Some Advice for Parents & Students

Good Bangkok violin teachers are hard to find. There are countless teachers, who remain primarily aloof, and detached from parental interaction. I have also encountered those who purposely hold a student back, in order to prolong their period of study - so they can make more money from the lessons!

That is most certainly not my modus operandi. Besides, it is counterproductive, as in all likelihood the students will most likely search elsewhere for an alternative teacher like myself; who will encourage their talent to blossom and flourish as swiftly as possible.

My Talented 8 Year Old Student Wins His First String Competition

I like to see my students make swift but well-rounded progress, encouraging them to think for themselves, and develop their own musicality as much as possible. This always leads to a better understanding of the instrument and its repertoire. The ultimate aim of course, is to eventually render my services redundant – but it will take a few years!

“My son took piano lessons for one and a half year since he was 4 and had always been hardworking practicing every day. Despite all his effort, he was never appreciated by his teacher, and so broke down. He disliked piano ever since, until he started violin lessons with Mr. Lawrence. He enjoyed his lessons very much, because Mr. Lawrence was funny, caring and well-prepared to teach. Later on he continued his piano lessons with Mr. Lawrence, and amazingly developed positive feelings towards piano again.” Pinyapat K., M.D.

One of my talented Bangkok violin students performing at the Thailand 2016 High Scorers Concert at the Bangkok Arts and Cultural Centre - Still some work to do, to improve the occasional default poor violin posture, and eradicate the foot tapping, which only manifest at moments of pressure!

Here is an example of a performance by one of my young students, who has been playing for 3 years. - Not the finished article yet, but well on the way!

I often inherit new students from other teachers. Sometimes these students believe that they know more than they really do. They have perhaps been playing music for several years, but without a full technical, musical, or theoretical understanding of what they are trying to achieve.

I always like to give the analogy to my students of bricks in a wall. When I take on a new student with some existing skills, almost inevitably there will be a few bricks in their metaphorical wall, that are faulty, and require replacing, and others that are missing altogether!

We need to make these good first of all, before we can continue building their “musical house”.

A house needs sound foundations. A sound technique, represents the house foundations, without which, progress will be stunted at best, or non-existent.

It rather reminds me of my golf game. I play very occasionally; have never had a golf lesson in my life; and every time I do play, I know that I am compounding errors in my already impaired technique. I know that I will never get better, until I “bite the bullet” and have some professional instruction. That would still never work for me however, as without regular practice between lessons - the other essential ingredient in the mix – for which I have no time - progress would be slight or non-existent. Some new students turn up for a first lesson, attempting to play more advanced music than their skill set presently allows. Such scenarios require my diplomatic advice, that “we need to add a few more bricks to their musical house”, in order to graduate to their perceived present level.

Although it is most certainly not obligatory; I will always encourage a parent to attend the lesson every week they can, (Especially with children under 8 years of age) so he/she, can see what we are doing, and trying to achieve. They can then give informed encouragement to the child at home. It also provides the opportunity to clarify anything that we do in the lessons, enabling the parent to feel that they have some input into their child’s musical development.

I ask students to bring an A4 folder, containing removable clear plastic inserts, as some weeks I will be giving them a new page to insert in the folder. I also request parents buy a small note book, and ensure that their child always remembers to bring these 2 items to every lesson.

Lawrence rounds off a violin student's concert in Bangkok, with a short solo.

Teaching material

My teaching method is a hybrid of various teaching methods, which I have successfully developed, adapted and improved over a 40 year teaching career. I have taught well over 5000 students during that time.

Initially we may be using music sheets which I provide. Additionally you will be required to occasionally purchase violin music, which I source for you, for your convenience; for use in the lessons.

It is a true fact, that you cannot really teach your own children – a little like trying to teach your partner to drive – NOT recommended!

I have taught several other music teachers’ children over the years, because they would pay attention to an outsider, more than their parents.

A high percentage my students; have excelled in the Associated Board of the Royal Schools of music examinations. Some are now in fact teachers, themselves.

