help for teaching child with visual spatial learning preference

Sue Ellen Tillotson said: Aug 28, 2012
 3 posts

This was just discovered by the mother of my 10 year old student. She is homeschooling and has struggled to find the best way to teach this child. She just had the child tested and has discovered that she is almost exclusively a visual -spatial learning. We are embarking on finding a new way for her to learn the violin. She has always struggled but has just made it into Book 2. I would appreciate hearing from anyone who might have experience with a child who has this learning preference!

André said: Aug 28, 2012
André AugensteinViolin, Piano
55 posts

when i was 11years old i underwent a test the visual space that
was that i spent playing violin lesson at 11 in 1° zigzag volume by overlapping clones
in front of me, i could not because it could not play right this lesson,therefore this test
i gest this lesson if you do not know do not.

Violin Student(International Suzuki Association) in Germany 1987
Violin teacher (International Suzuki Association) in Dublin 1995

Sue Ellen Tillotson said: Aug 29, 2012
 3 posts

Could you explain a little more. I don’t quite understand.

Sent from my iPad

André said: Aug 29, 2012
André AugensteinViolin, Piano
55 posts

in short:if you can not play a lesson from the suzuki method
right and need to make a class notion of space and time,or try to dominate
first lesson (music)then try make the notion of space -time exercise

Violin Student(International Suzuki Association) in Germany 1987
Violin teacher (International Suzuki Association) in Dublin 1995

Barb said: Aug 29, 2012
Barb Ennis
Suzuki Association Member
678 posts

Is this student reading music yet?

Maybe combine charts with listening to help her recognize the form of a piece?
Maybe she could draw some representation while listening, to help her identify and remember what she hears?

In my book 1 training Priscilla Jones had us do a reading activity where painter’s tape was put on the floor to represent a staff. We stood on the lines and spaces and identified notes, etc.—lots of possibilities there.

Maybe some extra aural interval ID work would be helpful—to strengthen that aspect which isn’t easy for her and maybe build some new neural pathways. Drills/games are available online. Also, rhythm dictation, or prior to that rhythm recognition (have four cards laid out and clap or play a rhythm and have her identify which card you played). This would combine the visual with the aural.

I hope you get lots of other ideas here!

Music Teachers Helper—for individual teachers
Studio Helper—for entire music studios or schools

Sue Ellen Tillotson said: Aug 30, 2012
 3 posts

Here the first response from the SAA discussion forum. It made no sense and then I realized that maybe he is French? Still I wrote back asking him to explain more. I’ll send that next.

Sent from my iPad

Sue Hunt said: Aug 30, 2012
Sue Hunt
Suzuki Association Member
Viola, Violin
389 posts

I think it’s important to teach the senses which are strong, to avoid stress.

You can however play games away from the violin to wake up her ears.

We all develop strategies in our good time, but you can do a lot to give the process a nudge. Have fun.

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