This summer we welcomed new faculty member, Julia Long, to Charlotte Academy of Music (CAM). Julia is a Certified Suzuki Instructor. Recently Julia sat down with our Front Desk Administrator, Danelle Walker. We hope you’ll enjoy this interview.
What made you want to be a music teacher?
I have always loved working with children, and music has always been a
big part of my life, so it just made sense when I was given the
opportunity to be a helper teacher with a violin outreach program when
I was in high school. I quickly followed that up with the first steps of my
Suzuki teacher training. I love being able to help others understand how
to do something, and be able to explain and guide them to an answer or
ability.
Who is your biggest musical influence?
As far as performers, I always find inspiration in the “greats,” whether
Heifetz, Perlman, Stern, or some more recent musicians such as Hilary
Hahn, Joshua Bell, and Gil Shaham. I particularly love how Gil Shaham
plays. I do have to credit my teachers for musical influence, however, as
they were the ones to really help me to access my inner musicality.
How do you feel music education enhances the student?
A timely question, considering how many arts programs are being cut
around the country. Of course music education develops patience,
perseverance, creativity in problem solving, and many other points that
have been shown to aid in school performance. However, I also find it
irreplaceably important in our technology-heavy, fast-paced, instant
gratification society, which is preoccupied with goals and results, to
have a daily “practice” of some sort. It teaches consistency as well as
how to enjoy being on a plateau with something, not always on an
upward spurt of “success”. This is an important key to having a happy
life—being able to be fulfilled no matter the circumstances.
What is the most important quality in a successful Suzuki student?
The same as in any student—a desire to learn, and the willingness to try
and to stick with it, even despite frustration.
What is the main difference between Traditional lessons and Suzuki lessons?
Suzuki as a method uses a specific graded set of literature. As a
philosophy, Suzuki emphasizes daily listening in order to build an
excellent ear for intonation (important for string instruments without
frets), parental involvement (the “Suzuki triangle” involves student,
parent, and teacher to help provide a positive, nurturing, nonjudgmental
environment in which children flourish), cyclical learning (using old,
familiar repertoire to teach new technique), group classes (children
learn from each other and develop the skills to play in an ensemble),
and delayed reading (not to a fault, but in order to properly set up the
student on the instrument and develop a solid ear before adding the
complexities of another language).
Did you have any challenges as a student of music?
I had a hard time breaking out of my shell, musically. I embraced each
new technical challenge, but for a while had a hard time “baring” my
musical self to others.
What is your best advice for a parent if their student loses interest in Suzuki
lessons?
I would encourage them to read Mastery-The Keys to Success and Long-
Term Fulfillment by George Leonard. Our society is based so heavily on
instant gratification, but it is extremely healthy to have a daily
“practice” of something. It might not always go well, but one learns a
lot through the task of doing something on a daily basis. It is also
incredibly beneficial to talk to other parents, which is another benefit of
group classes—it builds a community. Parents should never be afraid to
ask other parents or their teacher for ideas/inspiration. While all
children like the feeling of accomplishing something and being able to do
something well, they are often not able to see the path to get there,
and need frequent encouragement to practice and stick with it.
How important is a parent to the success of a Suzuki student?
EXTREMELY important. Especially with younger students, practicing is
not something that a child finds intrinsic motivation in yet (even middle
and high schoolers can be this way…). In Suzuki, the parent is the home
teacher, gently reminding the student of what occurred in lessons,
guiding them through repetitions, and enjoying a special daily time with
their child through shared musical practice.
If you could use only one word to describe yourself, what would it be and why?
Caring. I care deeply about each of my students and their families, and
want each of them to be happy.
Do you have a favorite piece of music?
Brahms Quintet for Piano and Strings in f minor, and the Sibelius violin
concerto.
What is your favorite type of music?
A mix…anything from classical to Broadway, salsa, pop, or indie.
What type of performances have you done?
I have given plenty of student recitals, as well as several full degree
recitals throughout my undergraduate at Indiana and masters at USC. I
also played with the IU orchestras for symphony concerts, operas, and
ballets, and with the USC orchestra, as well as several professional
orchestras in the Carolinas and surrounding states. My favorite
performances have been either playing for operas, or giving chamber
music recitals with string quartets or piano trios.
If you weren’t a music teacher, what would you be?
I would do something in the medical field. I wanted to be a pediatrician
for a long time, but now I think I might have gone into occupational
therapy.
Who was your favorite music teacher? What made that person stand out to
you?
By far, my most influential teacher has been Dr. Brenda Brenner, my
undergraduate violin professor. Her teaching embodies everything that I
strive for in my own, both in pedagogy and nurturing approach.
What is your favorite thing about teaching?
I love building a relationship with each student and their whole family,
and see them grow as people. I love watching each individual student
struggle with and work through their weaknesses/difficulties, and
emerge with a smile on the other side.
How has music influenced you?
Music has always been such an integral part of my life that it is hard to
put into words. It has given me an outlet through which I have
discovered other interests, met some incredible friends and mentors,
visited exciting places, and developed confidence.
How long have you taught music?
I have been teaching violin in various places for about 11 years.
What is your #1 goal as a music teacher?
My goal for each student is to provide a non-judgemental environment in
which the student can learn and develop their technique and musicality,
alongside their unique personality.
How has your teaching style evolved?
After years of teaching in different programs and observing many
colleagues, I have a pool of experience and ideas to draw from. Every
student is unique, and every technique can be broken down into
hundreds of steps, in hundreds of unique ways, so the more options to
pull from, the easier it is to find an individual solution. It has also
become easier to meet the child where they are each week instead of
having a set lesson plan in mind. I can see where they are and what
their needs are and adapt to that.
Why should a student take lessons with you?
To develop as a musician, violinist, and person through a combination of
the methods/pedagogies of Suzuki, Paul Rolland, and Mimi Zweig, and to
be part of a growing program at CAM!
For more information on our Suzuki program at CAM, please visit our Charlotte Suzuki Strings website.