erikaの記事一覧

I thought about the significance of starting a musical instrument as an adult. 

Listening to classical music is one of my hobbies. 

When I am listening to the violin or the piano, I sometimes wish I could play these instruments like the musicians I listen to. 

In my opinion, it is natural to have this kind of desire for music, or to feel the impulse to do it yourself.

When it comes to enjoying music, actually playing music seems a rather positive and active way compared to listening, which is considered a rather passive way because playing is done with action and it can influence people. 

When we listen to music on compact discs (CDs) or in a concert, the musicians we listen to are mostly professional. 

They often started playing musical instruments early in their lives and have continued to practice. 

It is very difficult to perform music like professional musicians for those who started as an adult and never practiced as children. 

This problem tends to be more serious on instruments such as the violin or the piano which require long periods of practice. 

When we compare professional musicians to those who started playing as an adult, we realize that there exists a big difference between their performing skills.

However, when someone who is already an adult starts to study a musical instrument, this person can improve his or her skill in a few years in proportion to the amount of practice during that period. 

If someone does not start to practice, that person will still be unable to play an instrument a few years later. 

At that point, just as he or she would do now, this person will regret why he or she had not started it a few years before. 

This idea reminded me of a favorite saying, “Today is the first day of the rest of your life”.

It is not clear for those who started late in their life how much performing skill can be gained. 

What I think is important is whether they can enjoy playing. 

I think it is time to start when someone wishes to do something even if the action is considered generally hard to do. 

private practice = クリニック

Information available in Japanese is (very) limited

You can get more information in English

start/play an instrument

think + about

music written for the violin or the piano

In my opinion = I think = I believe

translate

this kind/type

I don’t believe in such stories.

usually, you feel an/the impulse

is kind/type

I don’t believe in such stories.

usually, you feel an/the impulse

At that point, just as he or she would do now, this person will regret…

大人になってから楽器を始めることについて。

大人になってから楽器を始めることの意味について考えてみた。私は余暇にクラシック音楽を聴くことが好きである。

ヴァイオリン、ピアノなどの音楽を聴いていると自分もあのように弾けたらいいなあという気になります。自然なこと言える。

音楽を演奏することは、行動を伴うことに加え、人々に影響を及ぼすため、聞くことが受動的であることに対し、積極的な楽しみ方であると思う。

CDから聴くにしろコンサートで聴く場合、演奏者はプロの音楽家であり、多くの場合、彼らは幼少時から楽器を始めて長年にわたり続けて止めることのなかった人たちである。

大人になるまで経験のないものが、突然、練習を始めてもそう簡単に楽器が弾けるようにはならない。

ヴァイオリン、ピアノなどでは特にその傾向が強いと言える。

自分と彼らと比べた場合、できる人とできない人の差を知るのみである。

しかしながら、たとえ大人であっても、弾きたいと思った時に始めれば、何年か後に練習した量に比例して弾けるようになる。

始めなければ何年たっても弾けないままである。

そして、数年後に、数年前に始めなかったことを今のように後悔し、数年前に始めるべきであったと思うことになる。

このように考えると、「今日という日はあなたの残りの人生の最初の日である」と言うことわざが思い出される。

しかしながら、どの程度までうまく弾けるようになるかについてはわからない。

重要なことは自分が演奏を楽しむことができるかどうかである。

そのため、どんなに困難と考えられることでも、やりたいと思った時に行動を始めることが重要であると思う。

GPT

Starting a Musical Instrument as an Adult

I’ve been contemplating the significance of starting a musical instrument as an adult. I enjoy listening to classical music in my leisure time. When I listen to music like the violin and piano, I often wish I could play like that. It’s a natural feeling.

Playing music, in addition to being an active pursuit, influences people, making it a proactive form of enjoyment compared to the passive act of listening. Whether listening to music from a CD or at a concert, the performers are professional musicians who usually started playing instruments from a young age and have continued for many years without stopping.

For someone with no prior experience to suddenly start practicing an instrument as an adult, it’s not easy to play well. This tendency is particularly strong with instruments like the violin and piano. When comparing oneself to these professionals, one can only see the gap between those who can play and those who cannot.

