Influences
Julianne uses the influences of Suzuki, the teachings of Shirley
Givens of the Juilliard school, with whom she both apprenticed
and studied, and elements of the Dalcroze rhythm and movements
method, to educate her students. It is through their combined
use and the added benefit of her work with Elaine Lee Richey,
of the North Carolina School of the Arts, that Julianne has
arrived at her own unique approach to the teaching of the
Violin.
Her philosophy is one of a personal
approach above all use of methods; to teach each student
as an individual who learns in their own time and in their
own way; to develop a whole musician. Just as there exists
endless variations to peoples personalities, equally there
are endless ways to approach the teaching of the instrument.
Julianne works to embrace the innate qualities a student
possesses to unlock their own ability. "It's
like musical martial arts where all the energy given in a lesson
becomes the energy harnessed and used to open doors to that
student. One merely gives back that which is presented. For
this reason I am never at a loss for material. Even when a
student is unable to practice for a week, they always have
some material or energy they are bringing and this is where
we begin. There is a dance taking place which ends inevitably
in some kind of musical transformation." All that is required
is that the student be comfortable in the lesson environment,
that they are consistent in their daily practice and attending
of lessons, and that there is a sense of respect for the opportunity
to learn an instrument. For the young and/or beginning student,
it is highly recommended one parent be present for the lessons
in the first year of study.
Julianne's approach
the first year is slow but very thorough, incorporating many
aspects of development in an invisible way. Keeping the lessons
moving forward, simple but clearly directed. Consistency with
the promise of growth and recognition keeps many students engaged,
watching their own creative and musical abilities expand. Once
a level of independence is acquired it is reinforced through
performance opportunities in both Master Classes, when students
try out a piece by playing for one another, and in public concerts/recitals.
Currently we are beginning an affiliation with the OLD
STONE HOUSE here in Park Slope (www.theoldstonehouse.org)
where everyone has an opportunity to present their work to
family members, friends and the community. It is a wonderful
way to feature the students abilities in a celebratory way.
It is a time when they can share their music.
The Adult Student
The adult student is unique in that many that have come
to the Violin have done so for very special reasons. Whether
it was study as a child, an unmet yearning, or because
they had a dream. Violin study for the adult student can
be of great benefit for latent and undeveloped musical
abilities. In conjunction with the unveiling of this is
the subsequent attention to breath, relaxation, awareness
of body/rhythm and opening of the senses and creativity.
It becomes for many a place of refuge when the linear mind
and stresses from the day are given permission to cease.
Musical study of the violin is a gift to the self.
Julianne's Own Early Training/Why A Combined Approach
I was myself trained in the Suzuki method for 10 plus years
but found after 5 of them, a difficulty in my own ability
to read music and subsequent rhythmic patterns. Though
I am grateful and love many aspects of my early training,
I now work with my own students to give them a broader
based education then most offered. The first year to year
and a half of study is given slowly but with great attention
and detail. Even with beginners I make sure students are
able to read music, identify and relate to rhythm in an
organic way, sing and sound pitches accurately and often
times create their own pieces. This way then, the student
cultivates a musical ability for life as they understand
its structure and how to relate to notes on a page as music
really is it's own language.
