International Paris Conference on Social Sciences III, Paris, France, 15 November 2019, vol.1, pp.246-250
Instrument training can be classified as general, amateur and professional. Violin training in conservatories is separated from amateur training with its high level and professional characteristics. It is carried out with lessons such as instrument lessons, solfeggio, piano, choir and orchestra. These lessons support several skills such as hearing, sense of rhythm, listening etc. This parallelism of education especially is a must for them to cope with intonation problem of strings.
It is essential for training competent musicians to plan professional violin training process and determine and implement methods, systematically.
Methods are the basis of violin training. Although, etude books of pedagogues, established a violin school throughout history, are different from each other, each one was planned on specific principles and they are still guiding in traditional education.
Instrument lessons are given individually; lessons are configured learning level and capability of students. It is extremely important for the training process to lay the foundation in the beginning through proper technical skills. Violin education requires disciplined and planned practices, therefore proper practice skills should be gained in the beginning.
Violin technique has difficulties either for right hand or left hand. Furthermore, acute hearing capacity is needed for playing at proper intonation. Improving muscles and muscle memory through technical practices also provides correct intonation. A child who just started learning violin has to cope with all these difficulties at the same time. It is expected from him/her not to forget what he/she learns in lessons and strengthen them through personal practices. It needs an enduring process for a child, whose cognitive and psychomotor skills have not been completed, yet to learn how to use his/her body unnaturally, internalize these movements and also comprehend his/her movements surface as sounds. Undoubtedly, teacher must plan this process well for his/her student not to lose his/her interest and develop various approaches on issues such as training materials and teaching. At this point, it has been observed that use of methods with CD improves motivation.
Methods with CD at beginner's level are constructed on listening and accompaniment playing. While, learning open strings without any melody, the student perceives his/her own voice in polyphonic music through accompaniment. It allows the student to develop his/her skills as listening, accompaniment playing and rhythm while having fun. In some methods, there is a violin part for teacher to play and playing along with his/her teacher improves motivation of the student.
Methods with CD with innovative teaching ways as reflection of technological developments on music education are functional as a source of motivation and skills provided violin training at early ages. However, they cannot take the place of traditional and experienced starting methods of professional education institutions as conservatories. Traditional methods are planned for gaining high level technical skills and in this sense, these methods based on playing rather than technical and musical development fall behind.