I wonder how many immediately filled in the word "Perfect." Recently one of my students reminded me of what my teacher drilled into my head: "Practice Makes Permanent".
This student is an extrovert and the prolonged semi-isolation is taking it's toll. Now she is still practicing daily but grinding in mistakes.
It is difficult to communicate the intricate process of the development of neural pathways into neural superhighways that see or remember a note within a piece and in a particular key/position/attitude (attitude is Doflein speak for where the half steps bring fingers next to or apart from each other - there are four of them). And move fingers to the exact location on the fingerboard.
While I have her playing music that she likes that use the skills I'm attempting to teach, she has fallen into that trap of making the same mistake over-and-over-and-over... Unfortunately, the parents are not musical and frankly cannot hear the out of key notes. They are just happy that she is practicing.
When I mentioned this to the mother she replied with the old saw: "Practice Makes Perfect!"
I think you have to slow it down or switch to something else for a while. My middle-school music teacher, Wayne Boylan (a real gem of a human being, now departed), also was fond of "Practice Makes Permanent." But, I don't think your student will wreck herself playing out of tune for a few months. Really, basic mental health has got to be the highest priority. The pandemic and its trappings present quite a threat to the psyches of our young people.
Maybe try some visualization exercises. Visualize the half and whole steps on the fingerboard (in first position). Think of the frame formed by the hand when playing a scale.
Practice makes practiced.
My saying is "Practice doesn't make perfect -- perfect practice makes perfect."
Record herself! Her ears will tell her when she is making errors much better on playback than on play.
George, not sure if you are still following comments on this thread. I'm a non-musician mom of a 10yo violin student. A couple years ago, it became clear to me that I'm no longer cutting it as a good practice coach as her repertoire became more advanced (playing viotti 22 and bach s&p now). We had a come to Jesus moment with her teacher and he was like if she wanted to progress, we had to set higher standards with her practice. She started using a tuner for everything. For scales, etudes, and double stop exercises, all notes must be played in tune within a few cents on a tuner, 3 times in a row. That alone took forever to accomplish!! For the pieces, she would work on a few measures per day to high granularity in terms of pitch. As painful as it was to be so strict, it really made a huge difference. Her intonation is so much better now without using the tuner and the best part is that she now can hear it herself. Just my experience as a parent. We had to break the problem down and tackle it in small steps. Took awhile but it paid off.
Aaaaaaah! Liyun, I'm going to have PTSD from reading about a teacher suggesting using a tuner to work on intonation! I guess if it works, it works...
Chrisitan, I have PTSD too from using tuner to enforce intonation!
Not everybody is blessed with relative pitch recognition -- when playing with others it's easy to tell when we're in tune or not if we listen to how we are blending with others. However when we're practicing by ourselves and not playing a pitch that should resonate nicely with one of the open strings, it's much harder for some of us to know whether we're in tune or not, especially on wider non-octave leaps. Using a tuner to randomly check ourselves on longer notes can be very helpful.
"perfect practice makes perfect"
Intonation involves Anticipation.
If you believe that "practice makes perfect" and it is achievable, then perhaps your standards are too low. Even Heifetz practiced his scales.
Of course the meaning of "practice makes perfect" is ambiguous.
"Perfect practice makes for perfect performance!"
Practice makes less paid lessons necessary ;)
I find the opposite Elise. The more I practice the more I benefit from my lessons.
Liyun, et al.,
Paul - you wrote: " I find the opposite Elise. The more I practice the more I benefit from my lessons." but that is not what I said or meant.