For those of you teachers out there who have performance degrees, and even those who don't honestly, how important is it for yourself to find substantial time to practise most, if not every, day? It kinda bothers me when teachers fill their time up all the time with students leaving no room for private practise. Basically just keeping the technique they have had for God knows how long. I understand that if teaching is your soul source of income, you need as much as possible but theres a way to do that while leaving time to practise. Thoughts?
Every teacher I have had also did some sort of performing, be it with a local community orchestra, all the way up to professional. I assume that they must make time to practice if they are in an orchestra often performing reasonably hard repertoire. It would be pretty weird to me if they didn't. Even just scales, etudes, and double stops would make sense for them to practice in my opinion.
Yes I agree completely
What Buri says (as usual..).
Buri that is more what I was going for thanks. Apologies for the poor wording
I have specific time blocked out during my day to practice basics on my primary instruments, to ensure that the essential skills don't deteriorate (or at least stall it somewhat). While it isn't a ton, I commit to doing long tones, basics, and some scales, about 20-30 minutes per instrument. On days that I have the chance to work on repertoire, I'll focus on single passages or a related etude instead of playing through material.
One good thing about teaching, if you choose to have the instrument in hand and demonstrate, is that you constantly review the fundamentals. For more advanced students, it also forces me to review the pieces they are working on.
Joel my question is more aimed at teachers who mostly if not solely have beginner students
Joel does make a good point though, you will have a lot of time with your violin in your hand. Even if it's not part of your practice routine, it does help and is better than if you had a non-musical career.
This is very interesting to me: I have had lessons with four teachers and I don't remember one of them ever having her/his violin their hands. Most of the time the teacher's instrument would not even make it out of its case. If a teacher used an instrument to demonstrate something it would be mine, even early on when it was 3/4 size. The only exception would be duos. I remember playing Bartok with my second teacher and Bach double with the third.
The first teacher I picked myself demonstrated on my own instrument. Everyone else used their own. I use my own for demonstrations when I'm teaching too
Every teacher is different. As far as I know there's not a universal rule about using your violin or the student's. I just prefer my violin, and students like the sound of it. I just don't like the idea of me snatching their violin out of their hands when I need to demonstrate something. I never thought much about it. They have theirs, I have mine.
I used to play piano for a private ballet teacher. She was old and fat, but she was still a good teacher. Same with music - some of them can still teach well even if their performace is rusty.
Using the student's instrument has certainly one advantage: It preempts the excuse "I can't play sautillé because my bow won't do it".
continued,- The technical maintenance phase of practicing only takes one hour at the most: warm-ups, exercises, scales and arpeggios, one etude. If you have breaks between students, I usually do, you can practice a little. I also like to do duets with students; Doflein and Bartok, and "twin-fiddling" It helps their rhythm and intonation without tedious fussing, and is more fun than a metronome.
Very true, Albrecht! And that's when I feel comfortable taking their instrument from them and showing them what it can do, lol!
My teacher demonstrates when needed. I imagine she might do so more often for younger students, as my understanding is that children benefit a lot from watching and imitating (not that they would have the monopoly). My understanding is that the real debate about a teacher teaching with violin in hand occurs at higher levels and advanced repertoire, where a teacher would not want to feel like they are imposing their personality and playing idiosyncrasies on an advanced student, when focusing on really focusing on interpretation. I think Flesch talks about that.
I find that, as an advanced student myself, teacher demonstrations are
My current teacher has her viola out of its case and ready to play at each lesson, but doesn't always use it; I think there have been brief demonstrations in a bit more than half of my lessons. I think the demonstrations have more often been about interpretation than technique, though there have been some of both.