However, even as an adult, if you start when you want to play, you’ll be able to play proportionally to the amount of practice you put in over the years. If you don’t start, you’ll never be able to play, no matter how many years pass. And years later, you might regret not starting earlier and wish you had started back then. This brings to mind the saying, “Today is the first day of the rest of your life.” However, how well you will be able to play remains uncertain.

The important thing is whether you can enjoy playing. Therefore, no matter how difficult it seems, I believe it’s important to start when you feel like doing it.

Sul cominciare a suonare uno strumento da adulti

Ho riflettuto sul significato di cominciare a suonare uno strumento musicale da adulti. Mi piace ascoltare musica classica nel tempo libero. Quando ascolto musica come il violino o il pianoforte, mi viene naturale pensare che mi piacerebbe essere capace di suonare in quel modo. È una cosa del tutto normale.

Penso che suonare la musica sia un modo attivo di divertirsi, rispetto all’ascolto che è un’attività passiva, perché suonare coinvolge l’azione e ha un impatto sugli altri. Quando ascoltiamo musica da un CD o a un concerto, gli esecutori sono musicisti professionisti che, nella maggior parte dei casi, hanno iniziato a suonare uno strumento da bambini e hanno continuato per molti anni senza mai smettere.

Per chi non ha esperienza fino all’età adulta, iniziare a esercitarsi all’improvviso non rende facile imparare a suonare uno strumento. Questo è particolarmente vero per strumenti come il violino o il pianoforte. Quando ci confrontiamo con questi musicisti, possiamo solo notare la differenza tra chi sa suonare e chi non lo sa fare.

Tuttavia, anche se si è adulti, se si inizia quando si desidera suonare, dopo alcuni anni si sarà capaci di suonare in proporzione alla quantità di pratica fatta. Se non si inizia, non si sarà mai capaci di suonare, anche dopo molti anni. E tra qualche anno, ci si pentirà di non aver iniziato anni prima, pensando che si sarebbe dovuto iniziare in quel momento. Riflettendo in questo modo, mi viene in mente il proverbio: “Oggi è il primo giorno del resto della tua vita”. Tuttavia, non sappiamo fino a che punto saremo capaci di suonare bene.

La cosa importante è se possiamo divertirci suonando. Pertanto, penso che sia importante iniziare a fare qualcosa quando si desidera, anche se può sembrare molto difficile.

大人になって楽器を始める意味について考えました。私は自由な時間にクラシック音楽を聴くのが好きです。バイオリンやピアノの音楽を聴くと、自分もそのように演奏できたらと思うのは自然なことです。それはごく普通のことです。

音楽を演奏することは、聴くことに比べて能動的な楽しみ方だと思います。演奏することは行動を伴い、他の人々に影響を与えるからです。CDやコンサートで音楽を聴くとき、その演奏者はほとんどの場合、子供の頃から楽器を始め、長年続けてきたプロのミュージシャンです。

大人になってから初めて楽器を始めると、突然練習を始めても簡単に演奏ができるようになるわけではありません。特にバイオリンやピアノのような楽器はその通りです。プロのミュージシャンと自分を比較すると、演奏できる人とできない人の違いが目につくだけです。

しかし、大人でも、演奏したいという気持ちがあれば、数年後には練習した分だけ演奏できるようになるでしょう。始めなければ、何年たっても演奏できるようにはなりません。そして数年後、あの時に始めておけばよかったと後悔するでしょう。「今日が残りの人生の最初の日」ということわざが思い浮かびますが、どの程度上手に演奏できるようになるかはわかりません。

重要なのは、演奏を楽しむことができるかどうかです。だからこそ、たとえ難しそうに思えても、やりたいと思った時に始めることが大切だと思います。

4o

Writing is the most difficult and important part of learning a foreign language

Language is one of the basic means of transmitting information, which consists of two parts: sending information and receiving it. 

Reading and listening are for receiving information using the eyes and the ears, respectively. 

They are means of inputting information into the brain. 

On the other hand, speaking and writing are for sending information using the mouth and the hands, respectively. 

They are means of conveying information from the brain.

Among these, reading is something the learner can do using a lot of books or other written materials by himself at his own pace with enough time.

Among these, reading is something you can do using a lot of books or other written materials by yourself at your own pace with enough time.

Next, listening is for receiving information from others. 

You must understand what is spoken within a limited time because the speaker usually doesn’t care about your convenience.

However, we can study listening by using devices such as compact discs, audiotapes or TV on our own.

