, that allowed this lovely experience to unfold.

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Concert on the first Sunday of Advent

This morning I started off thinking about our concert today in Heilbronn, Germany, which marks the first Sunday of Advent.

We will be performing two cantatas, one by a local composer which was written in the 1970s, and the other by Vivaldi – Vivaldi Magnificat RV 610. (When I say “we” I mean the orchestra and choir of the Deutschordensmünster of St. Peter and St. Paul in Heilbronn.)

The church building itself, originally constructed in ca 1300, was destroyed in air raids during World War II in 1944. In 1948, reconstruction began and was finished in 1951.

The modern piece on today’s program contains a message about praising the merciful. But the music is at odds with the message. I wonder if this had anything to do with the lyricist and the composer.

After the rehearsal I asked Ingeborg, the section leader, which piece would be first on the program. She didn’t know, but she agreed it would be a tragedy if it was the Vivaldi.

In other words, we both wanted to leave the concert feeling uplifted by the glorious music of Vivaldi.

I have a bit of trouble understanding the words in both cantatas, but as an instrumentalist it doesn’t concern me that much. As a musician and as a teacher, however, I am interested in the lyrics because they form an integral part of the form and the whole experience. Besides, I just like to know what is being sung to decide for myself if the meaning seems to fit.

Praising the merciful is the main theme of the modern piece. But it breaks so many rules of harmony I wonder if there was personal animosity between the two individuals responsible for the work. It just does not bring the words to life for me. Hopefully my opinion will change in the concert.

Thank heavens for Vivaldi. When lyrics accompany music, I want the music to convey the message even without understanding the words. Vivaldi manages this and then some.

If you enjoy Vivaldi, leave a comment and let me know!

Tuning Forks

I wish I could have captured the look on a child’s face, when he opened a little box set with a nice pen and a tuning fork in it.

The student was moving away, as third culture kids tend to do, and this particular child had put substantially extra effort into his learning. I wanted to recognize this because it seemed the best moment in time to do so. It was going to be either then or never.

He and the other children in the class, and a few moms, looked on.

Then out of the box came the tuning fork as he expectantly unwrapped the box. I think I got more enjoyment out of the expressions on each person’s face than any other lesson I could have taught.

How would he use it? Actually he knew, because I had shown him in his lesson how to use one.

Next came the awe from the other children. Each then took a turn with it and discovering how it can resonate on other surfaces besides on their violins.

I think they most loved resonating it either on the wood floor or their skulls. (Give it a try – it’s silent outwardly but inwardly it is amazing!)

Of course, I know just about everyone has an app now to tune with, or a tuning device which runs on a battery, which are perfectly okay to use. But there is something particularly pure about the tone produced by a tuning fork which to my ears is not replicated by anything else. Well, okay, maybe a glockenspiel or vibraphone or similar thing does come kind of close, but how many of us put glockenspiels to use on a regular basis?

Following our teaching intuition is a great skill to develop after one has paid one’s dues in the process of obtaining a quality education. And using a real tuning fork from time to time is not only fun but inexpensive, useful and might even provide you with glorious expressions of delight.

Do you have a tuning fork? Have you ever showed one to your students? Let’s hear from you in the comments – don’t be shy!

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Why Learn Music?

Why should people learn music, anyway? What is the purpose of it, since by itself it has no obvious function, takes significant amounts of time and effort, costs a lot of money and comes with no guarantee that one will succeed with it?

Hm, with all these potential problems how would this possibly fit into the social values common nowadays such as convenience, flash, hype, rat-race, greed, glamour and media-addiction? Well I am glad you are asking these questions!

First of all, once our basic needs are met, human beings still have an innate proclivity toward expression, and have sought to unleash this since time immemorial. Music can and certainly does fulfill this creative side of us if we work to reach at least a basic level of musical aptitude.

Music is art, culture, expression, beauty and many other aesthetic judgment calls. So it would not be out of bounds to proclaim that music for music’s sake is enough reason to do it. Beethoven would probably agree. Maybe Bach, too.

In this blog I am going to list a set of principles which are upheld by the pursuit of music.

One of the massively prescient reasons for embracing the art of music, including music education, is that the sheer number of thought processes required which have to happen at near the speed of light, (particularly when reaching advanced stages of musicianship) appear to enhance brain function. I’m not going to cite any studies here. I’ll leave that to you and Google.

In our ever faster-paced world, where we simply must remain open to learning new skills and systems, the pursuit of music serves a dual purpose. Learn to play music, and as a free bonus learn better thinking skills: synthesis, symmetry, complex organization, multi-level thinking, independence of tactile awareness through sound and touch, heightened sensitivity, changing pace while keeping it steady, measuring sound vibration and differentiating between tensions to name a few extra enhancements.

Yet when a person learns to play a bowed string-instrument, there is another added dimension to the thinking “extras” which includes engaging the left and right hemispheres with even more, and different, simultaneous processes.

