Contextual reflections on the violin teacher's preparation in working with children

Working with children is beautiful and complex, teaching the child to play an instrument such as the violin requires the teacher to have comprehensive preparation that allows him to systematically contextualize the activity inside and outside the classroom according to the dynamics imposed by the environment. It is not a matter of accumulating knowledge, but of possessing or creating tools that facilitate an explanation or a demonstration in the face of the child's doubt, which, without a doubt, means a challenge for the teacher. The preparation of the music teacher constitutes the thematic axis of this work that aims to systematize experiences of the teaching and learning process with children in violin classes in congruence with their intellectual development, as well as the integral preparation of the teacher, which can be extended to other areas of music teaching. The methods used were experiential, systematization of experiences, analytical-synthetic, interviews with key informants and analysis of documents, which made it possible to reach conclusions about the fundamentals of the process in violin classes that favor teachers to face the challenges of this profession.