"Knowledge is not skill, |
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"Music exists for the purpose of growing an admirable heart." S. Suzuki
"Beautiful tone, beautiful heart." S. Suzuki
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This collection of music was so much fun to write and I am so happy to be able to share it with more musicians thru the Music for Young Violinists project. I have a special place in my heart to compose for beginning level violinists. I created these pieces for my studio so that each of my youngest students could have a special solo feature when we had our group recital performance of Boil Them Cabbage Down. Creating solos for specific musicians helped me customize parts that supported different techniques that would be beneficial to individual musicians. These techniques include using harmonics to loosen the left hand/arm with shifting and helping identify the middle of the string, sixteenth note rhythms to build tone and composing material in the familiar key of A Major to build confidence and success with newly developed reading skills. I hope you enjoy this joyful collection of music! Please let me know what your favorite solos are.
HOW TO USE THIS BOOK -
1- Assign individual solos to specific students for a group performance to showcase individual musicians.
2- As a reading book - the variations help build on existing skills and aural templates while teaching the musician slight changes in the music notation.
3- Special assignment for any student who has an affinity for fiddle music.
4- Special assignment for summer/winter breaks because the consistency of material allows for independent learning.
5- Note reading practice by writing in the pitch above the note (one of the many perks for printing out your own music is that you can write in it and still have access to a new, fresh part).
6- Fiddle party or workshop material.
7- For FUN!!! Play music in the true sense of the word “play.”
HOW TO USE THIS BOOK -
1- Assign individual solos to specific students for a group performance to showcase individual musicians.
2- As a reading book - the variations help build on existing skills and aural templates while teaching the musician slight changes in the music notation.
3- Special assignment for any student who has an affinity for fiddle music.
4- Special assignment for summer/winter breaks because the consistency of material allows for independent learning.
5- Note reading practice by writing in the pitch above the note (one of the many perks for printing out your own music is that you can write in it and still have access to a new, fresh part).
6- Fiddle party or workshop material.
7- For FUN!!! Play music in the true sense of the word “play.”
 Boil Them Cabbage Down - easy solo for beginning level violin.  Boil Them Cabbage Down - fun double stop solo for beginning level violin. |  Boil Them Cabbage Down - technique building solo for beginning level violin.  Boil Them Cabbage Down - easy solo for beginning level violin. |
Tell a friend, email the studio, post to Facebook/Pinterest or if you are like me, send a good old fashioned letter in the mail: the Spring/Summer 2016 Music for Young Violinists music packet is still available for FREE. Just fill out a contact form either on the HOME PAGE or on the FREEBIES page and bam - you will receive a link that allows you to download this packet of music teaching awesomeness.
Wow - that's pretty awesome right!
I will only offer these music packets as free seasonal downloads for 3 more seasons so don't delay in spreading the good news. All good things in life must come to an end and when I begin nursing school I will have to end this neat global music sharing project. Thanks! Heather
Wow - that's pretty awesome right!
I will only offer these music packets as free seasonal downloads for 3 more seasons so don't delay in spreading the good news. All good things in life must come to an end and when I begin nursing school I will have to end this neat global music sharing project. Thanks! Heather
This is me, "hi" and I am smiling because I just added even more free printable sheet music for violin to the FREEBIES page. I also added new practice charts to help make violin practice fun.
Hello M4YV Peeps,
It is my week off for Spring Break and has been an absolute constant rainstorm here in Oregon. This means I have time off & time inside to have too much fun with my MacBook photobooth feature and I have gone nuts restocking the FREEBIES page.
Head on over to the FREEBIES page & enjoy some awesome new downloads to help you bring out the best in your teaching. I rotate my FREEBIES on a regular basis so many of these resources will not be up for long.
Happy music making!
Heather
It is my week off for Spring Break and has been an absolute constant rainstorm here in Oregon. This means I have time off & time inside to have too much fun with my MacBook photobooth feature and I have gone nuts restocking the FREEBIES page.
