Pupil really struggling with retention Options

[RoseRodent]

I have a violin pupil in her last primary year who is a total beginner who started in January. She is getting on OK with remembering the names of note types and how many beats they are worth, but she really, really struggles to remember which notes are which on the stave and where they are on the violin. She does practice, she loves to play and plays for her relatives, but several months in she still really struggles to remember which string is which. I've tried doing some more aural repetition types of work with her as her ear is stronger than her visuals, but any suggestions for moving things forward with the notation side of things, and knowing what notes she's actually playing? Is there anything she can be doing during her daily practice that might help her remember and retain what's what? I may ask her to play it through saying the notes out loud once she has a something fluent, but just now I think that would put her off. I'm pulling material from everywhere because she's still struggling with using only two open strings.

[Seer_Green]

I don't know anything about violin but given her age, the fact she's a total beginner, and she's only been going a few months, I wouldn't be unduly worried by her progress to date. Children all progress at different speeds and I'm not sure she's taking longer than most.

[Aquarelle]

I don't know anything about violin but given her age, the fact she's a total beginner, and she's only been going a few months, I wouldn't be unduly worried by her progress to date. Children all progress at different speeds and I'm not sure she's taking longer than most.

(IMG:style_emoticons/default/agree.gif) I am sure Seer Green is right. As teachers we have to develop absolutely enormous patience. The amount of repetition needed by the vast majority of pupils is far more than one would think. The trick is to do the same material over and over again but in such a way that the child doesn't find it repetitive.

If I could just give an example. I have a young flautist who has just finsihed Funky Flute Book 1. I am pretty certain she could tacke Book 2. However I am also pretty certain that if I give her Book 2 the work done in Book 1 will not be sufficiently consolidated - and particularly the physical problems of holding the flute correctly and developing the correct embouchure. So we are going to do the Repertoire Book 1 and I will let her think it is the "next book". I will also lend her another flute tutor book which covers the same material as Funky Flute book 1 but with a more adutl layout and apporach.

I have learnt over the years that you really can't spend too much time on foundations - and yet I have to admit I am still sometimes guilty of a litte impatience to get on. I just have to curb it.