Students early on become confident with this process as they experience the success of specific repetition to accomplish a task. Because technical difficulties can be isolated, mastering the new and different can be organized into simple tasks that can be solved with relaxed repetitions. Once you have identified the “new and different”, the next step is to MASTER THE NEW task(s). This makes it not completely new, but still new enough. Within reason, these many small steps of acquiring technique and building a foundation are highlighted in this section. Some are new tasks, but most are expanding and refining previously introduced techniques. What you will find as you begin teaching Book Two is the tasks listed under WHAT’S NEW AND DIFFERENT come in two categories.
#Minuet 2 violin how to
HOW TO PRACTICE - Bow Strokes, Bow Division and Finger Placement The Book Two Teacher’s Guide is presented in the same format as Book One: They also have the musical substance conducive to continual refinement. It takes comparable concentration and focus for a younger student to perform these three pieces as an advanced student playing the Tchaikovsky. They are the Tchaikovsky Concerto of the Book One repertoire. One more thought: It is beneficial to keep the Book One Minuets in the “fingers” with occasional performances as the student studies Book Two. Kids love fiddle tunes, and they are a great solution for releasing the forearm in the upper half of the bow and for developing fast fingers. If supplemental repertoire is needed, consult the Repertoire List for additional pieces at the Book One level. Also, consult the Book One Check List to make sure the major principles of that stage have been absorbed. If you find weaknesses in your student’s foundation as you head into Book Two, it is wise to keep reviewing the specific repertoire in Book One that can help to solve the problems. A student’s success in learning the pieces in Suzuki Book Two is dependent on the foundation set in Book One.
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