However, you can study listening by using devices such as compact discs, audiotapes or TV on your own.

When it comes to writing and speaking, the difference between the two is only in the way in which our ideas are conveyed. 

The same center region of the brain is considered to be used when writing and speaking.

The same center region of the brain is used when writing and speaking.

When speaking, the speaker is the creator of what he or she speaks. 

In many cases, since the content is based on his experiences in Japanese, it is difficult to use a language he doesn’t know well, that is, English, because he doesn’t have enough vocabulary and has not practiced sufficiently. 

The more experience a learner has with his mother tongue, the more difficult it is to study a foreign language because what he wants to say becomes very complex.

When speaking, you create what you say. 

In many cases, since the content is based on your experiences in Japanese, it is difficult to properly use a language you don’t know very well, that is, English, because you don’t have enough vocabulary and have not practiced sufficiently. 

The more experience of your mother tongue you have, the more difficult it is to study a foreign language because what you want to say becomes very complex.

Among these two means, native speakers can sometimes understand even if the speaker’s English is a little bit mistaken or awkward because the content can be understood by guessing or through the speaker’s gesture s and facial expressions.

Among these two means, native speakers can sometimes understand even if your English is a little bit mistaken or awkward because the content can be understood by guessing or through your gestures and facial expressions.

However, with writing, the content of the written material without gestures is the only information available. 

Awkward or incorrect English is embarrassing and the content will last as long as the written paper is not destroyed. 

Therefore, correct English is required even of a foreign writer.

If someone can write correct English, this person can speak correctly, except for pronunciation.

If you can write correct English, you can speak correctly, except for pronunciation.

Further, people cannot learn how to write in a foreign language by themselves. 

We need the help of native speakers to study writing, and that with careful observation. 

A writer who is still learning the language doesn’t know what is correct nor can he correct it by, himself.

Further, you cannot learn how to write in a foreign language by yourself. 

You need the help of native speakers to study writing, and that with careful observation. 

If you are still learning the language, you don’t know what is correct and you also can’t correct it by yourself.

Therefore, writing is the most difficult and important skill involved with learning a foreign language.

it’s time to start

It’s time to start doing something

hard = 硬い、難しい

difficult = 難しい

part of something

He’s an important part of the family

semicolon ; = . (period) の代わり

colon : = 説明をする時

input into

means of

you

care about + noun

care for + person

TV series

by yourself

on your own

speaker, he, him, himself, his

speaker => they, their, them

required + of + person

in + 言葉

「外国語学習で、私が書くことを最も重視していることについて」

　言葉は情報を伝達するための手段であり、情報を発信することと、情報を受け取ることに分けられます。

　情報を受け取るための方法として、目を使って読むことと、耳を使って聞くことがあります。これらは、脳への入力の手段です。

　一方、情報を発信するための方法には、口を使って話すことと手を使って書くことがあります。これらは脳からの出力の手段です。

　これらの四種類の学習をする場合、母国語として書かれた書物を読むこととは自分のペースで時間かけて独力で学習することができます。

　聞くことは、情報の発信を受けとることですので、自分の都合ではなく、限られた時間内に行わなければなりません。

　しかし、学習の際には現在ではいろいろなCD、オーディオテープなどの道具がありますので母国語として話された音声を何回も繰り返し聞くことにより、独力で学習することができます。

　書くことと話すことについては、脳内の情報の出力方法の違いだけであり、同じ中枢を使うと考えます。

　自分が情報の発信者になるわけですが、日本語による経験に基づいて持っている情報を、あまりよく知らない外国語、つまり、英語で表現するには語彙力、詳細な状況を説明する経験が少なく、適切に表現することが困難です。

　母国語での経験が多ければ多いほど、内容が複雑に成り、外国語での表現が困難になります。

　二つの手段のうち、話すことは、その内容はすぐに消滅し、言葉が洗練されていなくても相手が内容を予測するなど、また顔の表情や身振り手振りにより内容を大まかに理解することができます。

　もう一方の書くことは、紙に書かれた内容が唯一の情報であり、記録としていつまでも残り、下手な文章では恥に成り、母国語の読者が読んでもおかしくない外国人特有のぎこちない文章ではないものが求められます。

正しい文章が書ければ、発音を除けば英語を正しい話すことができます。

そして、書くことの学習は独力ではできず、その言語の母国語の話者から直接、語彙、表現方法の間違いを指摘してもらいながら学習しなければなりません。

故に、私は、四つの語学の手段の中では、書くことが最も難しく、重要な手段と考えます。

About what I prioritize the most in foreign language learning:

Language is a means of conveying information, and it can be divided into two parts: transmitting information and receiving information. To receive information, one can use their eyes to read or their ears to listen. These are ways to input information into the brain. On the other hand, to transmit information, one can use their mouth to speak or their hands to write. These are ways to output information from the brain.