Head on over to the FREEBIES page & enjoy some awesome new downloads to help you bring out the best in your teaching. I rotate my FREEBIES on a regular basis so many of these resources will not be up for long.
Happy music making!
Heather
This packet is not longer available but the worksheets from this can all be found in the Teacher's Toolkit available here at the Music for Young Violinists store.
La Folia - I noticed my students struggling to memorize the straightforward opening of this piece and could not figure out why until I looked at the score they were using (Suzuki Violin Book 6.) This version has the 4 bar phrases broken up unevenly on the lines, and my students were unable to identify how simple the pattern is. After my students used this re-formatted version, the phrases became visually apparent, and memory was much easier.
Sub-Division - Concerto No. 2 in G Major, 3rd Movement (F. Seitz) m. 68-83 By the time a musician is at this level sub-division should already be an acquired skill and having it printed out for explanation is not necessary. However, I find that having an assignment blocked out on a separate worksheet creates clarity of goals between teacher and student as well as preventing a student from plunging into the score without having the proper foundation to interpret the music accurately.
Ring, Ring, Ring - This is a simple etude that is easy to learn and designed to help younger musicians work on their sympathetic vibration ring tones. It can also be done starting on the D string.
“I Am High, I Am Low” - When a young musician begins differentiating between what we refer to as low and high 2nd fingers, they need a great deal of support. I borrow this musical phrase from a favorite piano piece and have students learn it in the five-part sequence listed on the worksheet. They enjoy it and have fun getting some speed in it.
Do-Re-Mi Song - Solfège is not something that most American musicians learn when they are young, but I would like to see this change. This simple and fun piece focuses on the intervals of the scale while teaching the seven syllables of solfège used in English. I first introduce this by singing and using hand symbols and fun body movements to match the lyrics. After it is learned vocally, a violin student can easily transfer this onto the violin.
Third Position Study Sheet - I love teaching the III position by ear but found that some students need a correlating visual to help it make more sense and not get discouraged in their home practice. This worksheet takes several familiar pieces and transposes them to be played in the III position on the E string to help concentrate on a specific range. It is a fun assignment and students enjoy experiencing their growth by mastering these phrases in the III position.
Did you know that my book Twinkle: Duets, Trios & Quartets was written to help students gain fluency and confidence with their III position? I created this collection of chamber music pieces before the Suzuki books were revised to fill the gap that used to exist with the use of the III position. You can view samples from this collection on the website and download a free Twinkle Duet when you sign-up for the newsletter.
Sub-Division - Concerto No. 2 in G Major, 3rd Movement (F. Seitz) m. 68-83 By the time a musician is at this level sub-division should already be an acquired skill and having it printed out for explanation is not necessary. However, I find that having an assignment blocked out on a separate worksheet creates clarity of goals between teacher and student as well as preventing a student from plunging into the score without having the proper foundation to interpret the music accurately.
Ring, Ring, Ring - This is a simple etude that is easy to learn and designed to help younger musicians work on their sympathetic vibration ring tones. It can also be done starting on the D string.
“I Am High, I Am Low” - When a young musician begins differentiating between what we refer to as low and high 2nd fingers, they need a great deal of support. I borrow this musical phrase from a favorite piano piece and have students learn it in the five-part sequence listed on the worksheet. They enjoy it and have fun getting some speed in it.
Do-Re-Mi Song - Solfège is not something that most American musicians learn when they are young, but I would like to see this change. This simple and fun piece focuses on the intervals of the scale while teaching the seven syllables of solfège used in English. I first introduce this by singing and using hand symbols and fun body movements to match the lyrics. After it is learned vocally, a violin student can easily transfer this onto the violin.
Third Position Study Sheet - I love teaching the III position by ear but found that some students need a correlating visual to help it make more sense and not get discouraged in their home practice. This worksheet takes several familiar pieces and transposes them to be played in the III position on the E string to help concentrate on a specific range. It is a fun assignment and students enjoy experiencing their growth by mastering these phrases in the III position.
