As a violinist or teacher, it’s no secret that consistent practice is the key to success. But what if the challenge isn’t technique or time management but motivation itself? This is where the principles of motivational interviewing (MI) can provide valuable insights to guide students toward a more self-driven and rewarding practice routine. To help grasp this concept in a nutshell, my motivational interviewing teacher explained it like this - the old paradigm is "You can lead a horse to water, but you can't make it drink." The new paradigm using motivational interviewing is "How can I make a horse realize it is thirsty?" What is Motivational Interviewing? Motivational interviewing is a counseling method originally developed to help individuals overcome ambivalence toward behavior change. You can learn more about it here. I first encountered MI during my time as a nurse, where it is widely used in medical care to support patients in making healthier lifestyle choices. It’s a well-studied approach (here is an example if you are curious) with proven success in helping people find their own motivation to change. The core principles of MI—partnership, acceptance, compassion, and evocation—don’t just apply to healthcare. They can also be incredibly effective in music education, especially when it comes to violin practice. Let’s explore how these principles can encourage students to take ownership of their practice, enjoy the process, and persist through challenges. 1. Partnership: Working Together Toward Mastery: In MI, the instructor and the individual are partners in the change process, working collaboratively rather than adopting a top-down approach. Similarly, in violin practice, teachers can create a sense of partnership with their students by involving them in decisions about their practice goals, repertoire, and strategies. Instead of telling a student what to practice, ask them what excites or challenges them about a particular piece. This approach helps students feel a greater sense of ownership and agency in their learning, increasing their commitment to consistent practice. Tip: Ask your students: “What piece are you excited to work on this week?” or “What part of your practice feels the most rewarding?” 2. Acceptance: Creating a Safe and Supportive Environment: Acceptance in MI refers to understanding and respecting an individual’s autonomy, acknowledging that they are ultimately in control of their choices. In violin practice, this can be a game changer. Rather than criticizing a student’s lack of practice or progress, accept their current level and explore the reasons behind their ambivalence. A non-judgmental and supportive approach can encourage students to be honest about their struggles, creating a pathway to problem-solving together. Tip: When a student is struggling with motivation, try saying: “It sounds like practicing has been tough lately. What do you think would make it feel more manageable?” 3. Compassion: Understanding the Student's Perspective: Compassion in MI involves recognizing the student’s feelings and experiences and supporting their well-being. In violin practice, students may face a range of emotions, from frustration when struggling with a new technique to pride when they master a piece. Showing compassion helps foster a trusting relationship, encouraging open communication about their practice habits. By acknowledging their emotions and showing empathy, teachers can help students feel understood and supported, motivating them to persist through the challenges of learning an instrument. Tip: Encourage reflection by asking: “How do you feel about your progress this week?” or “What’s been the most challenging or exciting part of your practice?” 4. Evocation: Drawing Out the Student's Own Motivation: One of the key components of MI is evocation—drawing out the student’s internal motivation rather than imposing external incentives. When it comes to violin practice, this means helping students discover why they want to improve and how achieving their goals aligns with their values. Ask students to articulate their reasons for practicing and their long-term goals as musicians. Whether it’s mastering a difficult piece, preparing for a performance, or simply enjoying the music, when students connect with their motivations, they’re more likely to stay engaged in their practice. Tip: Ask students: “What do you hope to achieve by practicing this week?” or “How does playing the violin make you feel?” Conclusion: A New Tune for Violin Practice:
Incorporating motivational interviewing techniques into violin teaching can help students feel more empowered, motivated, and invested in their practice routines. By fostering partnership, acceptance, compassion, and evocation, we create an environment where students not only learn how to play the violin but also learn how to motivate themselves—a skill that will serve them well both on and off the stage. I would love to hear what's motivating your students this school year - please share in the comments below.
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Did you know there are 4 ways to do the "spider crawls" on the bow? Learn all 4 ways, neat tricks for teaching and learning these and get introduced to the ultimate challenge with a short tutorial video below. Win a Set of WonderThumbs!!!Relax your hand and let the music flow... I recently discovered these neat violin playing aids called the WonderThumbs and really like them. In fact, I am surprised it took so long for someone to create these - thank you Craig! Lucky for us the creator was kind enough to donate a set to one of our lucky members. If you don't happen to be the lucky duck who wins, you can order these from the WonderThumb website or from Shar Music. They cost $24, and if you are thrifty like me, you may be on the fence for making this investment so I invite you to consider this price in comparison of 4 years of remedial violin lessons ($4,000+) if this is a product that could benefit you, your student or your child. Remedial lessons are costly and honestly, can be treachery for all parties involved. Just some food for thought as you consider this product. I played around with several different sizes and as a 5"8 female with slightly larger sized hands am probably an L in the WonderThumb sizing. That being said, I tried all the sizes, and I like the XL for using backward which is a non-traditional use of the product, but it worked for supporting the neck of the violin. I also liked the smallest size for taking up as little space as possible. Just some ideas to consider when looking into these. OK, now onto the FUN STUFF - enter this giveaway contest by saying "Hello" (or "你好" or "Bonjour" or "Dzień Dobry") in the comments below and a winner will be chosen in 24 hours.
