Leaves are bursting with color here in upstate New York. Fall brings prospective parents and excited students. Here are a few thoughts I have on starting beginners…

1) Ignition. Where is the interest coming from? Has the child experienced ignition (link)? Are they ready to go? Is the parent right there with them?

If the interest is purely mechanical (no ignition), I ask families to attend a few lessons and group classes before we even talk about starting lessons. If I still don’t see a spark, I question the wisdom of embarking on this particular journey.

If the interest is pure ignition I make sure parents understand the day to day, foundation work necessary to become a violinist. The ignition, though powerful, is not perpetual. We will need other sources of energy to propel us on the journey.

2) My commitment. I cap my studio at 20 students. I dedicate myself completely to each family in the studio. When I imagine working with a new family I imagine working with them until their child turns 18. It is important families realize the depth of my commitment to them. The commitment doesn’t need to be reciprocal to get started, but just understanding the depth from my side can encourage depth on theirs.

3) The real work? Unhindered self expression. Experiencing excellence without stress. The side effect? Your child will learn to play violin.

A Few Frequently Asked Questions

“Is this age right?”
The age of your child is less important than their particular temperaments and interests. The earlier we start the more time we have to let the process unfold. With younger children we are able to cultivate masterful, intuitive skills on a slower timeline. Repetitions are simply disguised in games and songs. Older beginners are just as capable, but they must engage patience in performing just as many repetitions on the path to mastery.

“I don’t have experience on violin, am I going to be able to do this?”
Certainly. The fact that you are learning alongside your child can make the process easier, not harder. Though you will be practicing with your child every day, you will not be teaching them every day. Lean on me for all of the technical information, musical instruction, and learning principles. Rather than driving the bus, you will be a passenger. Enjoy the ride.

“I don’t want to be pushy…”
I appreciate this concern. It is very difficult to strike the balance between nurturing a child with healthy boundaries and cultivating freedom and creativity. One way to think this balance in the context of violin is that a child who can’t play the violin cannot make the choice to play the violin. So to not give a child the structure or environment needed to learn this beautiful skill is to rob them of the opportunity. Once they are able to play the violin, then they can genuinely choose not to. See thoughts on quitting (link).

“Two parents or one parent?”
We need a whole community to make learning the violin possible. The entire family does need to be on board because starting lessons will constitute a big shift in home life. That being said I strongly recommend identifying one primary practice partner. Include the secondary practice partner whenever it feels right, but the clarity is vital. The secondary partner plays a critical role in being a third party observer to the process, offering neutral empathy and advice, and injecting enthusiasm when needed.

“Siblings?”
One of the greatest gifts of music is being able to make music with others, especially family members. I love when whole families play instruments together. Because ownership and competition can creep into the learning process I often recommend diversifying instruments. One child can play violin, one viola, one cello. While still staying within the Suzuki ecosystem each child can chart what feels to them like their own path (even though they are quite similar). I would hesitate to ever start two siblings of different ages at the same time.