One of the earlier aptitudes gained in becoming musically competent is developing the skill of reading music. Like reading a language of words, the language of notes is also transferable to other instruments. In fact music is a universal written language not only between instruments but across cultures all over the world. Like a spoken language, it isn’t limited by visual cues.

So instead of making this particular blog an exercise in describing the cerebral enhancements that would probably put you to sleep, I’m going to shorten things up and get on with my list. If you have  any additions, or would like to take the discussion further, please do comment!

PRINCIPLES SUPPORTED BY THE PURSUIT OF LEARNING TO PLAY MUSIC

Enhanced Brain Function

Reading Musical Notation

Listening In-depth

Self Expression

Working Together to Achieve a Common Good

Coordination

Connection

Community-building

Culture

Friendship

Excellence

Adaptation, or the Ability to Respond and Adapt Quickly to Change

Self-Confidence

Tolerance of Conflicting Ideas

Hope

Independence

Conformity

Aesthetics

Personality Development

Lifelong Learning

Spatial Awareness

Complex Problem-solving

Linear and Non-linear Thinking

Cultural Appreciation

Confidence

Elegance

Precision and Excellence

Managing One’s Presence

Art

Sharing Ideas

Change

Preparation with Minimal or Less Than Enough Time

Political Refuge (you never know when this might come in handy)

The brother of a friend of mine was spared from re-education in China during the 1970s when he was recruited to play the erhu in the local government’s orchestra, and my friend was on the train to follow suit when the Cultural Revolution finally ended. That’s my personal connection to including the last principle on this list.

Thoughts? Comments? Would love to read your reply. xx -Bonny

Sponge Blog

violin student in Stuttgart
students soak up a lot more than you think
Students are sponges, so ooze greatness and kindness!

Did you know our students are sponges? Students absorb a lot from us, not only the instrumental technique and musicality we wish to help them master.

They also tend to soak up our energy level, open-mindedness and capacity for joy and enthusiasm, or the contrary. This is one of the reasons it is so incredibly important to consciously cultivate our mindsets as teachers, to be focused on positivity, productivity, kindness and excellence.

It won’t really matter at all if we have a degree from a big-name conservatory but haven’t got the capacity to embrace a wide variety of teaching and learning situations.

With the idea in mind that ours is the only method, or that my is the best way to be followed without consideration for different ages, personalities, wishes, goals and moods, we are in danger of losing out on helping students to reach their potential. We might even lose our students’ trust.

Some of the things that help me to make sure my personal teaching mindset is prepped to give off the things I truly want students to absorb are

  • allowing extra time for planning and preparation time before every lesson to consciously and calmly consider the student(s) I am about to teach, and the single main point I hope to focus on (which is flexible in case the student(s) arrive with a greater need)
  • finding a fun, age-appropriate activity or game I can incorporate to make the lesson more interesting
  • visualizing and focusing on a goal in my own playing and teaching practice
  • reading books and blogs specifically regarding best methods
  • collaborating with and supporting other string teachers

Another thing that I very aware of, is the need to adapt myself to a student’s capacity for understanding. For example, I have found through a bunch of years teaching children of all ages, in really different cultural settings, that a huge number of children up through about the third grade, may not understand a number of ordinary vocabulary words.

Even body parts – I had a highly intelligent, very learning-oriented first grade student who did not know where her shoulders were. To solve this with many children we could play some fun games like “Simon Says” (also with the instrument) to be sure that they know what is what. Other words too, like “emotion” or “encourage” or “discipline” might get you the deer-in-the-headlights look if you use them and are paying attention to the reaction you get. It’s great to teach these words – I don’t mean not to use them – but just be aware that little kids have not got the same vocabulary as you do as an adult and may need you to use synonyms that they do understand, like “feelings,” “help” and maybe “following the learning every day” or to explain in detail the meaning of these important words. Older students need it too—not very many fifth graders would know the words “extrapolate” or “anticipate,” for example.

I don’t ever assume a student doesn’t know words but I am in the habit of asking them. If you have a relationship built on trust the student will be able to answer you honestly. If you’re still working on the trust factor, that’s okay, because that is also not something that comes automatically! It’s okay to challenge the student and when they answer that they know something, to ask them, “then what does it mean?” to be sure, or to turn it into a teachable moment.

So far, I have observed that students absolutely love to soak up the meaning of vocabulary that we use to help them in their learning.

Some students who have begun with me recently have given me a massive feeling of gratitude, because their learning style seems to be in super-sponge mode, understanding things about sound and physical technique long before the verbal. Of course, I still expect daily practicing from them, or five to six days per week.

string teacher sponge blog
sponge blog for teachers of stringed instruments

Lately I’ve been truly blessed by the concept of the sponge. I was even overjoyed to be reminded of this as I stumbled upon a package of sponges we had bought and forgotten, that had fallen under a seat in the car. Sponges are actually quite beautiful. Here is an amazing documentary on sponges in case you might be interested in drawing your own analogies. Our students are beautiful and multifaceted too, every single one of them. Thanks for reading my Sponge Blog.

What about your students? How are they absorbing what you teach? Got a story to share? Write it in the comments – we’d love to read it! ♥

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