Julianne uses the influences of Suzuki, the teachings of Shirley Givens of the Juilliard school, with whom she both apprenticed and studied, and elements of the Dalcroze rhythm and movements method, to educate her students. It is through their combined use and the added benefit of her work with Elaine Lee Richey, of the North Carolina School of the Arts, that Julianne has arrived at her own unique approach to the teaching of the Violin.

Her philosophy is one of a personal approach above all use of methods; to teach each student as an individual who learns in their own time and in their own way; to develop a whole musician. Just as there exists endless variations to peoples personalities, equally there are endless ways to approach the teaching of the instrument. Julianne works to embrace the innate qualities a student possesses to unlock their own ability. "It's like musical martial arts where all the energy given in a lesson becomes the energy harnessed and used to open doors to that student. One merely gives back that which is presented. For this reason I am never at a loss for material. Even when a student is unable to practice for a week, they always have some material or energy they are bringing and this is where we begin. There is a dance taking place which ends inevitably in some kind of musical transformation." All that is required is that the student be comfortable in the lesson environment, that they are consistent in their daily practice and attending of lessons, and that there is a sense of respect for the opportunity to learn an instrument. For the young and/or beginning student, it is highly recommended one parent be present for the lessons in the first year of study.

Julianne's approach the first year is slow but very thorough, incorporating many aspects of development in an invisible way. Keeping the lessons moving forward, simple but clearly directed. Consistency with the promise of growth and recognition keeps many students engaged, watching their own creative and musical abilities expand. Once a level of independence is acquired it is reinforced through performance opportunities in both Master Classes, when students try out a piece by playing for one another, and in public concerts/recitals. Currently we are beginning an affiliation with the OLD STONE HOUSE here in Park Slope ( where everyone has an opportunity to present their work to family members, friends and the community. It is a wonderful way to feature the students abilities in a celebratory way. It is a time when they can share their music.

The Adult Student
The adult student is unique in that many that have come to the Violin have done so for very special reasons. Whether it was study as a child, an unmet yearning, or because they had a dream. Violin study for the adult student can be of great benefit for latent and undeveloped musical abilities. In conjunction with the unveiling of this is the subsequent attention to breath, relaxation, awareness of body/rhythm and opening of the senses and creativity. It becomes for many a place of refuge when the linear mind and stresses from the day are given permission to cease. Musical study of the violin is a gift to the self.

Julianne's Own Early Training/Why A Combined Approach
I was myself trained in the Suzuki method for 10 plus years but found after 5 of them, a difficulty in my own ability to read music and subsequent rhythmic patterns. Though I am grateful and love many aspects of my early training, I now work with my own students to give them a broader based education then most offered. The first year to year and a half of study is given slowly but with great attention and detail. Even with beginners I make sure students are able to read music, identify and relate to rhythm in an organic way, sing and sound pitches accurately and often times create their own pieces. This way then, the student cultivates a musical ability for life as they understand its structure and how to relate to notes on a page as music really is it's own language.

©2008 Julianne Klopotic
All rights reserved.