Michelle Falcon
BA (Hons), CTABRSM, PG Dip (RWCMD), LTCL, FISM
Master Practitioner of Neuro-Lingusitic Programming (NLP)
NLP Master Coach
Teaching Philosophy & Ethos
I am first and foremost a professional viola player. I strongly believe that to be inspiring to others you first have to be inspired yourself. My own playing forms a huge part of this, providing me with the energy, passion and desire to share my love of music with all generations.
“Michelle's calm enthusiasm for the violin is contagious and G enjoys practising for her. This makes any encouraging mothers life easy.” Mother of 11 year old, Grade 2 violinist
I believe that teachers have a position of great responsibility and power with regard to their students; the care with which things are taught, what is said and how it is said, are all crucial to a student’s ability to learn, progress and have the self-belief to know that they can do it. As such, I nurture an atmosphere of mutual respect between teacher and pupil, ensuring that every individual is looked after as a whole. To facilitate and enhance learning I draw upon my experiences in and outside of the world of music to develop each musical learner in a holistic way. As well as building sound instrumental technique, emphasis is given to engaging the whole body to encourage expressive music-making and to developing mental focus.
A successful musician has the ability to multi-task in so many different ways; coordinating physical movement (gross and fine motor skills), reading and interpreting the symbols of music, listening to themselves and others, maintaining a pulse and expressing emotion through their playing. In my teaching, I build these skills in layers, making it easy for the student to get it right, installing well thought-out practice strategies and all the while building confidence. If the learner is having fun and feeling confident then they are much more likely to continue their musical journey.
Michelle is a kind, gentle, and engaging violin teacher with an eye for the details which greatly improve performance. My daughter enjoys her lessons and has made good progress. Michelle clearly enjoys her teaching.” Mother of 9 year old Grade 3 violinist
Experience & Qualifications
I formed her private teaching practice in 1995, working also for the local authority music service from 1998. Consequently I have a wealth of experience which has included all styles of teaching at varying levels from individual lessons to group teaching in schools, string ensemble coaching, chamber coaching, conducting and educational outreach presentations. I am equally at home with teaching young pupils from the age of 5 years upwards to adults making the first steps towards learning an instrument. I have taught violin and viola to advanced levels and my former pupils have successfully applied for Scholarships and Music Colleges across the country. At whatever level you wish to learn, my teaching style ensures a balance of sound technique, musical learning and above all nurtures a sense of enjoyment in the art of music making.
In my practice, I utilise the string pedagogies of Suzuki, Sheila Nelson and Paul Rolland, holding a Level One Endorsement from the Paul Rolland Society.
In my practice, I utilise the string pedagogies of Suzuki, Sheila Nelson and Paul Rolland, holding a Level One Endorsement from the Paul Rolland Society.
Thank you so much for teaching me ’Concertino in D’ by Kuchler on the violin! It is much appreciated! With your help, I’ve managed to gain a place [Music Scholarship] in the Royal High School! I’m so proud of myself, but I couldn’t have done it without you! Thank you! You are so kind and helpful!’
Grade 4 violinist, aged 11
One to One Lessons
I offer tuition on violin and viola in face to face lessons as well as via an online platform. A combination of both formats can work well for students, giving greater flexibility in delivery and more ongoing practice support. Traditional weekly face to face sessions are great for problem solving, ensemble playing and learning new repertoire, with the obvious advantage of hands-on physical adjustment to help achieve correct posture and technique. Online sessions have the option of being shorter and more frequent with the facility to record, repeat and play back lessons so there is never an excuse for forgetting what the teacher said!
My child's confidence and enthusiasm was very low after some issues with the violin lessons in school. Even though the lessons with Michelle were online she began to show interest again, building on her confidence and engagement. The pandemic has been stressful for everyone and after a long gap due to teacher illness and other issues, it was lovely to see the way that Michelle engaged my daughter, even on the days when she was struggling the most. My daughter showed interest in violin in infant school, but we have not had much luck with teachers. I think that going to Michelle allowed her to find her way back to engaging with this instrument. Thank you from the bottom of my heart.
