As we plant a seed in the ground, we can’t see the development of the plant as the sun shines on the earth and the rain nurtures the seed, but one day a flower appears. Similarly, we can’t see the development of a child’s ability but we must keep nurturing until the flower unfolds. It is an example of the universal law of cause and effect. As the Bible says, “As you sow, so shall you reap.”
~ Shinichi Suzuki
A child will learn from whatever is put in his/her environment. Most children enjoy learning music by ear if given the opportunity and proper surroundings.
Gradually, children learn to assume responsibility for their work as they mature, but it takes time.
Children become responsible, cooperative, and disciplined, not because parents tell them they should, but rather because they see their parents behaving this way and follow their example.
The beginning foundation you provide for your child’s music education is the most important step. Music education that includes a positive learning environment will greatly increase the chances that your child will enjoy learning music and is motivated to practice.
The Love Nurtured Music Program is based on an excellent musical foundation and skill-building blocks for your child, leading to excellence in both musical and human levels.
Every child can play! Every child is capable to achieve musical excellence and appreciation for the beauty of music if given the proper environment, masterful instruction, and parental guidance.
Would you like to give your child the gift of music?
Congratulations to Anna Victoria Lavelle and Alondra Flores for completing their 100 days of practice in a row chart this week!!
They have made tremendous improvements due to their increased practice discipline.
They were awarded their well-deserved Love Nurtured Music “Practice Champion T-shirts.”
If you want your free T-shirt, complete the 100-Day Challenge Chart here.
We’re so excited to announce that we have an opportunity of a lifetime! We are planning a trip to perform at Disney World (Florida) for the Disney Youth Performing Arts program. A selected group of our violin students will be performing on one of Disney World stages.
Congratulations to everybody who came to our workshop! Frances, Alondra, Ailyn, and Alejandro did a great job performing in the recital. Next time, we will be glad to have others who are prepared perform, as well. Well done!
A warm salute to all who serve in the armed forces.
Thanks for defending our home, sweet home!
Enjoy this song:
God Bless America performed by Rigo Murillo, Violin:
Download this song here:
May 20, 2013 — Turns out, that old “practice makes perfect” adage may be overblown. New research led by Michigan State University’s Zach Hambrick finds that a copious amount of practice is not enough to explain why people differ in level of skill in two widely studied activities, chess and music.
In other words, it takes more than hard work to become an expert. Hambrick, writing in the research journal Intelligence, said natural talent and other factors likely play a role in mastering a complicated activity.
“Practice is indeed important to reach an elite level of performance, but this paper makes an overwhelming case that it isn’t enough,” said Hambrick, associate professor of psychology.
The debate over why and how people become experts has existed for more than a century. Many theorists argue that thousands of hours of focused, deliberate practice is sufficient to achieve elite status.
“The evidence is quite clear,” he writes, “that some people do reach an elite level of performance without copious practice, while other people fail to do so despite copious practice.”
Hambrick and colleagues analyzed 14 studies of chess players and musicians, looking specifically at how practice was related to differences in performance. Practice, they found, accounted for only about one-third of the differences in skill in both music and chess.
So what made up the rest of the difference?
Based on existing research, Hambrick said it could be explained by factors such as intelligence or innate ability, and the age at which people start the particular activity. A previous study of Hambrick’s suggested that working memory capacity — which is closely related to general intelligence — may sometimes be the deciding factor between being good and great.
While the conclusion that practice may not make perfect runs counter to the popular view that just about anyone can achieve greatness if they work hard enough, Hambrick said there is a “silver lining” to the research.
“If people are given an accurate assessment of their abilities and the likelihood of achieving certain goals given those abilities,” he said, “they may gravitate toward domains in which they have a realistic chance of becoming an expert through deliberate practice.”
Hambrick’s co-authors are Erik Altmann from MSU; Frederick Oswald from Rice University; Elizabeth Meinz from Southern Illinois University; Fernand Gobet from Brunel University in the United Kingdom; and Guillermo Campitelli from Edith Cowan University in Australia.
The above story is based on materials provided by Michigan State University. Journal Reference: David Z. Hambrick, Frederick L. Oswald, Erik M. Altmann, Elizabeth J. Meinz, Fernand Gobet, Guillermo Campitelli. Deliberate practice: Is that all it takes to become an expert? Intelligence, 2013; DOI: 10.1016/j.intell.2013.04.001
Besides learning how to play the violin beautifully, by enrolling your child in the Suzuki violin program, your child will also learn with ease to sharpen some valuable life and academic skills. Some of them are:
- Increased concentration and focus
- Self-esteem and confidence leaps
- Feeling comfortable in front of an audience
- The stepwise process toward mastery
- Problem-solving skills
- Life-long, positive friendships
- How to read and interpret music notation and theory
- Determination to try difficult things
- Working with others in one on one and group settings
- Sharpen auditory and possibly visual memorization skills
- Dealing with mistakes effectively
- Find the joy that comes through making music
- Learn in a supportive environment
- Much more!
One of the most challenging tasks for a young child in learning the violin is to stay concentrated long enough to stay in place and hold the instrument. Here are some fun exercises that have proven highly successful for keeping pre-Twinklers on task and improve concentration skills.
Let your child stand in play position and place a penny (or any other coin) on top of each feet. Let him/her be still while listening to music (Twinkle variations, etc.) The challenge is to stay still for as long as the music plays. You can ask your child: How long can you stay still? can you stay still during the whole piece?
Ready, aim, look!
Let your child stand in play position with the violin on the shoulder (no bow). Make sure the violin is placed correctly in place. Then, look for an object in the room that can serve as a bulls eye to where your child to aim the scroll of the violin. It can be a lamp, stuffed animal, or anything that’s the height level of your child’s shoulder. As you let your child “aim” at the object, make sure that the feet are lined up too, without twisting the playing position. Let him/her look and the object, aim, and, then, look at the violin and stay still. Count or play music for a minute or two. At the end, let him go back to rest position and take a bow. Repeat and then you can look for a different bull’s eye to make it more interesting and fun.
Candle, be still
With only the bow, let your child stand on her feet play position and let her hold the bow with a nice bow hand, pointing the tip of the bow towards the ceiling. Tell your child that we are going to pretend that the bow is a candle and that we need to keep still and pointing up. Let her hold it for an entire Twinkle variation.
Dig into some practice tips from other experienced parents of music students like yours. These are ways they have found that help during the “dreaded practice time” each day.
- Practice in the a.m. – maybe 10 min.
- Pick a practice time, make it the same each day
- Make practice part of daily routine (including homework)
- Set time to practice every day
- Use kitchen timer (10 minutes … break)
- Be flexible with practice times
- Turn off the TV
- Practice space (varied vs. consistent)
- Promise something after practice (TV, Cartoons, Playstation Games)
- Offer small rewards after reaching a goal or goal minutes
(i.e. Mississippi and get ice cream)
- Balance a chocolate “kiss” on violin (child eats upon successful practice)
- Add stickers to charts or food charts for a good practice
- Bribery! (pennies)
- Reward method (bean jar/full or empty)
Praise the child
- Gather family members for a “concert”
- Call a radio station to play
- Show off night
- Playing for friends
- Let child “teach” the parent/sibling/friend about the violin
- Let child pick order of practice components
- Compete with siblings
- Let them choose practice time (earlier the better, treat like homework)
Make it fun
- Let them have fun being creative
- Free play before practice session (warm up)
- Practice-activated T-shirt (no chores during while worn)
- Playing in different environments (i.e. outdoors, park, backyard)
- Turn practice session into game