In response to Al and Kimberlee but for everyone...
I've been having issues with what I think would be the best way to learn notes on the violin.
I began with All for Strings and learned note reading through their with my beginning teacher (public school, 11 years old).
I was one of the kids who was able to get it, since I think I lean towards the mathematical and scientific thinking.
We didn't really talk about solfege too much, I got that from chorus and a little from general music, but we used A,B,C since my first day playing violin.
When I was in Spain, my teacher used fixed do to teach the notes. When I thought about it...I felt like using fixed do to teach notes, rather than ABC makes more sense, although I think being able to understand and use moveable do is just as important (one for note names, one for understanding interval relationships and aiding in transposition). Maybe using one system of do over the other, (teacher's choice I guess) but using either one of them over the A,B,C's would be better?
My reasoning is also influenced from a workshop I saw by Laurie P. Scott from UT at Austin... "Teaching Fingerboard Geography Without the Keyboard Detour."
It made so much sense! So then I was thinking, could using "A, B, C" all be a detour to learning the pitches? Think of how many children confuse C, and C#...and then don't understand Cb and why it's different, even though they're all C's...and it takes them a while to get used to why the alphabet they're used to using does not go on past G and has all these #, naturals, and b's...
Plus when you learn about the way kids are cognitively developing and think, and about when they are able to think abstractly (usually around or after the age of 10 I think), it makes it seem like the A,B,C's would ONLY work really well for a few people, and depend on their age of when learning the violin.
When my boyfriend and I were in Europe, we'd constantly debate about the use of moveable, fixed, and ABCs. We were wondering, could the European "system" of teaching the note names and the conservatory model be a more thorough way of teaching the notes to students? Could the A,B,C's be a downfall of things like public music education in the States? Not to mention the use of "D-1 for E, D-2 for F" and other short hand ways that I've seen, referring to open string and finger numbers rather than the actual pitch.
I in NO WAY mean to bash the American public education system, I intend to be a part of it at one point and student teach in the fall, but I feel like this is something very important to consider before going out and teaching, beginners especially, privately or in public school.
I'd love to know what you all think!
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