I. STATEMENT OF TEACHING PHILOSOPHY:

 

I believe that music plays an integral part of each student's education as well as their own self expression. As a music teacher, it is my responsibility to provide well prepared quality instruction to help each student realize his or her own individual potential and abilities. I believe that people are unique individuals -- each person has his or her own strengths and weaknesses, and his or her own unique ways of learning. Those unique learning styles impact the way I teach each of my students. Further, my students may have different goals in choosing to pursue private music lessons. Understanding what their goals are helps me to shape my expectations for each student.

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To begin to make music at a professional level, we each need to look at where we stand in our technical development and do the work necessary to resolve technical issues. For instance, when I teach violin I feel that most issues are best addressed through careful and thorough work with scales, arpeggios, and bowing exercises. My students learn to use their bodies naturally and in a relaxed way to develop technical consistency and style. I encourage all my students to bring music into their lessons that they like and feel excited about playing. I do feel that we all learn more when we feel personally motivated and excited by the music we are working on.

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Though, my goal is never to teach technique itself, but to always try to direct technical work towards a focus on musical excellence. I encourage all my students to use those skills to make interesting and passionate music. In addition to teaching musical-subject matter, it is important for students to experience musical expression through performance. This is not necessarily performance meaning a concert, but a performance meaning a chance to play something that they have worked, to learn the mechanics of, and have the experience of performing it with their peers and expressing the emotional content of it as well. I believe that it is vital that the music teacher provides these experiences as well as the experience of learning music.

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To accomplish this I require each student's active participation in the charting of the course of study we jointly pursue. It is essential for me to discover what a student's interests are and what he or she wishes to learn about. During each lesson I pay close attention to my student to ensure that what we are doing is understandable and clear. My goal is for each student to have the experience of an open two-way conversation and active participation in the course of their study.

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I don’t have one single method that I use for each student, though the ultimate goal for each student may be similar. It is to learn the piece using proper technique and good musical practice. Depending on the student, the mean of attaining these goals is different. Not only does this help the student learn more effectively, but I think ultimately it helps the student develop a better understanding of how they might learn best in other areas as well.

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Most importantly, I will be looking to see if the students are improving and becoming better musical students, and people. Music, for me, is not only about music, it is also an opportunity to enhance and expand other life skills: good communication, patience, confidence, and joy. It is wonderful to know that I am contributing to the education and development of the next generation.

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II. SAMPLE SYLLABUS (UNIVERSITY OF TEXAS, ARLINGTON):

 

Instructor Name: Dr. Chuong Vu

Phone: 832-423-8301

Email: cvu13579@yahoo.com

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Description of Course Content:

 

Applied Lessons are offered to the student in the form of private weekly instruction. Each lesson is either one half-hour or one hour in length, depending on the course number. The student’s specific time is to be arranged with the instructor the first week of classes.

 

Course Learning Goals / Objectives:

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Applied lessons are designed to meet the student's individual needs as a violinist. Repertoire and technical exercises are assigned to stimulate and challenge specific areas of growth. It is the instructor's goal to simultaneously balance and guide this growth in ways that will be of most use to a student upon completion of his/her degree. The general goals for each level are as follows: 

 

Non-Major:

1. Demonstrate proper physical setup

2. Execute assigned scales

3. Demonstrate awareness of fundamental concepts of sound production and control

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Freshman:

1. Demonstrate proper physical setup

2. Describe fundamental concepts of sound production and control

3. Execute 75% of the proficiency scale requirements

4. Demonstrate fluidity and control over right and left hand coordination

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Sophomore:

1. Execute 100% of the proficiency scale requirement

2. Describe advanced concepts of sound production and control

3. Demonstrate a variety of musical styles representing different compositional periods

4. Perform a proficiency exam (one piece must be memorized)

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Junior:

1. Execute advanced scale technique

2. Perform a full recital (minimum 40 minutes prepared material, one piece memorized). Students must pass recital hearing three weeks before scheduled recital date in order to perform degree recital. Any exceptions must be made in consultation with the area coordinator.

3. Demonstrate advanced technique in bow strokes

4. Discuss style differences between different periods of classical music

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Senior:

1. Execute advanced scale technique

2. Demonstrate advanced technique in left and right hands

3. Perform a full recital (minimum 50 minutes prepared material, 20 minutes memorized). Students must pass recital hearing three weeks before scheduled recital date in order to perform degree recital. Any exceptions must be made in consultation with the area coordinator.