When learning these four methods, reading books written in one’s native language allows for self-paced learning over an extended period of time. Listening, on the other hand, involves receiving information, so it must be done within a limited time frame and according to other people’s schedules. However, there are various tools such as CDs and audio tapes available for language learning, which allow one to learn independently by repeatedly listening to audio recorded in their native language.

Writing and speaking are only different in terms of the method of outputting information in the brain, and I believe they use the same central nervous system. When one becomes the sender of information, it is difficult to express experiences based on Japanese knowledge in a foreign language like English, because they lack vocabulary and experience describing detailed situations. The more experience one has in their native language, the more complex the content becomes, making it difficult to express in a foreign language.

Of the two methods, speaking can be predicted by the listener even if the content is not well refined, and the listener can roughly understand the content through facial expressions and body language. On the other hand, writing is the only source of information, it stays as a record for a long time, and it requires proper grammar and syntax. If the writing is incorrect, it could be an embarrassment, and it shouldn’t be something that sounds awkward to a native speaker of the language. If one can write correctly, they can speak English correctly, except for pronunciation. Writing cannot be learned independently, and one needs to learn from native speakers of that language, who can point out vocabulary and expression mistakes while learning.

Therefore, I believe that of the four methods of language learning, writing is the most difficult and important.

上記の英語をいくつかのパラグラフにして、それぞれ題目をつけて、講演しますので、講演原稿も書いてください。

講演原稿：

Title: The Importance of Writing in Foreign Language Learning

Ladies and gentlemen, today I would like to discuss the importance of writing in foreign language learning. Language is a means of communication that can be divided into two categories: information transmission and information reception. While reading and listening are ways of receiving information, speaking and writing are ways of transmitting information.

In foreign language learning, reading a book written in one’s native language can be a great way to learn at one’s own pace. However, listening requires limited time and availability, and it may be difficult to find someone to listen to and learn from. Fortunately, there are many tools available today, such as CDs and audio tapes, which allow students to learn on their own by repeatedly listening to spoken language.

While speaking and writing are simply different methods of outputting information in the brain, expressing oneself in a foreign language can be challenging. When speaking, one’s message disappears quickly, and the listener may rely on facial expressions and gestures to understand the content. On the other hand, writing leaves a permanent record of the message, and poorly written sentences can be embarrassing. To improve writing skills, students must learn directly from native speakers who can point out vocabulary and grammatical errors.

Therefore, I believe that writing is the most difficult and important aspect of foreign language learning, as it requires a high level of vocabulary and expression. In the following sections, I will explain why writing is important and provide tips for improving writing skills.

Title: Why Writing is Important in Foreign Language Learning

Writing is essential in foreign language learning because it allows students to practice grammar, vocabulary, and expression. When writing in a foreign language, students must think carefully about each word they use and how they structure their sentences. This process helps to reinforce their knowledge of the language and increase their ability to communicate effectively.

Furthermore, writing helps students to better understand the nuances of a foreign language. When reading or listening to a language, it is easy to miss important details or cultural references. However, when writing, students must actively consider the meaning and implications of each word and phrase, which can help them gain a deeper understanding of the language.

Finally, writing is important because it allows students to express their own ideas and experiences. By writing in a foreign language, students can share their own perspectives and learn from others. This can be a powerful way to connect with people from different cultures and build meaningful relationships.

Title: Tips for Improving Writing Skills in Foreign Language Learning

To improve writing skills in foreign language learning, students should start by building a strong foundation of vocabulary and grammar. It is important to study the rules of the language and practice using them in writing.

Next, students should read as much as possible in the target language. This can help them gain a better understanding of sentence structure, word usage, and cultural references. It is also a great way to increase vocabulary and gain new ideas for writing.