Did you know that my book Twinkle: Duets, Trios & Quartets was written to help students gain fluency and confidence with their III position? I created this collection of chamber music pieces before the Suzuki books were revised to fill the gap that used to exist with the use of the III position. You can view samples from this collection on the website and download a free Twinkle Duet when you sign-up for the newsletter.
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.
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.
LARGE PRINT Music for Beginning Violin is a 21 page digital download that includes 17 popular folk tunes and 3 beginner level scales.
This is the perfect collection for the young violinist (aged 4-7) who is just beginning to learn how to read music. The large music font makes it easy to see notes and was formatted for plenty of room to write in. Once purchased, teachers and parents can print out as many copies as they like for multiple educational uses. As a teacher myself I know that I sometimes want to revisit pieces and write in pitches or fingerings. I also love using color with my students and having multiple use copies with this digital download format gives me versatility and creativity in my teaching.
The scales and beginner level pieces included in this collection were chosen because they complement the foundational skill set established for a student who is at the Suzuki Violin Book 1 level but are also appropriate for any young beginner.
I owe a special thanks to my precious young violinists over the years who have taught me what pieces light them up and keep them invested and working hard. Popular tunes like Jingle Bells, Happy Birthday and the Itsy Bitsy Spider Song are pure violin teaching gold for teachers working with young students.
Happy Music Making!
This is the perfect collection for the young violinist (aged 4-7) who is just beginning to learn how to read music. The large music font makes it easy to see notes and was formatted for plenty of room to write in. Once purchased, teachers and parents can print out as many copies as they like for multiple educational uses. As a teacher myself I know that I sometimes want to revisit pieces and write in pitches or fingerings. I also love using color with my students and having multiple use copies with this digital download format gives me versatility and creativity in my teaching.
The scales and beginner level pieces included in this collection were chosen because they complement the foundational skill set established for a student who is at the Suzuki Violin Book 1 level but are also appropriate for any young beginner.
I owe a special thanks to my precious young violinists over the years who have taught me what pieces light them up and keep them invested and working hard. Popular tunes like Jingle Bells, Happy Birthday and the Itsy Bitsy Spider Song are pure violin teaching gold for teachers working with young students.
Happy Music Making!
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As a former music major and Suzuki Violin teacher I often receive comments from the parents I work with that allude to an assumption that my life growing up was free from some of the challenges that contemporary families experience.
I assure you that my family struggled with all the same things current families do. I had my mother write this article posted below for my parent workshops to demonstrate the realities of my musical upbringing. I like sharing this because my life demonstrates that even with challenges of finding routine and committing to practice, I still made it through with flying colors.
I assure you that my family struggled with all the same things current families do. I had my mother write this article posted below for my parent workshops to demonstrate the realities of my musical upbringing. I like sharing this because my life demonstrates that even with challenges of finding routine and committing to practice, I still made it through with flying colors.
Myself circa 1982 at the American Suzuki Institute in Stevens Point, Wisconsin where I would go every summer with my mother. How I got involved - My friend Thelma Wilcox was new in town and had started a Suzuki violin group which I heard when my children were very young. I was immediately struck by the level of musicianship, good intonation and fine tone of such young children and asked how she got such good results. She invited me to visit one of her classes. I was inspired by the playing level of the children and by the involvement of parents in the class. She suggested that I bring my 4 year old son to the class to watch the other children. He came and was not at all interested, but his 2 year old sister, Heather, was eager to join the group. After reading the book Nurtured by Love by S. Suzuki I was somewhat skeptical as it seemed to be geared towards Japanese family life, but decided to go along with the program anyhow to see how it worked out for our family.
What was difficult at first - The most difficult part was finding uninterrupted time for practice and listening. I had a 6 year old and a 2 year old as well as 4 year old Heather and all demanded my attention. I was also teaching a large group class of piano and clarinet students at my home at the time. I found it tough to find a routine and stick to it.
What was easy - The listening was easy for me because I loved to listen to music. I enjoyed group lessons and the opportunity to visit with and share ideas with other parents. I enjoyed private lessons because Heather had an excellent teacher and it was a joy to watch her teach.
