Evan ElsleyViolin Technique for Diploma Exams by a Diploma Examiner, University Violin Lecturer, Adjudicator & Performer. Book Teaser Pages  | |
Evan ElsleyViolin Technique for Diploma Exams by a Diploma Examiner, University Violin Lecturer, Adjudicator & Performer. Book Teaser Pages |  |
Evan ElsleyViolin Technique for Diploma Exams by a Diploma Examiner, University Violin Lecturer, Adjudicator & Performer. Book Teaser Pages |  |
| Diploma Examiner | University Violin Lecturer | Eisteddfod Adjudicator | Talent Research | Performer |
 | VIOLIN DIPLOMASLESSONS / MASTERCLASSES / BOOKA Talented Approach to Violin Technique!Do you practice without progress? Are you stuck? Do you go from one teacher to another? In the exam room, it is well known that most violin students will struggle to technically progress past seventh grade. The book Principles of Talent has been written for these students. It defines five core technical principles, that differentiate between the successful candidates, and those that plateau. A Supplement to TraditionThese principles build on traditional teaching, and can be applied to any school of violin playing. Historically, all violin students undergo the same pedagogical training, yet only a few achieve success. This book does not blame the student for their failure, instead it explains what they do differently, that causes their failure. For instance; All violin techniques that require physical movement create technical sensations. These can feel either easy or difficult. Most candidates choose the difficult sensation.
Another student variability is the limited use of causal logic to create a mental timeline technique. Every violin technique takes a moment of time to do. Therefore, every technique can be placed into a technical timeline in which something must be done to get a guaranteed result. |
The majority of candidates do not play in tune, and lack co-ordination control. The solution comes from using a timeline; If a finger is already lightly touching the string, and has been tuned, then at the moment of the bow change, co-ordination and intonation are guaranteed. A technical timeline allows the teacher to define every moment of technique. Using causal logic reveals the historical gaps of knowledge.
Diploma technique requires students to actively engage their ear and mind—developing true control over muscle memory requires an ability of active listening. For musical interpretation, this occurs during the time of the follow through of the bow stroke. This is a technical sensation of focus, at a specific timeline moment.
Many students fight against gravity and air pressure, with tension and muscle strength. Beginner methods reinforce this, they do not harness natural forces for speed.
Panicking through fast passages is common at the Associate Diploma level. Rapid changes in directional momentum can be captured with precision and ease by using sport techniques.
At the Licentiate level, progress depends on invention and logistical thinking—not just more practice. Most students continue to apply beginner methods used for grade levels. Thinking like a violinist requires logic and creative problem solving.
The competition results come from a suburban studio. Students are not talent searched, they have one lesson per week, there is a very low attrition rate, and they often start as beginners. They do not learn with the intention of becoming professional.
Order your copy: Violin Diploma Technique: Principles of Talent
Contact for Workshops, Consultations, or School Programmes
Teach Talent from the Start.
Lessons / Masterclasses / The Book
Sydney / Launceston Violin Studios
The book is available for purchase online / Selected violin shops
It can also can be accessed at;
| National Library of Australia | |  |
| State Library of NSW |  |
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