Mother of beginner violinist, aged 9
Ensemble & Group Playing
Asides from individual lessons the value of ensemble playing cannot be under-estimated. Playing in an orchestra or a small group, teaches so many skills that are not always possible to explore within the confines of a solo lesson. Listening to others whilst holding an independent line of music, following a conductor, fine tuning to other players, feeling a pulse all together and matching the tonal qualities, bow direction and articulations of other string players are all essential learning points.
As Co-Director of Bath Strings Academy (BSA), I expect my own students to be involved in the ensemble activities provided by the Academy. BSA runs various weekend workshops, concerts and holiday courses that are designed to be fun, social and motivational occasions. Most workshops are multi-level and involve peer-to-peer learning and all workshops are designed to make the job of parent and teacher easier, providing an inspirational experience that motivates instrumentalists to continue their learning independently of the lesson environment.
As Co-Director of Bath Strings Academy (BSA), I expect my own students to be involved in the ensemble activities provided by the Academy. BSA runs various weekend workshops, concerts and holiday courses that are designed to be fun, social and motivational occasions. Most workshops are multi-level and involve peer-to-peer learning and all workshops are designed to make the job of parent and teacher easier, providing an inspirational experience that motivates instrumentalists to continue their learning independently of the lesson environment.
Michelle has high expectations and always challenges the children to do their best in a fun and supportive environment. We have been really impressed by the progress our daughter has made both in musical theory and practice.”
Mother of 13 & 7 year old violinist
Exams & Public Performances
I use Trinity Guildhall examining board and other examining board syllabuses by arrangement. The benefits and drawbacks of any examinations are discussed with the pupil and/or parent as applicable, prior to entry. There is NO requirement to take examinations; goal-setting alternatives such as public performances and involvement in concerts, ensembles and music festivals are positively encouraged.
Music is a performing art, so every effort is made to prepare students so they are confident, possessing the presentation skills and performance etiquette required and expected in the world of professional music. A ‘performance’ can be achieved at any level from a beginner playing open strings to a Diploma level student playing solo Bach.
Music is a performing art, so every effort is made to prepare students so they are confident, possessing the presentation skills and performance etiquette required and expected in the world of professional music. A ‘performance’ can be achieved at any level from a beginner playing open strings to a Diploma level student playing solo Bach.
Michelle has been a wonderful teacher for our daughter, who started the violin aged 6, and has recently started Viola as well (now aged 12). Our daughter has thrived with the lessons that Michelle has provided and has found a real love of music as a result. She really looks forwards to her one to one lessons with Michelle, to the point that she asks for longer and longer sessions! Her lessons are meticulous and rigorous, achieving high standards in playing and technique, whilst also being obviously enjoyable (I often overhear a lot of laughter from the lessons!). Our daughter has also been privileged to have string quartet coaching with Michelle, which has really brought on her playing and enjoyment of music, and given her some incredible performance opportunities locally and nationally.”
Father of Violinist/Violist, aged 12, Grade 7
The Teacher, Student, Parent Partnership
To grow a successful musical learner will always require the synergy of teacher, parent and student working together and so, communication between all participants is key. Teachers are expected to be inspiring and give good instruction. Students are expected to practice and follow instructions. Parents are expected to positively support and encourage their child on their musical journey. In learning any new skill students will undoubtedly encounter a few peaks and troughs in the road; the mantra is to keep the whole team at it!
I was surprised by how informative and difficult a process I found guiding my daughter in choosing a new teacher. It underlined what different qualities each teacher can bring and how they can help the child to grow. I had a lot of music lessons myself as a child and may I say that I wish I had had a teacher who was as kind, calm, clear and generous as you were in what I saw of your teaching!
Father of Violinist, aged 9, after an initial consultation lesson