Another effective strategy is to practice writing regularly. This can be done through journaling, writing essays or short stories, or even communicating with others through email or social media. By writing consistently, students can gain confidence and develop their own voice in the language.

Finally, it is important to seek feedback from native speakers. This can be done through language exchange programs or by hiring a tutor. By receiving feedback on their writing, students can identify their weaknesses and work to improve them.

In conclusion, writing is a critical aspect of foreign language learning. By practicing writing regularly and seeking feedback from native speakers, students can improve their writing skills and gain a deeper understanding of the language. Thank you for listening.

It does not take very much time for me to put my thoughts onto paper in Japanese. 

However, if I were to put those thoughts into English, it would take an inordinate amount of time 

and I feel that I will not be able to keep up with the pace if I were to do that for every lesson.

My ultimate goal in studying English is to be able to express all of my thoughts in English. 

Because such a goal would be extremely difficult to actually attain, I am not sure how feasible it is.

Whenever a person thinks, he thinks in his native language. 

For someone like me, who has spent the last 62 years thinking in Japanese, the thoughts running through my mind become so complex that it becomes all the more difficult to put them into English. 

Even if I attempt to write in English, I am often unable to properly express myself from the lack of appropriate vocabulary. 

It is also possible that what I write is not really what I want to say.

Thinking ahead, I would therefore like to ask you to translate my thoughts into English. 

Since you are bilingual, you are able to understand what I write in Japanese and you are able to translate the text into English without the limitations I would have. 

I am extremely interested in the English text that you, as a native speaker, would write.

As I mentioned earlier/before, one of my long-held beliefs about language acquisition is that it is much more difficult to convey your thoughts in a foreign language than to absorb what other people are saying. 

Since my proficiency with writing is far from enough, I would like to learn as many English expressions as possible to further improve my knowledge.

I can quickly write what I’m thinking in Japanese 

but if I try to do it in English, it would take a really long time. 

I don’t think I’d be able to keep it up for long.

I hope to be able to say whatever I want in English. 

Since this is a really difficult thing to do, I’m not sure if it is even possible.

When you think, you automatically think in your own language. 

Since I’ve been thinking in Japanese for over 62 years, my thoughts tend to be quite complicated and it makes it even more difficult to put my thoughts into English. 

Even if I try, I probably can’t say what I really want to say because I don’t have all the necessary vocabulary. 

It’s also likely that what I write in English is not really what I want to say.

So what I want to do in these lessons, if it’s ok with you, is to ask you to put my thoughts into English for me. 

Since you are completely bilingual, you can understand what I write in Japanese and you can put those words into English without being held back by the awkward English that I would use. 

I’m really interested in seeing what kind of sentences you would write as a native speaker.

As I have said before, I’ve always thought that it’s much harder to speak or write in a foreign language than to read or listen.  

Because I can’t write very well yet, I would like to learn a lot of English expressions that I can use to say what I want to say.

Inordinate = 過度の, 法外な

keep up with〈人・時勢など〉に遅れない, 負けないでついていく

feasible実行できる［可能な］, うまくいきそうな

レッスンで感じていることを書きます。

私が考えていることを日本語で書くことはそんなに時間がかかりませんが、

その日本語を英語にするという作業で時間がかかり、

今の私には長続きしないだろうと考えました。

私の英語学習の究極の目標は、私の頭のなかにあるものを何でも英語で表現できることだと思っています。

たいへん大きな目標で実現可能かどうかはわかりません。

人が考えるときには、母国語で考えますので、その考えを英語で表現しようとしても、私のように62年も日本語で考えていた場合、その内容も複雑で、益々、英語化が難しくなっていくと思います。私が英語で書いても、私がより適切な単語を知らないとか適切な表現をしていないことが多いと思います。私の思いが英語になっていないこともあり得ると思います。

そのため、私の今後の希望ですが、レッスンで、私が日本語で書いた文章を、少しずつ英語にして教えていただくことをお願いしたいと思います。先生は日本語と英語の両方のネイティブですので、私の書いたことを日本語で理解でき、その内容を私の下手な英語に縛られることなく、英語にして頂いたらどんな英文になるか、大変興味があります。

外国語学習に関する私の基本的な考えの中で、以前にも記載しましたが外国語での内容ではアウトプットはインプットより難しい行為である、があります。アウトプットできる力が不充分であるため、この力を上達させるために、日本語での自分の思いに関する英語の言い方を多く知りたいと思っております。