What we got out of it - Group recitals were a great family time for us and we often celebrated with a cake, special meal, a new dress or a meal out. As Heather and her sister Alison, who followed on violin 2 years later, grew in their musical abilities they had the opportunity to play in various area ensembles and to socialize with a variety of children from other communities. Something positive, rather than something negative. All children crave attention and music gives them a way to seek it positively.
What I would have done differently - I would have made more of an effort to keep to a strict practice schedule. Too many times I agreed to do it later or maybe we can skip today and do extra practice tomorrow....not a good thing. I tried to do extra listening on those days.
How our lives would have been different without it - I cannot imagine a life without music in our home. Heather was an intense child and I remember one day out of frustration she threw her violin across the room. Thank heaven the living room had a thick carpet and the little violin survived! I learned that when she got frustrated, we would put the violin away for the day (or once for a week) and do more listening.
Summer institutes - One of our most enjoyable and productive activities was attending the American Suzuki institute in Stevens Point, Wisconsin. It was here that I first experienced the scope of the Suzuki movement. Heather and Alison enjoyed living in a dorm, eating in a college cafeteria and socializing with Suzuki children from all over the world. It was here that they were able to hear very advanced students and to see where they were headed. They came home inspired to work hard to get to the next book or that wonderful piece in Book 6 that they had heard performed. I too enjoyed the socialization with other parents with similar concerns and interests and learned a great deal from the parent classes.
What was difficult at first - The most difficult part was finding uninterrupted time for practice and listening. I had a 6 year old and a 2 year old as well as 4 year old Heather and all demanded my attention. I was also teaching a large group class of piano and clarinet students at my home at the time. I found it tough to find a routine and stick to it.
What was easy - The listening was easy for me because I loved to listen to music. I enjoyed group lessons and the opportunity to visit with and share ideas with other parents. I enjoyed private lessons because Heather had an excellent teacher and it was a joy to watch her teach.
What we got out of it - Group recitals were a great family time for us and we often celebrated with a cake, special meal, a new dress or a meal out. As Heather and her sister Alison, who followed on violin 2 years later, grew in their musical abilities they had the opportunity to play in various area ensembles and to socialize with a variety of children from other communities. Something positive, rather than something negative. All children crave attention and music gives them a way to seek it positively.
What I would have done differently - I would have made more of an effort to keep to a strict practice schedule. Too many times I agreed to do it later or maybe we can skip today and do extra practice tomorrow....not a good thing. I tried to do extra listening on those days.
How our lives would have been different without it - I cannot imagine a life without music in our home. Heather was an intense child and I remember one day out of frustration she threw her violin across the room. Thank heaven the living room had a thick carpet and the little violin survived! I learned that when she got frustrated, we would put the violin away for the day (or once for a week) and do more listening.
Summer institutes - One of our most enjoyable and productive activities was attending the American Suzuki institute in Stevens Point, Wisconsin. It was here that I first experienced the scope of the Suzuki movement. Heather and Alison enjoyed living in a dorm, eating in a college cafeteria and socializing with Suzuki children from all over the world. It was here that they were able to hear very advanced students and to see where they were headed. They came home inspired to work hard to get to the next book or that wonderful piece in Book 6 that they had heard performed. I too enjoyed the socialization with other parents with similar concerns and interests and learned a great deal from the parent classes.
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I consider Suzuki Violin Book 2 to be a collection of little gems and have enjoyed playing the different character pieces in this collection for decades. If you have not yet exposed yourself to the original opera, song or dance versions where these pieces were extracted from it is a highly enjoyable endeavor! I marveled when I first heard how brisk and joyful Chorus from "Judas from Maccabeaus" sounded - it is a contrast from the stern and slow style that is often taught by Suzuki Violin teachers.
Below is a list of links to the origins from some of the repertoire in Suzuki Violin Book 2.
Below is a list of links to the origins from some of the repertoire in Suzuki Violin Book 2.
