VIOLIN LESSONS

MASTERCLASSES

THE BOOK

Learning the violin is expensive and can involve years of committed practice. In Australia, however, only a few students will progress to diploma levels. EVAN ELSLEY addresses the problems that stop progress. His experience comes from examining thousands of candidates for grade exams, diplomas, competitions, eisteddfods, HSC performance, and tertiary courses.

In the exam room, there are five technical differences between talented candidates who achieve their diplomas at young ages, and those who struggle to pass grade levels. These differences are now easily defined and taught.

ABOUT VIOLIN LESSONS

ABOUT EVAN ELSLEY

VIOLIN DIPLOMA TECHNIQUE BOOK

 Principles of Talent

by

EVAN ELSLEY

• NATIONAL LIBRARY of AUSTRALIA
• STATE LIBRARY of NSW
• VIOLIN SPECIALIST SHOPS

ABOUT MASTERCLASSES

LEARN HOW TO THINK  WITH THE MIND AND NOT THE FINGERS

Traditional violin teaching emphasises physical exercises. The success of these exercises depends on the natural abilities that each individual student brings to their lessons. Master teachers actively search for these abilities.

THE LOGIC OF TECHNIQUE

Do you tune the note before you play it, or after? It is like asking the question: Do you cook a meal before you eat it, or after you eat it? 

• Every violin technique requires time to do the action.
• Skilled performance depends on the brain organising actions in the right order and at the right time.
• Mistakes happen when this timing or sequence breaks down.
• Expertise develops when the mind turns these actions into physical sensations. 

THE LEARNING PROCESS

Technical talent originates in the mind:

• First, train the mind how to think as a violinist.
• Then use the mind to master the physical exercises as sensations.
• This provides consistent and repeatable results.
• Defines virtuosic intonation and co-ordination .
• Captures diploma level technique when integrated with traditional pedagogy.

PARENTS

At the 2025 AMEB session, an eight year old obtained a 6th Grade Credit after learning for 18 months with one lesson a week. This is the practical component standard for HSC Music 1. The average method student, however, is still playing children tunes on marked fingerboards. 

MUSIC DEPARTMENTS

Capture linear technical progress. Explore how the mind can remove the variability and vagueness from beginner up methods. 

TURN PRACTICE INTO RESULTS (link)

Students don't necessarily need more practice; they need to understand and organise the technique of the mind correctly.