「私のヴァイオリン練習と大人の楽器練習について」

About Studying the Violin and Practicing/Starting a Musical Instrument as an Adult

私は中学生の頃からクラシック音楽を聴いていたが、聞くことばかりで、自分から演奏しようとは考えてこなかった。

しかしながら、大学へ入ってから、友人がヴァイオリンの経験者で大学オーケストラのメンバーであったので、そのクラブのことをよく聞く機会があったが、初心者でも入部できると聞き、私もヴァイオリンの経験が全くない状態であったがそのクラブに入れて頂いた。

個人的にプロオーケストラのヴァイオリン奏者より個人レッスンを3年くらい受けたが大学での学問が大変で止めてしまった。

Ever since my teenage years, I have been listening to classical music. 

However, I was always listening and never really gave much thought to the idea of playing an instrument myself. 

However, when I started college, one of my classmates played the violin and was in the college orchestra. 

I heard a lot about the orchestra and learned that it was possible for beginners to join as well. 

Although I had absolutely no experience on the violin, they allowed me to join. 

I took private lessons from a professional violinist for about three years but had to give it up because of academic demands.

When I was in junior high, I listened a lot to classical music. 

I listened a lot, but never thought about playing anything myself. 

I had a friend in college who was a member of the college orchestra. 

He started the violin as a child/kid so he was fairly experienced. 

I heard that the orchestra lets you join even if you can’t play an instrument so I took their word for it and joined. 

I took private lessons from a professional violinist for about three years but had to give it up because I had to spend more time studying.

give thought to something

give much thought to

I never gave much thought to…

それから30年の後、ヴァイオリンが弾きたくなった。

この間にヴァイオリンを弾かなかった理由としては、まず仕事が忙しいことがある。

もう一つには、この期間に私は出身地の岐阜市へ転居し、出身大学のあった大阪のような大都市ではないので先生を見つけることが容易にはできなかったことである。

しかし、運良く岐阜市でヴァイオリンの先生を見つけることができた。

Some 30 years later, I wanted to play the violin again. 

The main reason why I didn’t play the violin during the intervening years was that I was busy with my job. 

The other reason was that during that time, I returned to my hometown of Gifu-shi. 

Since it is not a large metropolis like Osaka, where I went to college, it was challenging to find a violin teacher. 

However, I have luckily found a teacher.

After about 30 years, I wanted to play the violin again. 

I hadn’t played for so long because I was too busy with my job. 

I also moved back to my hometown of Gifu-shi, a much smaller city than Osaka where I went to college. 

It was difficult to find a teacher but I’ve been lucky enough to find one.

岐阜のような地方都市ではヴァイオリンを習うこと自体がポピュラーなことではないので、ヴァイオリン教師も少なく、先生のレベルも不明である。

外国ではどうか分からないが、日本ではピアノとかヴァイオリンのような習い事の教師には資格そのものが存在しない。

教師の数が少ない上、教師の情報がないので、教師の経歴とか教師に関するうわさにより習うかどうかを判断しなければならない。

私がその先生を選んだのは、近くに住んでいる人であったことと、音楽では権威のある大学の出身でありさらに、リスト音楽院への留学経験があったと言う理由です。

In a provincial city like Gifu-shi, learning the violin is not very popular to begin with. 

Therefore, there are very few violin teachers and it is difficult to tell whether they have good teaching skills. 

I am not sure about the situation in other countries, but in Japan, there is no such thing as a license for teaching piano or violin. 

In addition to the fact that there is only a limited number of teachers, there is little information available about them, one needs to select a teacher based on their résumés and other people’s opinions. 

The reason why I decided to study with my teacher is that she lives nearby and that she attended a well-respected conservatory and also studied at the Liszt Academy.

In a little city like Gifu-shi, not a lot of people want to learn the violin. 

There aren’t many teachers here and it’s hard to tell if they are good teachers. 

I don’t know about other countries, but in Japan, there’s no license for teaching instruments like the piano or the violin. 

Not only are there very few teachers, there is also very little information about them. 

You need to choose one based on résumés and what other people say about them. 

The reason why I decided to study with my teacher is that she lives nearby and that she attended a very good conservatory and also studied at the Liszt Academy.

