Individual Violin Lessons

Beschrijving

About The Lesson

I offer individual one-to-one violin lessons for any age and level. You can choose between 30, 45, or 60 minutes lessons once a week with 40 lessons totals in a year . There will be around 10 lesson months in a year. The lessons can be in Royal Conservatoire (Koninklijk Conservatorium) Den Haag or online. Lessons at the student’s home have an additional € 10 transport fee per lesson.

You will get a 30 minutes free trial lesson beforehand.

Over de docent

Yusuf Prabananta Fini Malau, usually called Nanta, started as a violin pedagogue in 2015. He started his teaching journey from his former music school, where he first learned the violin. He teaches diverse students from different backgrounds (Japanese, Korean, Indonesian and Dutch), ages, and levels of musicality. He gets more students and works in various music schools along the way.
Nanta’s musical journey started in 2003 at around eight years old in a small music school, Serenade Music Course, in his hometown, Depok City. Since then, he began to broaden his musical life through private lessons, masterclasses, orchestras, summer courses, and violin teaching. He participated in Japan Junior Orchestra Festival and Chloé Trevor Music Academy in the USA, which Rachel Kitagawa Shapiro taught. He also participated in masterclasses by Jun Hong Loh, Kim Chee-Yun, Gia Jashvili, Aeolus Quartet, and Paula Pérez Romero. He is currently in the second year of his Master in Instrumental and Vocal Learning & Teaching, where he studies violin with Ilona Sie Dhian Ho.
Nanta joined some orchestras, such as Concordia Community Orchestra and Jakarta Conservatory Chamber Orchestra. He also was invited to become a guest member in Orquesta de Cámara de Siero (OCAS) and Japan Junior Orchestra in their music project. With OCAS, he was involved in their social project called Vínculos, which advocate social and cultural integration through music in different countries. One of the projects was in Indonesia. Some of the project’s didactic activities introduce and teach music to underprivileged children in rural villages. He also volunteered as a music teacher in Sanggar Anak Akar’s theatre project, a Foundation that gives education to street children through music and theatre.
Nanta’s psychology background also supports his teaching, especially when facing students’ learning difficulties and supporting their learning processes, which he believes in more than the goals. Through teaching experiences, he found that focusing on the process and reflecting and evaluating the lessons are crucial. Having an objective is guidance for the teacher and student to perceive where they are heading. However, he believes that being solution-oriented is more essential, such as guiding students through their difficulties achieving their goals and finding solutions to every problem.
There must be a mutual belief between the student, teacher, and parents in a student’s learning process. Thus, Nanta concludes that it is vital to have healthy and open communication between these parties to understand their expectations of the violin lessons. He finds it crucial, especially for students, to not feel forced to achieve something they do not want to. It is also part of a learning process to commit to their own goals and enjoy them. As a teacher, he also believes that students’ understanding of the essence of their practice, knowing what they have to achieve, self-reflection, and evaluation of their techniques and musicianship are crucial. It is fundamental for students to be aware of their progress and develop their self-esteem. Combined with Nanta’s violin learning journey at a young age, background as a psychology graduate, and pedagogical experience, he understands the most important thing in teaching music is to ensure students enjoy what they are doing and the learning process. Helping them develop and explore their creative and expressive skills. It is done by encouraging curiosity to experiment and try new things, such as repertoires and techniques. Thus, it can stimulate them as independent learners.