4. Write program notes, demonstrating a knowledge of the composer and his/her compositional time period. Final draft is due at the recital hearing.

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Graduate:

1. Execute advanced scale technique

2. Demonstrate advanced technique in left and right hands

3. Perform a full recital (minimum 60 minutes prepared material). Students must pass recital hearing three weeks before scheduled recital date in order to perform degree recital.

4. Write program notes, demonstrating a knowledge of the composer and his/her compositional time period. First draft due two weeks before recital date.

5. Curricular Practical Training: Students are expected to seek professional opportunities as a part of this course. Participation and progress in these endeavors must be approved and overseen by applied instructor. Private instruction, participation in professional orchestras, and chamber music performance are examples of approved activities. These activities will be assessed as a percentage of the weekly lesson grade.

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Required Materials:

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- Violin, bow, rosin, shoulder rest or pad, one set of spare strings, cleaning cloth

- Ammer, Christine. The A to Z of Foreign Musical Terms. Boston: ECS Publishing, 1989 (or a later edition)

- Electronic metronome (must bring at every lesson and studio class)

- Notebook (must bring at every lesson and studio class)

- Individual course assignments (solos and etude books) will be addressed at private lessons throughout the semester. It is the student's responsibility to get/order assigned music promptly for each new assignment.

- Xerox copy of the violin part of the student's pieces, concerti, or solo Bach (must bring at every lesson)

 

Attendance Policy:

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- A student is allowed two unexcused absences before his/her grade is lowered (i.e. the student is not prepared, confuse or forget lesson time etc.)

- If an excused absence must occur, prompt communication with the instructor is required.

- Excused lessons may be made up subject to the instructor's availability.

- Unexcused absences will not be made up.

- Students are required to attend weekly's studio classes.

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Specific Course Requirements:

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- Evidence of consistent progress is expected. Individual practice must occur on a daily basis. It is not possible to skip practice days and then make up practice at a later time. Improvement on a musical instrument is cumulative.

- Scales: to be practiced every day. They are the foundation of our technique and our repertoire.

- Etudes and Technical Exercises are very goal specific and should be practiced in this manner. If the student does not have a clear understanding of the manner in which a particular etude or exercise should be practiced, consult the instructor immediately.

- It is the student's responsibility to come to his/her weekly lessons on time with his/her assigned materials well prepared.

- Students are required to attend all recitals selected by the instructor. If an illness or conflict arises, it is the student’s responsibility to receive an excused absence from the instructor before the scheduled event. All communication must occur in writing. Make-up events will be offered if it is necessary to miss a concert. However, the student’s best effort should be made to attend every scheduled event

 

Course Evaluation and Grading Policy:

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Final grade is based on performance in four main areas:

- Weekly lesson and studio class attendance, personal attitude, and lesson preparation

- Scale and Technique Jury

- Studio class performance (one per semester, if applicable)

- Final Jury Exam

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III. LIST OF COURSES TAUGHT:

 

University of Texas, Arlington - Spring 2019:

  

MUSI 1244-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

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MUSI 1245-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 2244-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 2245-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 3244-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 3245-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 3354-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 3355-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 4244-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 4454-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

 

MUSI 4455-005   PRIVATE LESSONS IN STRINGS (Private Lesson)*

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* Undergraduate-level applied lessons are offered to the student in the form of private weekly instruction. Each lesson is one hour in length. The student's specific time is to be arranged with the instructor the first week of classes.

 

MUSI 5125-002   PRIVATE LESSONS IN VIOLIN (Private Lesson)**

  

MUSI 5325-002   PRIVATE LESSONS IN VIOLIN (Private Lesson)**

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** Graduate-level applied lessons are offered to the student in the form of private weekly instruction. Each lesson is one hour in length. The student's specific time is to be arranged with the instructor the first week of classes.

