Learning Violin Practices Through Three Books By C. Paul Harfurth, Suzuki, And ABRSM At The Level Of Pradasar And Basic I At Chandra Kusuma School: Studies Of Strengths, Weaknesses, And Solutions

Feb 27, 2025 by ADMIN 196 views

Introduction

The development of Western music in Indonesia has been increasing rapidly, creating a high interest among the people to study musical instruments. This initiative has encouraged the emergence of various music schools and educational institutions that provide a place for adults and children to learn music. One of the most popular instruments is the violin. The violin learning process in many music schools uses curriculum and teaching methods based on guidebooks, including the Suzuki Violin book, a tune a day, and the ABRSM curriculum.

These guidebooks have become effective tools in creating interactions between teachers and students during the teaching and learning process. However, problems arise when the selection of teaching materials by the teacher is not always appropriate, which results in difficulties in understanding violin techniques and theory. Limitations in understanding the concepts of education and teaching methods are also often a challenge for teachers. In addition, the ABRSM curriculum, which is often used for exams, is also updated every three years, so students need to prepare the exam material well.

The Importance of Guidebooks in Violin Learning

Guidebooks play a crucial role in the violin learning process. They provide a structured approach to learning, helping students to understand and master various techniques and concepts. The Suzuki Violin book, for example, is a well-known guidebook that uses a systematic approach to teaching violin techniques. The book is designed to be used in conjunction with a teacher, who provides guidance and support to the student.

The ABRSM curriculum is another widely used guidebook in violin learning. It provides a comprehensive approach to teaching violin techniques, including theory and performance. The curriculum is designed to be used in conjunction with a teacher, who provides guidance and support to the student. The ABRSM curriculum is also updated regularly to reflect changes in music education and to ensure that students are prepared for exams.

The Role of Teachers in Violin Learning

Teachers play a crucial role in the violin learning process. They provide guidance and support to students, helping them to understand and master various techniques and concepts. Teachers also help students to develop their musical skills, including tone, pitch, and rhythm. In addition, teachers provide feedback and encouragement to students, helping them to stay motivated and engaged in the learning process.

However, teachers may face challenges in selecting the right guidebook for their students. With so many guidebooks available, it can be difficult to choose the one that best meets the needs of the student. Additionally, teachers may need to adapt their teaching methods to accommodate the needs of their students, which can be time-consuming and challenging.

The Study

This study aims to evaluate the strengths and weaknesses of each guidebook in the context of learning at the pradagar and basic level I. The study will examine the use of the Suzuki Violin book, the ABRSM curriculum, and the C. Paul Harfurth book at Chandra Kusuma School, Medan. The study will focus on the technique of playing violin, including Legato, Staccato, and Detache, as well as the use of fingers from the charging one to four.

The study will use a mixed-methods approach, combining both qualitative and quantitative data. The qualitative data will be collected through interviews with teachers and students, while the quantitative data will be collected through surveys and observations. The study will also use Western music theory as a framework for analysis, providing a clear framework for the practice of violin learning.

Methodology

The study will focus on the technique of playing violin, including Legato, Staccato, and Detache, as well as the use of fingers from the charging one to four. The study will also examine the use of the Suzuki Violin book, the ABRSM curriculum, and the C. Paul Harfurth book at Chandra Kusuma School, Medan.

Expected Outcomes

The study aims to provide recommendations for teachers and educational institutions related to the selection of appropriate guidebooks and more effective teaching methods. The study will also provide strategies and solutions that can be applied to overcome obstacles in violin learning. The study will also provide a deeper understanding of the importance of guidebooks in violin learning and the role of teachers in the learning process.

Conclusion

The study aims to evaluate the strengths and weaknesses of each guidebook in the context of learning at the pradagar and basic level I. The study will examine the use of the Suzuki Violin book, the ABRSM curriculum, and the C. Paul Harfurth book at Chandra Kusuma School, Medan. The study will focus on the technique of playing violin, including Legato, Staccato, and Detache, as well as the use of fingers from the charging one to four.

Recommendations

Based on the findings of the study, the following recommendations are made:

Teachers should select guidebooks that are appropriate for their students' needs and level of learning.
Teachers should use a variety of teaching methods to accommodate the needs of their students.
Educational institutions should provide training and support for teachers to help them select the right guidebooks and teaching methods.
Guidebooks should be regularly updated to reflect changes in music education and to ensure that students are prepared for exams.

Limitations

The study has several limitations. The study is limited to the use of the Suzuki Violin book, the ABRSM curriculum, and the C. Paul Harfurth book at Chandra Kusuma School, Medan. The study does not examine the use of other guidebooks or teaching methods. Additionally, the study is limited to the pradagar and basic level I, and does not examine the use of guidebooks at higher levels of learning.

Future Research

Future research should examine the use of other guidebooks and teaching methods in violin learning. Future research should also examine the use of guidebooks at higher levels of learning. Additionally, future research should examine the impact of guidebooks on student learning outcomes and teacher effectiveness.

Conclusion

Q: What is the purpose of this study?

A: The purpose of this study is to evaluate the strengths and weaknesses of each guidebook in the context of learning at the pradagar and basic level I. The study aims to provide recommendations for teachers and educational institutions related to the selection of appropriate guidebooks and more effective teaching methods.

Q: What are the three guidebooks used in this study?

A: The three guidebooks used in this study are the Suzuki Violin book, the ABRSM curriculum, and the C. Paul Harfurth book.

Q: What are the techniques discussed in this study?

A: The techniques discussed in this study include Legato, Staccato, and Detache, as well as the use of fingers from the charging one to four.

Q: What is the significance of Western music theory in this study?

A: Western music theory is used as a framework for analysis in this study, providing a clear framework for the practice of violin learning.

Q: What are the limitations of this study?

A: The study has several limitations, including the use of only three guidebooks, the limitation to the pradagar and basic level I, and the lack of examination of other guidebooks or teaching methods.

Q: What are the recommendations for teachers and educational institutions based on this study?

A: The study recommends that teachers select guidebooks that are appropriate for their students' needs and level of learning, and that educational institutions provide training and support for teachers to help them select the right guidebooks and teaching methods.

Q: What are the implications of this study for music education?

A: The study has implications for music education, including the importance of selecting the right guidebooks and teaching methods, and the need for teachers to receive training and support to help them select the right guidebooks and teaching methods.

Q: What are the future research directions based on this study?

A: Future research should examine the use of other guidebooks and teaching methods in violin learning, and the use of guidebooks at higher levels of learning. Additionally, future research should examine the impact of guidebooks on student learning outcomes and teacher effectiveness.

Q: What are the benefits of this study for students and teachers?

A: The study provides benefits for students and teachers, including a deeper understanding of the importance of guidebooks in violin learning, and the role of teachers in the learning process. The study also provides recommendations for teachers and educational institutions related to the selection of appropriate guidebooks and more effective teaching methods.

Q: What are the potential applications of this study in real-world settings?

A: The study has potential applications in real-world settings, including music schools and educational institutions, where teachers and students can use the recommendations and strategies provided in the study to improve violin learning outcomes.

Q: What are the potential limitations of applying the findings of this study in real-world settings?

A: The study has potential limitations in real-world settings, including the need for teachers and educational institutions to adapt the recommendations and strategies provided in the study to their specific contexts and needs.

Q: What are the potential future directions for this study?

A: The study has potential future directions, including the examination of the use of other guidebooks and teaching methods in violin learning, and the use of guidebooks at higher levels of learning. Additionally, future research should examine the impact of guidebooks on student learning outcomes and teacher effectiveness.