The Milanov Method’s structure is simple and intuitive.
The teaching begins with the child listening, singing and dancing songs that they will later find by ear with the violin.
Each song is carefully structured to present a precise task and to prepare for the next one.
It is important to have the pupil dance the songs before playing to help them assimilate the rhythm, and then have them sing expressively to encourage looking for quality of sound.
The same songs are presented many times, with new difficulties to gradually develop the student’s technical abilities.
The pedagogical premise that children essentially ignore the concept of technical difficulties is used to present from the beginning all the technical principles of violin playing.
For example, the student can play all over the fingerboard from the very beginning instead of learning through positions, frequently a long and tedious process.
Furthermore, the pupil is asked to transpose the songs by ear, thus learning the tonal relations previously memorized. They have the music in their head and become aware of the place these sounds occupy in the tonal structure and learn to place them on the instrument.
The teacher guides and encourages this process, the student finds the solution to problems by himself.
These exercises are found in the First Book and are essential to the teaching of the Method.
Sencillos y eficaces al mismo tiempo, representan el «entrenamiento» cotidiano con el cual empezamos cada clase de violín. Duran solo pocos minutos, pero abarcan todos los movimentos básicos que un joven violinista necesita dominar a principio de su carrera. Esta era la costumbre en las clases de violín de Trendafil Milanov, en Bulgaria: así lo es en nuestras escuelas de música, aquí en Madrid.