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IV. COMMENTS FROM STUDENTS:

 

"Throughout my violin studies with Dr. Vu, lessons were energetic and engaging. The focus on technique has improved my intonation, attention to detail, and over all level of discipline. The skills I have learned in our lessons have encouraged me to work hard, be thoughtful, and enjoy what I do not only on the violin, but in all areas." - Katia Lanuza, former violin student at the University of Texas at Arlington

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"My time under Dr. Vu has been a great experience all together! I enjoyed how he pushed not only me but all of his students to be the best they could be! Even though some times we might not have felt like we were making progress, he always motivated us to keep going to the best we could be. He has showed me what it is to work carefully on a piece of music, paying attention to small details and letting nothing slip by and letting the music come off the page. A truly great teacher and person!"" - Matthew Gonzales, former violin student at the University of Texas at Arlington

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"Dr. Vu is very knowledgeable and passionate when it comes to the violin. Not only did he provide me with the tools to improve my technique and musicality, he also helped me gain confidence in my playing. I anticipate that I will be giving the same advice he has given me when I start my career as a music teacher." - Ashley Montez, former violin student at the University of Texas at Arlington

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"I took lessons from Dr. Vu for a year and a half at the University of Texas at Arlington. I really grew a lot as a musician during that short period of time. The repertoire that he challenged me with was more difficult than I used to, but he pushed me and motivated me to succeed. I really appreciate everything he has taught me and will definitely use these skills I have learned in my future as a musician." - Marissa Broome, former violin student at the University of Texas at Arlington

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"Dr. Vu's teaching style is unique. From my own experiences, he is the first teacher to let me choose my own repertoire and when I don't have any, he is willing to sit with me and listen to some potential options. Along those lines, he doesn't just give me the same fingerings of a particular piece like everyone else but goes through the piece with me and provides me with fingering options. In other words, he walks me through the process. He is very understanding and we have some good laughs as well." - Javier Galvin, former viola student at the University of Texas at Arlington

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"I really appreciated and enjoyed the semester I got to study with Dr. Vu. He has helped me grow and learn so much as a musician." - Yu-Ni Ni, former violin student at the University of Texas at Arlington

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"I have known Dr. Vu for more than my middle school and high school years and the time I spent as his student has been wonderful. Through the weekly lessons, he has been a wonderful teacher in both musicianship and discipline. He taught me critical techniques that allowed me to become a better performer and pushed me to challenges that I would not have faced if not for him. Because of his encouragement, I was able to achieve accomplishments that I never thought were possible, and I truly appreciate the years I have spent under him." - Sua Park, member of the Texas All-State Sinfonietta Orchestra (2020)

 

"I had lessons with Dr. Vu every Sunday for nearly five years. Over the course of those five years, I improved and developed not only as a violinist and musician, but as an individual. As a teacher, Dr. Vu had great expectations and the patience to allow those expectations to come to fruition. Thanks to Dr. Vu, I was able to learn the meaning of hard work and develop a love for the violin that will last a lifetime." - Abhishek Shar, member of New York's Columbia University Symphony and the Texas All-State Philharmonic Orchestra (2017, 2016)

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"Teacher Vu knows how to work with his students. He is very patient with the progresses of his students, and he allows them to grow by giving the right guidance in a way that students understand. The way he taught me and he taught my little brother was different but it was effective for both of us. He knows how to use the right teaching techniques for his students." - Samuel Choi, undergraduate student (Violin Performance major) at the Indiana University (current) and concertmaster of the Texas All-State Philharmonic Orchestra (2017)

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"I have been one of Dr. Vu's students for almost 8 years now. From our very first lesson together, he has been a great instructor and fostered my talents. He has been a great inspiration when it comes to music and has been instrumental in weekly, private hour-long lessons with me. Dr. Vu always provides constant support and encourages me in all aspects of music. I always look forward to my weekly lessons with Dr. Vu." - Ocean Xie, member of the Greater Dallas Youth Orchestra GDYO (current) and winner of the Honorable Mention awards of the 2019 Plano Symphony Orchestra’s Collin County Young Artist Competition (Junior Division) and the 2019 Denton Bach Society Competition

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"I have always loved music, whether it was playing or listening to it, and to be honest, I wouldn't be as interested as I am now without Dr. Vu. As a teacher he was always supportive, yet critical if needed. It's because of him that I truly love playing and listening to music. And for that I am extremely grateful." - Dylan Hylander, concertmaster of the Texas's All-Region 25 Beethoven Orchestra (2014)

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