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Abstract Title of Research: Violin education in middle childhood. Research Question: How can an optimal musical and violinistic development be achieved in the teaching of children in middle childhood? Summary of Results: In middle childhood (7-11/12 years) enter a new phase in the development of their cognitive functions, their motor skills and social behaviour. In this research I investigate how these developments should be understood from the perspective of violin teaching to children in this age group and how these developments can be used by the teacher to the benefit of their education to become all-round violinists and musicians. For this research I studied the relevant literature in the field of development psychology and the training of young talents and I compared the scholarly theories and insights with my personal experience as a violin and violin methodology teacher of more than 20 years. In this thesis I describe the great potential that violin teaching to children in middle childhood offers, provided that the teacher has a good understanding of the learning process of the child, a clear vision and long-term strategy for the teaching and tremendous patience. Central elements of this vision should be a clear overview and balanced approach of all the different elements that make an expert violinist and all-round musician, the flexibility to respond and adapt to the specific abilities and needs of each individual pupil and an approach that fully involves the child in his/her own learning process.

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  • contents
    • Title Page
    • Table of contents
    • Preface
    • Chapter 1. Introduction
    • Chapter 2. Development in middle childhood in theory
    • Chapter 3. The Practice of Violin Teaching in Middle Childhood
    • Chapter 4. Conclusions
    • References
    • Koosje van Haeringen
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  • abstract
    Abstract Title of Research: Violin education in middle childhood. Research Question: How can an optimal musical and violinistic development be achieved in the teaching of children in middle childhood? Summary of Results: In middle childhood (7-11/12 years) enter a new phase in the development of their cognitive functions, their motor skills and social behaviour. In this research I investigate how these developments should be understood from the perspective of violin teaching to children in this age group and how these developments can be used by the teacher to the benefit of their education to become all-round violinists and musicians. For this research I studied the relevant literature in the field of development psychology and the training of young talents and I compared the scholarly theories and insights with my personal experience as a violin and violin methodology teacher of more than 20 years. In this thesis I describe the great potential that violin teaching to children in middle childhood offers, provided that the teacher has a good understanding of the learning process of the child, a clear vision and long-term strategy for the teaching and tremendous patience. Central elements of this vision should be a clear overview and balanced approach of all the different elements that make an expert violinist and all-round musician, the flexibility to respond and adapt to the specific abilities and needs of each individual pupil and an approach that fully involves the child in his/her own learning process.
  • Koosje van Haeringen - Violin education in middle childhood - 2017
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Violin teaching in the middle childhood

table of contents

 

Preface

 

Chapter 1: Introduction

 

Chapter 2: Development in Middle Childhood in Theory

2.1 The Age of Reason

2.2 Motor development

2.3 Cognitive development

2.4 Social development

2.5 Talent

2.6 Deliberate Practice

2.7 Motivation

 

Chapter 3: The Practice of Violin Teaching in Middle Childhood

3.1 Introduction

3.2 Motor development in practice

3.3 Cognitive development in practice

3.4 Social development in practice

3.5 Deliberate practice in and between the lessons

3.6 Motivation in practice

3.7 Role of parents

3.8 Role of the teacher

 

Chapter 4: Conclusions


References