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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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Guest author Adrian Martinez helps tackle one of the most popular questions - how long does it take to learn how to play the violin?  How long does it take to learn the violin? We’re going to start by responding to this question with what is perhaps the most frustrating answer: it depends. First, it depends on what you mean by “learn.” Within a day, you might possibly be able to play a few notes - within a week, you might be able to play those notes in a way that kind-of-sort-of sounds like a song. You might then say you’ve “learned” the violin. On the other hand, if you’re asking how long it takes to master the violin, you might fall back on Malcolm Gladwell’s 10,000 hours, or you might be really impish and say that absolute mastery is impossible. After all, music is ever-growing and changing, and even micro-adjustments to technique can produce totally different sounding songs. We might then look at the extraordinary variety inherent in humankind. There are so many different students, each with different levels of experience. Someone who has played the guitar before might find it easier to develop a left-hand technique than a total novice. On the other hand, another guitarist might find the lack of frets daunting and disorienting, which could curb their progress.  How you’re learning can also be a pretty important factor. Whether or not you’ve got a personal instructor, if you’re taking online music lessons, if you have access to sheet music, or you’re just trying to guess for yourself. Other factors include:
Of course, you’re not here reading this blog post for the answer “it depends” - though elaborating on why it depends can help you narrow down what your goals and potential barriers might be. We’re going to make some assumptions, then. We’re going to assume you’ve never played an instrument before, you don’t know any music theory - that you’re basically a complete beginner. We’re also going to assume you practice for around 5-6 hours a week (an hour a day with a day or two off or 45 minutes every day) and that you have a teacher.  Month 1:The first month is all about the absolute basics. You’ll learn how to hold the violin and the bow (and yourself). You’ll also learn the basic anatomy of a violin. It’s unlikely that you’ll use the fingers on your left hand during the first month; instead, you’ll focus on your bow technique. You will do exercises like this & this (click on the links for some fun YouTube tutorial videos from M4YV). You’ll also begin to learn the basics of music theory - mainly how to read sheet music. Learning about music theory is an ongoing discipline. There’s an incredible depth, diversity, and richness to theory, especially once you start going outside of the Western canon, so there’s a lot to learn 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! |
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