Use stick-on jewels on the fine tuners to help make violin playing fun and personalized for young students. This idea for making violin fun comes from one of my 5-year-old students who brought in some stick-on jewels one lesson. While I have a strict rule for no stickers on the face of the violin, I thought to add these to the fine tuners would not damage the instrument and they helped a young musician make her music-making a little more personalized and festive. You can purchase these on Amazon by searching for stick-on jewels and also at many stores in the scrapbooking and craft sections. For more ideas on how to make violin fun for young musicians, please visit the Violin Hacks & Bow Hold Helpers page and download some free PDF's on the FREEBIES page.
I love this Sarah Andersen cartoon because it perfectly captures how we make progress in our art forms by just simply practicing.
It's not a mystery, it's practice. It's not magic, it's practice. Not one violinist in the entire world was born playing the violin. Each and every one of us had to practice, practice and practice. Let’s face it, getting kids to stay engaged during violin practice can be tough. Whether they’re tired after a long day at school or they’re frustrated with a particular skill, kids can get easily distracted. To help keep your student or child motivated, try implementing a few violin games into their practice session. Not only will games keep them engaged, but they will also help reinforce important skills and techniques. At TakeLessons, we’ve compiled a comprehensive list of over 20+ violin games. Each game works on a particular skill, such as reading music, ear training, and violin posture. What’s more, these games can be applied to almost any instrument. Below is a sample of a few games both parents and teachers can play with their budding musicians. Simon Says: To help with ear training, play this new rendition of the old-school game “Simon Says.” Taking on the role of “Simon,” start by issuing instructions to the student(s). For example, when you play A on the violin, the kids have to stand up. Or when you play E, the kids have to sit down. Spot the Mistake: Start by showing students the proper bow hold, then ask them to close their eyes while you set up your bow hold with one obvious mistake; for example, a straight thumb. Once you’re ready, ask students to open their eyes and spot the mistake. They get three chances to guess the mistake before moving on. Tree Trunk: To practice the proper violin posture, have the child pretend he or she is a tree in the middle of a tornado. If the student’s feet are placed too narrow, then the wind will be able to push him or her over sideways. If his or her feet are placed too wide apart, then the wind can pull him or her forward or backwards. Children can get easily burnt out when trying to master a complex instrument such as the violin. To help keep them motivated, mix up their practice routine with these fun, educational games. To view all 20+ violin games, click here. This article originally appeared on TakeLessons.com. Brooke Neuman is a violin and piano editor at TakeLessons, an online marketplace that connects thousands of teachers and students for local and live online music lessons.
I have a magic bag. When I put something in this “magical” bag it makes the object grow into a larger version of itself. For example, if I put a miniature notebook into the magic bag, I get back a large notebook. I started this trick in my teaching to help with review of the *Blue Jello (set 1) rhythm cards. I wanted to fortify this foundation of fundamental rhythms before we learned the second set of this rhythm card series. The Blue Jello (set 1) cards happen to come in both a small and large size which naturally led to this playful idea. This simple trick for reviewing first year material turned into a very captivating way to begin a class and my students never even realized we were doing review.
As the school year went on I realized that the magic bag was more than a way to enchant my students into doing review and actually a metaphor for the learning process. When we come to class our knowledge is small and when we leave class it is bigger - this is the wonder of the learning process. As I realized this parallel I began to state it to my young students so they could be aware that they were growing and be able to feel empowered by this incredible process. I believe that learning and the growth that occurs along the way is one of the most satisfying experiences we can possibly have in this world. The magic bag helps us conceptualize the true magic of the learning process while having fun along the way. I also did this intentionally to plant in my young students an identity of being a learner and a student. If you have not already read the book The Talent Code by D. Coyle, I highly recommend it for several reasons. One of the reasons I recommend this book for educators and parents is to learn about the incredible studies that have been done correlating identity to success. In the video below I first share a brief view of how the magic bag works, the concepts and reasons behind it and then a clip of me using my magic bag in the classroom. In this video I reference the importance of mindsets - for more information on this I recommend Sal Khan's article The Learning Myth: Why I'll Never Tell My Son He's Smart. I also reference the power of identity - for more information about this and to learn of some compelling studies involving learning and identity I recommend reading D. Coyle's book The Talent Code. * To learn more about Blue Jello Cards rhythm cards and the Music Mind Games music theory curriculum click HERE. |
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AuthorHi! It's me, Heather. I absolutely love working on the Music for Young Violinists project and all the many facets: blogging, website, music, teaching materials, freebies, videos, newsletter and giveaway contests. The best part is connecting with you so feel free to drop me a line. You can learn more about me on the "ABOUT" page. Thanks! |