Suzuki Method VIDEO GUIDANCE No.2_2 of 3

Summary

In this engaging group lesson, the instructor leads students through exercises designed to strengthen their fingers and improve their technique. The focus is on building finger strength with exercises involving all fingers, while also incorporating lively bow movements to develop rhythm and expression. Students practice playing an Allegro melody, focusing on maintaining vigor and control. The lesson also includes working on rhythmic phrasing with the 'Two Grenadiers' piece, followed by playing along with a piano accompaniment. The atmosphere is fun and energetic, with a strong emphasis on technical precision and group practice.

Takeaways

• 😀 Emphasizing finger strength: The lesson begins with exercises to build finger strength, starting with holding and squeezing the fingers one by one to improve control and dexterity.
• 😀 Focus on proper hand positioning: Students are instructed to hold their fingers in specific ways to practice strength and form, which is crucial for effective violin playing.
• 😀 Slow and controlled movements: The lesson encourages slow practice, particularly when learning fast movements, to develop precision and avoid mistakes.
• 😀 Engaging in vigorous bowing: The instructor emphasizes energetic bow movement, especially when practicing Allegro, highlighting the importance of strong bow strokes in lively music.
• 😀 Attention to the violin’s health: The instructor reminds students not to 'smack' the violin, stressing the importance of careful handling to preserve the instrument.
• 😀 Practice with a clear goal: The instructor sets up exercises with specific goals in mind, such as building finger strength, practicing Allegro tempos, and improving rhythmic precision.
• 😀 Group interaction: The lesson includes group participation, where students play together and observe each other, which encourages cooperative learning and mutual feedback.
• 😀 Rhythmic exercises: The lesson focuses on rhythm through the piece 'The Two Grenadiers', where students practice smooth, graceful playing, breathing, and phrasing.
• 😀 Piano accompaniment practice: After solo exercises, the students are encouraged to practice with piano accompaniment, helping them adapt to playing with a full ensemble sound.
• 😀 Encouragement and positive reinforcement: The instructor provides praise and feedback to keep students motivated and confident, acknowledging their progress and encouraging further practice.

Q & A

What is the purpose of the finger strength exercise at the beginning of the lesson?

The purpose of the finger strength exercise is to help students build the strength needed in their fingers for playing the violin. This is achieved by practicing finger extension and creating strong rings with each finger to develop their dexterity and control.

Why does the instructor emphasize slow playing at the start of the 'Twinkle' melody?

The instructor emphasizes slow playing to ensure that students focus on proper technique and finger strength before increasing speed. Slow practice helps to maintain control and precision, which is essential for developing good habits.

What role does the bow movement play in playing Allegro, and how is it practiced?

The bow movement is crucial for playing Allegro with vigor and energy. The instructor practices swift, lively bow strokes without touching the strings, focusing on arm movements and ensuring the strokes are fast and precise. This prepares students for faster and more energetic play.

Why is it important for students to avoid smacking the violin with the bow?

Smacking the violin with the bow is harmful to both the instrument and the sound quality. The instructor emphasizes controlling the bow movement and playing off to the side of the violin to avoid damaging the instrument.

What is the significance of the rhythm exercise with 'Two Grenadiers'?

The rhythm exercise with 'Two Grenadiers' helps students develop a sense of timing, breathing, and phrasing. The exercise encourages playing gracefully and with emotional depth, ensuring that students understand not just the rhythm but also the feeling behind the music.

How does the instructor keep the lesson engaging for the students?

The instructor keeps the lesson engaging by making the exercises fun and interactive. They encourage energetic movements, use playful language, and emphasize the importance of working together as a group. The goal is to create a positive learning environment where students feel motivated and excited to practice.

What is the role of piano accompaniment in the lesson?

The piano accompaniment is used to provide a fuller musical experience and to help students practice playing in sync with another instrument. It also helps them keep time and gives a sense of performance as they practice with the piano, reinforcing their rhythm and coordination.

Why does the instructor ask students to stop after each stroke when practicing Allegro?

Stopping after each stroke allows students to focus on control and accuracy before moving on to the next stroke. It helps them practice the precision of their movements and ensures that their technique is correct before they attempt to play at a faster tempo.

What does the instructor mean by 'play with feeling' during the rhythm exercise?

'Play with feeling' refers to playing the music with emotional expression rather than just mechanically following the rhythm. The instructor wants students to connect with the music, adding personal interpretation and depth to their playing, which is essential for a more engaging and dynamic performance.

How does the instructor ensure that students are ready to play with the piano accompaniment?

The instructor ensures that students are ready by first practicing the piece without the piano accompaniment to establish a solid understanding of the rhythm and melody. Afterward, they gradually introduce the piano and give students clear guidance on when to start playing, ensuring they stay in sync with the piano.