Violin Lessons, Masterclasses & Violin Diploma Technique Book

Evan Elsley Violin Technique for Diploma Exams by a Diploma Examiner, University Violin Lecturer, Adjudicator & Performer. Book Teaser Pages 
Evan Elsley Violin Technique for Diploma Exams by a Diploma Examiner, University Violin Lecturer, Adjudicator & Performer. Book Teaser Pages 
Evan Elsley Violin Technique for Diploma Exams by a Diploma Examiner, University Violin Lecturer, Adjudicator & Performer. Book Teaser Pages 

Diploma Examiner

University Violin Lecturer

Eisteddfod Adjudicator

Talent Research

Performer

EVAN ELSLEY

Violinist, diploma examiner, university violin lecturer, diploma mentor, eisteddfod adjudicator and author specialising in violin pedagogy.

I have examined thousands of violin candidates for over 46 years. Technical talent exists and master teachers actively search for it.

TECHNICAL TALENT

There are five technical differences between talented candidates who rapidly progress and candidates who practice without progress. They are thinking techniques. They are fully definable and follow a precise sequence in time.

VIOLIN LESSONS PAGE

ABOUT EVAN ELSLEY PAGE

READ THE BOOK

-Violin Diploma Technique: Principles of Talent- Evan Elsley

AVAILABLE AT:

NATIONAL LIBRARY of AUSTRALIA
STATE LIBRARY of NSW
VIOLIN SPECIALIST SHOPS

WHAT TRADITIONAL TEACHING MISSES

Traditional violin teaching has emphasised physical exercises that teach the mind. It is faster, however, to firstly teach the mind how to conceive technique and then use the mind to master the physical exercises. This is why fully defining the exact moment of co-ordination and a listening technique have eluded traditional virtuosic pedagogy.

MASTERCLASSES PAGE

THE CENTRAL QUESTION OF TECHNIQUE

Do you tune the note before you play it, or after? It is like asking the question: Do you cook a meal before you eat it, or after you eat it?

THE MIND CREATES TECHNIQUE

Every violin technique requires time to do the action.
Skilled performance depends on the brain organising actions in the right order and at the right time.
Mistakes happen when this timing or sequence breaks down.
Expertise develops when the mind turns these actions into physical sensations.

RESULTS

Using an organised thinking technique provides consistent and repeatable results. This is then integrated with traditional pedagogy.

PARENTS

Learning the violin is expensive and time consuming. At the 2025 AMEB session, an eight year old obtained a 6th Grade Credit after learning for 18 months with one lesson a week.