1. Chorus from "Judas Maccabeaus"
2. Musette example from J.S. Bach (this is to help give a sense for the dance and bagpipe feel of a true musette).
3. Hunters' Chorus
4. Long, Long Ago
5. Waltz
6. Bouree (I was unable to find this).
7. The Two Grenadiers
8. Theme from "Witches of Dance"
9. Gavotte from "Mignon"
10. Lully Gavotte
11. Minuet in G
12. Boccherini Minuet
Additionally, Mark Polesky just created a resource of references for the origins of pieces from all of the Suzuki Violin repertoire Books 1-10. For a more in depth exploration of the Suzuki repertoire please visit: http://www.markpolesky.com/suzuki/
Feel free to share related links to your favorite Suzuki related recordings below in our comments.
2. Musette example from J.S. Bach (this is to help give a sense for the dance and bagpipe feel of a true musette).
3. Hunters' Chorus
4. Long, Long Ago
5. Waltz
6. Bouree (I was unable to find this).
7. The Two Grenadiers
8. Theme from "Witches of Dance"
9. Gavotte from "Mignon"
10. Lully Gavotte
11. Minuet in G
12. Boccherini Minuet
Additionally, Mark Polesky just created a resource of references for the origins of pieces from all of the Suzuki Violin repertoire Books 1-10. For a more in depth exploration of the Suzuki repertoire please visit: http://www.markpolesky.com/suzuki/
Feel free to share related links to your favorite Suzuki related recordings below in our comments.
What's cheap, hands-on, quiet, colorful with easy clean-up?
Answer = Pipe Cleaners!
Answer = Pipe Cleaners!
A parent recently turned me onto this fantastic teaching tool. Pipe cleaners are economical, colorful, hands-on, quiet and clean up with the swoop of one hand. What's not to love? We have been using these to study the shapes of musical symbols. The hands-on quality makes it a slow and individualized learning tool for young children to study the details of the shapes in musical symbols.
We have also used pipe cleaners to re-create Blue Jello cards with great success (see picture below.). For more information on the incredible Blue Jello cards that are a part of the highly recommended Music Minds Games curriculum please visit: http://www.musicmindgames.com
We have also used pipe cleaners to re-create Blue Jello cards with great success (see picture below.). For more information on the incredible Blue Jello cards that are a part of the highly recommended Music Minds Games curriculum please visit: http://www.musicmindgames.com
Below are links to our recent parent class titled "Strengthening Our Why & Creating a Culture of Talent." It is very important that we meet as parents and teacher to fully understand how the philosophy of a Suzuki education works and also to get very clear on why we are doing this.
My hope is that this parent talk ignited some of the deeper reasons why we have committed to a Suzuki violin education and that this clarity of reason keeps you strong in your commitment when challenges come along.
- It is not easy
- It is not instant
- It is earned little by little thru daily effort over a course of years
My hope is that this parent talk ignited some of the deeper reasons why we have committed to a Suzuki violin education and that this clarity of reason keeps you strong in your commitment when challenges come along.
| Educator, Violinist, Philosopher & Humanitarian  Shinichi Suzuki was struck by this simple observation – every child learns to speak their native tongue. He took the elements that go into learning a language and applied them to learning to play the violin. These elements include: • Beginning early • Listening • Imitation • Repetition • Step by step mastery • Learning in a community • Positive encouragement and active involvement from the parent • Reading music after having control of the instrument Suzuki believed that the main concern any parent should have for their children is to help them develop into noble human beings with beautiful hearts. He felt this could be accomplished by teaching music thru the mother tongue method. It was his hope that we can nurture children to be better citizens to create more peace in the world. For his work Suzuki was named a Living National Treasure by the Emperor of Japan and nominated for a Nobel Peace Prize. Components of a Suzuki program: • Observing • Parent education • Active involvement of the parent • Weekly individual lessons • Group classes • Summer institutes • Daily listening to the Suzuki recordings • Daily home practice • Recitals • Special Events (motivational speakers, outreach performances, practice parties) Additional resources and information available at the Suzuki Association of the Americas website: www.suzukiassociation.org |
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Author
Hi! 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!