その先生は、私より20歳以上若い女性で、性格も良く楽しくレッスンを受けることができました。

家が近いので私の自宅でレッスンを受けることもでき私にとっては便利でした。

先生がほかの音楽家と出演されるコンサートにもほとんど家内とともに出席し、良い関係でありましたが、私はヴァイオリンを習っている生徒の立場としては物足りないな、と感じ始め、その先生には2年間くらい習ったが止めることになった。

This particular teacher was more than twenty years my junior. 

She was very kind and I was able to enjoy taking lessons from her. 

She lived nearby and came to teach at my own home. 

Although I gained a lot from attending many of her concerts with my wife, 

I began to feel that there was something missing about her as a teacher 

and I stopped studying with her after two years.

1~10, 1~12

one~ten, one~twelve

freshman, sophomore, junior, senior

This teacher was more than twenty years younger than me. 

She was kind and I enjoyed taking lessons from her. 

She lived close by and came to my house to give me lessons. 

I attended a lot of her concerts with my wife. 

Even though I enjoyed listening to her play, I started to feel like there was something missing about her as a teacher. I stopped studying with her after 2 years.

20 years

先生と生徒の関係には難しいところがある。

特に生徒が大人の場合にはさらに難しい。先生にも生徒にもそれぞれの立場がある。

お互いに、先生は生徒を、生徒は先生を常に評価している。

The relationship between student and teacher can sometimes be rather sensitive and more so if the student is an adult. 

Both the student and the teacher have reasons for doing what they do. 

They often judge each other.

A student-teacher relationship can be difficult sometimes. 

And even more so if the student is already an adult. 

The student and the teacher both have reasons for doing what they do. 

They often end up judging each other.

生徒が先生に求めるものは、生徒にふさわしく、正しい演奏法を教え、早く上達させてほしいことである。

What the student expects of the teacher is a teaching style that is most suitable for the student while directing the student towards the correct playing style in the most effective way possible.

Students expect teachers to tailor their teaching style to match the student. 

They also expect to be taught the correct techniques and to improve fairly quickly.

ヴァイオリン教師にもその仕事をする理由があるはずだ。

まず、生活のためである。

経済的問題だけでなく、生徒を教えて、生徒の進歩していく過程が楽しく充実しているという喜びがあると思う。

これが教師として面白いと感じているかもしれない。

さらに、生徒が立派なヴァイオリニストになれば、先生自身の先生としての評価も得られることになる。

Violin teachers must have their reasons for teaching. 

First (and foremost), it is for their livelihood. 

However, it is not only for financial reasons but they must also gain a sense of joy and satisfaction through helping students improve. 

This must be one of the most attractive aspect of teaching. 

Moreover, if the student eventually becomes a professional violinist, the teacher himself will be recognized as his mentor.

Violin teachers probably have a lot of reasons for teaching. 

Of course, one is for his or her livelihood. But it’s not just [for] money. 

They must get a sense of joy and satisfaction when they see their students improve. 

This is probably what they find most interesting about teaching. 

In addition, if a student becomes a famous violinist, the teacher will get credit for it. (…for having taught him)

He works in finance for a living but he’s actually a really good athlete.

大人は子供より知識があり、

生徒が先生より高齢の場合には、先生よりも人生経験があり先生の行動から先生の考えていることを想像することができ、私の場合では、意味のある指導かどうかを考えることができる。

Adults have more knowledge than children. 

If the student is older than the teacher, then he or she has had more experience in life so it is not difficult to grasp the teacher’s line of thought, and — in my case — see if the teaching is meaningful.

meaningful, worthwhile…

Adults know more than children. 

If you have a student who is older than the teacher, then he’s had [ = he has had] more life experience than the teacher so he can tell how meaningful the teaching style is.

先生は指示するときには、生徒にその指示にどんな意味があるのかを納得させなければならない。

そして、大人は疑問があるときには納得するまで聞くことができ、先生は答えなければならない。

子供に教える場合には、子供は疑問など持たずに素直に指示に従うことが多いと思われる。

When teaching, the teacher needs to convince the student why he or she needs to do something a certain way. 

Adults will ask until they are thoroughly convinced and the teacher has to answer until that happens. 

Children usually do not need much convincing and can accept what the teacher says without giving much thought as to why.

