Simply Violin: 90 Sacred Songs, Hymns, and Spirituals

As a violin teacher, I try not to underestimate the value of teaching music that students know and enjoy, especially for beginners. While the Suzuki classics such as Gone With the Wind, the various selections by Suzuki himself (such as Perpetual Motion), and early music by Bach and Handel may satisfy some, there are, in my experience, many students left uninspired.
Many students have requested music by John Williams or other movie or television themes. Unfortunately, these are often quite chromatic and difficult, and the available music often cannot be played in first position or is quite awkward (having not been edited specifically for violin).
Indeed, forming a connection with a student relies, in my opinion, on providing music that inspires. Also, for youngsters, familiar music is usually far more palatable. It is tempting to shy away from teaching religious music such as Christmas songs and, year-round, sacred music such as hymns, spirituals, and Sunday School songs. Yet, for many students (and parents), this music has the potential to inspire, and often is both recognizable and, already, well loved. Examples of such music would be "Jesus Loves the Little Children," "Jesus Loves Me," "In the Garden," and, for specific denominations, selections such as "salve regina" or "A mighty Fortress." At Christmas time, good choices can be "We Wish You a Merry Christmas" or "Joy to the World."
In my experience, teaching sacred songs adds to the availability of familiar songs that can inspire students of all ages as well as engage parents. Since parental support and participation is, in my opinion, vital to the success of, in particular, the young student, it can be quite valuable to choose music that parents, as well as students, enjoy.
When choosing a book of sacred songs for beginners, it is important that it be edited by a violinist, and that, preferably, that it be scored to be played in first position. Choosing a book with either a duet part or a piano accompaniment allows the student to perform this music on his or her recital.
Of course, it is vital to be sensitive to the religious beliefs of the students and parents when offering to teach Christian or other sacred music. A gentle query into whether such music would be of interest has been, in my experience, sufficient to ensure that this is a welcome addition to the repertoire.

First Frets: a Review

Now here is a brilliant invention for learning to play violin. A decal that peels off a backing and is applied to the violin as one piece beginning at the nut as a finger marker for first position. First Frets are made of clear, one-piece, self-adhering vinyl that lays flat on the fingerboard with no tapes. Four differently-colored and mathematically accurate stripes indicate the correct placement of each of the four fingers in first position. No more tapes that slip, stick, and, peel off! Thus, as First Frets present such a welcome alternative to cutting, measuring, and sizing individual tapes that may interfere with the left hand and also cause unwanted buzzing, I have been using them for about two years for violins sized 1/10 through 4/4, and I prefer them to tapes.

First Frets usually work quite well when students are playing on violins that have been set up well. However, on occasion, I have noticed buzzing if the action is set too low and the strings are very close to the fingerboard. This is because, when you stick a decal under the strings against the nut, this reduces the space between the fingerboard and the strings and thus the decal rubs against the vibrating strings during playing. However, this problem can be fixed if the violin's setup is adjusted for higher action. This can be accomplished either by having a violin shop "plane" (cut down) the fingerboard, or raise the nut.

Another issue is that, depending on string lengths, the lines may not be exactly accurate in their positioning on the instrument. Again, this depends on setup and each violin is slightly different. One way to address this issue is to move the bridge so that the string length matches the spacing of the First Frets.

Sliding the First Fret decal under the strings without having it stick to the fingerboard in the wrong place somewhere along the way is easier than expected, and can be accomplished by violin teachers and students alike, if instructions are properly followed. However, teachers and violin shops that are experienced with installation usually find them easy to install. Also, the strings need to be loosened to some degree in order to apply the decal. Thus, care must be taken to prevent loosening of the strings to such a degree that the bridge falls down.
From my experience, as soon as a student is able to play in tune reasonably well, these decals can be removed.

Though certain issues must occasionally be addressed, First Frets do work well for the majority of students and violins. And, unlike tapes, they do not slide on the instrument, nor do they peel off and leave a sticky residue, or make the fingerboard feel bumpy and uneven. Thus, they are a vast improvement over ordinary tapes and, in my opinion, are worth a try, especially given that they are quite inexpensive to buy.

Using Flash Cards to Learn Note Reading on the Violin: Why Finger Numbers Aren't Enough

As a private violin instructor, I have witnessed many students who are unable to read notes. While one might expect this would be limited to beginners, players even at an intermediate to advanced level often struggle with reading music. Why is this the case? One reason is that beginners often associate notes on the page with finger numbers rather than note names. As a result, they often struggle with playing in positions other than first position, because the finger numbers are different from those they have already learned. For instance, the note B-natural in third position on the E string is played with the second finger, whereas, in first position, it is played with the first.

In addition, the concept that octaves consist of the same notes, critical to good intonation, is difficult to learn if a B-natural on the page is translated into a fourth finger on the E string, a first finger on the A string, and a second finger on the G string. Thus, students who read finger numbers rather than note names often have trouble with intonation in positions other than first, as well as difficulty locating the different positions.

In fact, it makes sense why students would learn to read finger numbers rather than notes when beginning violin. After all, this is sufficient for reading first position. Thus, it can be difficult for the teacher to realize that a student is not reading notes until that student needs to learn new positions. At this point, the habit is well established and can be quite hard to break.

Thus, learning note reading early is crucial to success on the violin. How to teach students this skill? One way is to use flash cards. Ideally, these should require the student to learn both note names and where these notes are found on the violin. However, students often find this task quite tedious. One way to make flash cards more interesting is to use ones that are colorful, or that incorporate pictures that are not related to note reading. It is important to use flash cards frequently, because, in the beginning, students will often count bar lines and spaces rather than recognizing notes at a glance. Yet, in practice, music goes by too quickly for this technique to work. Thus, teaching short cuts such as EBGDF (every good boy deserves fudge/ Ernie gave Burt dead fish) for notes on lines, and FACE for notes in spaces is useful in the beginning -- but, in the long run, it is important that students recognize notes immediately.

Teachers can assist in this process by asking students if they are reading notes or finger numbers, and by making sure they actually recognize the notes rather than counting lines and spaces. For students reading finger numbers, they can ask the student to use flash cards, and to name the notes during lessons.