Principi početne violinske pedagogije

Abstract

The goal of this paper is to display the reasons why the countless imperfections and problems occur during the first stages of mastering instruments. The elements of pedagogy that in practice do not undergo essential analysis and the causes of which are not explored are shown in the paper. The purpose of the discourse is to facilitate the work of an educator in the complex process of initial training by focusing on physiology and psychology as essential elements of violin pedagogy. Apart from the introduction to physiological and psychological principles, the additions to the education gained during the studies, which would to a certain degree help avoid certain methodological mistakes, contain basic methodological principles and they view the work of an educator as a creative process with clearly defined direction.