LEARN THE LOGIC OF VIOLIN PLAYING

Do you play out of tune?

Do you practice without progress?

VIOLIN LESSONS PAGE

ABOUT EVAN ELSLEY PAGE

THE BOOK

-Violin Diploma Technique: Principles of Talent- Evan Elsley

• NATIONAL LIBRARY of AUSTRALIA
• STATE LIBRARY of NSW
• Violin specialist shops

Written by a diploma examiner, performer, university lecturer, diploma mentor, adjudicator.

• After examining thousands of candidates, this book draws on real-world experience. It identifies intuitive technical abilities that only the mind can produce. In contrast, students who practice without progress generally think with their fingers.
• For centuries, violin pedagogy has emphasised physical exercises, yet the mental abilities that produce technique—the skills of the mind, not just the fingers—have been almost entirely untapped. This is why fully defining the moment of co-ordination has eluded traditional virtuosic pedagogy.

MASTERCLASSES PAGE

THE CENTRAL QUESTION

Do you tune the note before you play it, or after? Most candidates unknowingly choose the second option.

FOR UNIVERSITY STUDENTS

• Skilled action depends on temporally ordered cognitive events.
• Errors arise from mis-sequenced cognitive-motor timing.
• Expertise is the internalisation of optimal temporal structure.

INNOVATION

• Using this organised thinking technique provides consistent and repeatable results.
• Technical abilities that were previously classified as intuitive talent are now identifiable and teachable. 
• When integrated with traditional pedagogy, they raise the overall technical standard of candidates.

FOR PARENTS

Learning the violin is expensive and time consuming. This includes:

• Trial and error practice.
• Changing teachers. 
• Expensive diploma attempts.

The book teaches the thinking techniques:

• Lessons apply them.
• Masterclasses demonstrate them.

FOR MUSIC DEPARTMENTS

Does your administration want linear technical progress through practice? Quite often this does not occur. 

• A masterclass package is available for your students. Why not try a sample group?

Defining and addressing the underlying causes of your students' variability of outcomes turns practice into consistent results. 

TURN PRACTICE INTO RESULTS (link)

• At the 2025 AMEB session, an eight year old obtained a 6th Grade Credit after learning for 18 months with one lesson a week. 
• Available for consultation, masterclasses and tuition. 

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