Danielle C
Instruments: Violin
Styles: Classical
Danielle C
Instruments: Violin
Styles:
Classical
Where I Teach:
Ages Taught: 10-80
Course Work: Brigham Young University
Some of my earliest memories are from learning how to read music. I've been involved in piano and violin for most of my life, beginning both early in elementary school. I studied privately for roughly ten years under various instructors while in school. My instruction consisted mostly of solo performance pieces, but I was fortunate to be able to enjoy many years in the Idaho Falls Youth Symphony as well as experience the Idaho All-State Orchestra and the Teton Chamber Orchestra. I have participated in several small ensembles contracted to perform at events such as weddings and receptions, as well as other similar events as a solo performer.
While still in high school, I discovered that I love watching others realize their own musical potential. I began with tutoring my peers and enjoyed it enough to take on students of my own. My teaching had to take a pause during my college years, but I have been looking forward to the freedom to teach again! I try to help my students feel comfortable with themselves and their abilities because it can be frustrating to not understand a concept immediately or progress as quickly as others, and I want them to enjoy the music while they're playing rather than comparing themselves to others. However, competition is a great resource to improvement and confidence, so I do encourage auditions and competitions. I also consider recitals to be an important part of a student's education, as it is a way to show friends and family how much they've learned and grown.
I follow the Suzuki method for beginner students, with some additional instruction to learn to read sheet music for those with previous music experience or older students who are ready to begin reading music. After the student has completed the first several books of the Suzuki method, I include selections from Solos for Young Violinists and other solo pieces as appropriate to reinforce certain skills. Of course, when students show an interest in learning a particular piece, I am always happy to bring it into their repertoire. Ambition for personal pursuits is welcome and happily accommodated.
Much of my approach to teaching is determined by the individual student. I want my students to be the best musicians they can be, and that does require a certain amount of pressure. To the extent that I can for each, I push my students to progress quickly. It can get boring to practice the same piece over and over without variation, so practicing is required. My goal is to let students find their own potential and their own motivation to learn. The speed of their progress will depend on the effort they put in, especially on the time spent on practice at home between lessons.
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