How To Learn Violin

The origin of stringed instruments played by rubbing the strings is linked to the appearance of the bow. The more ancient stringed instruments were played by plucking the strings with the fingers. Perhaps the bow was at first a simple stick before the hair-bow was adopted. As there is no trace of a bow instrument in classical antiquity, it is freely admitted that the bow was imported from Asia by the Arabs or the Nordic tribes. But whether the evolution occurred in northern Europe, the Near East, India or Central Asia remains a mystery... The bow may have appeared in various places at the same time, as did several major discoveries in the history of mankind!...

As from the 11th century we also find in Europe the TWO MAJOR TYPES of bow instruments: first, the instruments with a pear-shaped or pyriform resonance box, no distinct neck, no pegs, and a flat belly; second the flat-bodied, oval or elliptic instruments, whose only slightly arched body was connected to the generally flat back by ribs. These instruments had a distinct neck (vielle of the Middle Ages - Not to be confused with hurdy-gurdy, "vielle à roue").

In the Middle Ages in Europe, as from the 11th century, we can find the vielle and the rote (rotta), a simple reproduction of the ancient zither: in order to use it as a bow instrument and produce various sounds by shortening the strings, a fingerboard was placed between the sound-box and the upper transversal bar of the zither.

In the 10th and 11th centuries the rote was widely used in all of central Europe, as testified by iconography. It was superseded by the vielle in the 12th century.

Already quite early on, small instruments were played by holding against the left shoulder or the breast and not only on the knees!

As from the 12th century there appeared a slightly more deeply cut-out form similar to the modern guitar and representing the last phase of the evolution of the vielle. This instrument was already predominant during the Middle Ages, probably because it was easy to handle, it had a vast sound range, and all the notes of the scale could be played relatively easily.

The number of strings soon grew from one or two to three or four. As early as the beginning of the 11th century the classical form of the five-stringed vielle came into being and remained until the 16th century. Little by little ribs were introduced to facilitate the use of the bow; the plaque to which the strings were fitted, characteristic of the plucked stringed instruments, was replaced by a separate tailpiece and bridge, more appropriate for bowed instruments. Thus gradually the transition was made from the stringed instrument of the Middle Ages to the Renaissance viol, equipped at first with a round opening that was eventually transformed into two crescent-shaped sound holes.

There are various techniques used by music educators when it comes to teaching students how to play the violin. This article will shed some light into the most popular violin teaching methods.

# Suzuki Method

Origin - The Suzuki method was developed by the late Shinichi Suzuki, a Japanese who was an accomplished violinist. He played for the Imperial Court of Japan and formed the Suzuki Quartet with his siblings. Dr. Shinichi Suzuki then went on to start a music school and in 1964, the Suzuki method was introduced to the United States. Shinichi Suzuki died on January 27, 1998.

Philosophy - The method was based on Suzuki's observation of children when he was in Germany. He observed that children are able to learn their mother tongue with no difficulty. He noted that children who are born in German households naturally learn to speak the German language. Children who are born in a Japanese household would naturally adapt their native language. He concluded that a child's environment greatly influences his/her development.

Technique - Using the "Talent Education Movement", children start taking violin lessons by age 2 or 3. Suzuki students are first exposed to great classical recordings and music pieces that they will eventually learn. Background music will constantly be playing while children are at school to immerse them in music. The belief behind this is that children will learn to develop good musical ears, able to detect changes in pitch, timing, tone, etc. Students learn by observation, they learn as a group. Social interaction and cooperation is fostered among students.

Parent's Role - The Suzuki method stresses the importance of parental influence and involvment. Parents and teachers work together to achieve a common goal. Parents are expected to attend lessons and serve as teachers at home.