Appendix 6 - International Music Council

esult – they can read music! My colleague, Hans-Jurgens is now
reinforcing sight-reading in the individual lessons.
Sometimes we allow the advanced learners to take the violins home,
especially if they have to practise for a concert or examination, but other
than that most of my work is “practise sessions”. We cover technique,
scales and repertoire. It is impossible to work with each learner everyday,
but the learners are always there to watch and listen during somebody’s
individual lesson.
I found that the children’s fingers are extremely stiff and inflexible. Even
the young ones have “workers” hands. We do many exercises for
flexibility, e.g. using elastic bands. The different frames, semitones and
whole tones are not only difficult to play because of stiff fingers, but they
also find it difficult to hear semitones.
You may be wondering if the learners can play at all? They develop at an
extraordinary rate. The first group, which started in 2004 have completed
Suzuki Book II. Hans-Jurgens is bringing in extra flavours of Sevcik and
Kinsey. Furthermore we are doing duets and trios and are always preparing
for concerts, art festivals and examinations. At the last Trinity examination
I asked the children what they enjoyed most and they replied: ”Sitting in
Miss Julia’s lovely chairs in the lounge and next time we would like to
climb the lovely big trees in her garden”!
What do I enjoy most in our beloved Mamelodi? I enjoy the lovely wide
smiles and wonderful spark in our children’s eyes when we play the Suzuki
pieces. I think that God and Dr Suzuki are both smiling down on our lovely
children!
MANAGEMENT (LYNETTE PRUNEAU)
Administration
The administration of a Magnet School requires basics such as keeping
record of all learners enrolled in the school, what instrument they play and
their personal information. I find it very difficult to keep exact records of all
learners. Learners can disappear and return after a term. Reasons are often
family matters, ill health or just difficult circumstances.
Financial income is also essential in order to run the school and to cover
expenses such as photocopying, paying for the repair of instruments, the
upgrading of classrooms and offices, paying the telephone account or
even paying salaries of part-time teachers etc. This is more or less how the
Magnet school would function in the privileged areas.
524