Whilst there is absolutely no pressure on a child to ever take any music exams; I do believe that taking ABRSM Grade examinations can be beneficial, as it provides a yardstick by which one can measure a child’s progress; and as inspiration for the child, who will definitely feel a great sense of achievement, in passing an independently tested examination. I can also coach for Trinity Guildhall Examinations, if a new student comes on board, who has previously been preparing that material.

If however, you or your child do NOT wish examinations to be taken, that is absolutely fine by me.

You will discover that my lessons can be quite entertaining for the children, who have fun as they learn.

Children adapt to playing the violin quite easily, in the same way they will pick up a language, without considering the complexity of the task.

I also teach adults, and it is not unusual for a parent and her children to BOTH have lessons - but beware - they may outshine you!

Music Exam Preparation

Coaching a student for an upcoming exam, is analogous to a boxing trainer preparing his fighter for an important title fight.

It is vital that the trainee peaks at the right time.

Too soon, and the student is stale on the music, before the exam date. Too late, and the result is less than satisfactory.

My philosophy regarding taking exams, is that they can play a useful integral part in a student’s playing development, providing an excellent catalyst, which inspires the student to achieve ever higher levels of development.

They are most certainly not the be all and end all, of playing any musical instrument – but they can certainly be a useful tool.

I do not believe in taking exams however just for their own sake – just to be able to say “I’ve passed grade such and such” - Hubris is a bad thing.

I always ensure that my students have the necessary skill set, in all the elements that are required in an exam, before they start learning the actual exam music. This ensures that students can readily take the music in their stride, thus shortening the necessary period of exam study.

I always endeavor to get my students to “peak” at just the right time, so they enter the exam room on top form, confident in their ability to do well.

There are 3 levels of grading for ABRSM Exams.

Pass, Merit , and Distinction.

I always set “Merit” as the bottom baseline goal. This ensures that even if they have a really bad day, they will still easily pass the exam.

90% of my students achieve Merit or Distinction.

A successful exam result is a wonderful confidence boost; raising the student’s self-esteem, and desire to progress further.

How to make better Use of your practice Time

“Good practice is creative practice,” Lawrence

Practicing shouldn’t be dull. But how do you make it more interesting?

First of all; you need to establish a flexible set of priorities for practicing a new piece.

Remember which elements your teacher has told you that need to be working on, and which of them are the most important. The order of importance can change depending upon your technical and musical abilities and performance demands.

If you have to play something without a lot of preparation, for example, you need to get control of the notes, rhythms, and intonation before anything else.

It’s really important not to put the cart before the horse. Style can never take precedence over substance. A lot of students tend to focus on just their favorite thing. If intonation is what they deem most important, they’ll focus on it to the extent that they may not consider their physical movement; and if they’re absolutely rigid physically, they won’t hit the notes correctly every time. Rigidity destroys good playing.

Your priorities should include some balance of mastering the correct notes down, working out the rhythms and bowings, watching your position and posture, being careful with intonation, working on shifting (with a relaxed left thumb - repeat each shift six times or more, up and down), watching bow division and articulation, and paying attention to vibrato and tone, all while developing an interpretation of the piece.

OK, I know that sounds rather daunting! - Don’t panic - Rome wasn’t built in a day. It was built one brick at a time.

I am your master builder, and will do everything I can, to ensure that you remain an enthusiastic apprentice, until one day I am no longer needed!

By the way - I am British, and you will find that I am very direct in expressing my thoughts. I will ALWAYS be polite - but as you will readily grasp - If I ever feel that your child is not progressing satisfactorily for whatever reason, I will tell you immediately, so we address any necessary issues, and "nip them in the bud".

Whilst it may be an unlikely scenario, as I always do my utmost to inspire my students to give of their very best. There is nothing so soul destroying for a teacher, than a student who does little or no practice. It makes both student and teacher lose face

I do hope and trust that this unlikely eventuality will never occur - but rest assured; you will be the first to know the truth, if it does. It is a very rare occurrence however, as my students are invariably inspired to practice hard in order to make progress, - and to please me!

If in the last resort however, there is a total lack of commitment, I will tell you straight; and perhaps suggest that you consider saving your money by stopping the lessons I do not want you to waste your money - or my time!