When you teach, you need to be able to convince the student why he needs to play a certain way. 

Adults ask a lot of questions until they are completely satisfied and the teacher has to keep on explaining until that happens. 

Kids, on the other hand, listen to whatever the teacher says so they usually don’t ask why.

私の先生は優しくて、言葉遣いも丁寧であり、音楽の話もできたが、

レッスンでは、例えば、「大変良いです。お仕事もされてヴァイオリンも練習され、ご立派だと思います。」と言うように、褒めることが多く、

私としては、私の弾き方のどこが良くないのか、を指摘して、どうすると良くなるかを教えてほしかったのである。

生徒が自分の演奏に満足していないのに褒められてばかりいては意味がない。

My teacher was kind, spoke politely, and could talk about music in general. 

She would often compliment me and say, “it’s very good. It’s amazing that you have a full-time job and also practice the violin in your free time.” 

However, I wanted her to tell me what I was not doing correctly and how I can improve. 

It makes little sense to pay a lot of compliments to a student who is unsatisfied with his playing.

My teacher was nice, used very kind words, and would talk about music. 

She would often flatter me and say things like, “it’s good. It’s amazing that you have a full-time job and also practice the violin in your free time.” That was nice, but that wasn’t what I wanted to hear. 

I wanted her to tell me what I was doing wrong and to help me fix those things. 

It doesn’t make (much) sense to pay compliments to a student who knows he’s not playing well.

私のような20歳以上も年上の者に子供に教えるような教え方ができなかったのかもしれない。

結局、先生のそのような教え方に、満足できなかった。

Perhaps, the more than 20 years of age difference between us made it difficult for her to teach me the way she would teach a child.

In the end, I became frustrated with her way of teaching.

Maybe it was because I was more than 20 years older than her that she felt like she couldn’t teach me the way she would teach kids. 

In the end, I got frustrated with her way of teaching.

私がヴァイオリン教師に求めるものが大きかったのかもしれない。

私の場合、趣味で始めただけで、

当時すでに50歳を過ぎており、演奏家になる可能性はほとんどないと考えられ、先に述べた子供を教える場合の先生の利点はなく、教える場合には年長者に気を使うことが多かったのかもしれない。

It is possible that I was expecting far too much from my teacher. 

I started the violin just for fun, 

and I was already past 50 by then so there was virtually no possibility that I would ever be a performer. 

In contrast to the fulfillment she might gain from teaching a child, it’s conceivable that there was little to motivate my teacher in teaching an adult beginner.

I might have been expecting too much from my teacher. 

I was playing just for fun and was already past 50 when I began. 

There was no way I would ever be a performer so my teacher probably wasn’t able to gain much from teaching me as she might have from teaching a kid. 

It was probably also difficult for her to teach someone much older.

There was no way I would ever be a performer so my teacher probably gained much less from teaching me than she might have from teaching a kid.

失礼な話かもしれないが、どれだけ私が練習をしても先が見えていると思われたのかもしれない。

そうでないとしても、残念ながら、そのように感じてしまった。

将来性のある子供に教える場合と異なり、先生の教えるという情熱が少なくなってしまうことは理解できた。

Frankly, she may have thought that I would never improve much regardless of how much I practiced. 

Even if that were not true, I had an inkling that she may have been thinking that way. 

I could understand that she would feel less passionate about teaching me as opposed to teaching a promising child.

To put it bluntly, she probably thought that I would never get much better no matter how much I practiced. 

Even if that weren’t true, I still got that feeling. 

I could tell that she wasn’t very into teaching me. 

Of course, it’s much different from teaching a promising kid.

to be into something = 何かに熱中する

そのような折、インターネットでヴァイオリン教師のことを調べていたら、私の気を引く先生を見つけた。

その先生はヴァイオリンを大人から始めたい人を主に教えている人で、名古屋でもレッスンを受けることができるという話であった。

岐阜と名古屋は電車では30分もかからず、習いに行ける距離である。

It was then that I was searching online for a violin teacher in the area and found someone who caught my attention. 

This teacher specialized in teaching adult beginners and was offering lessons in Nagoya. 

From Gifu to Nagoya is only about 30 minutes by train so it is not an impossible distance.

Around that time, I was looking (around) online for a violin teacher in the area and found someone who caught my attention. 

He teaches a lot of adult beginners and was offering lessons in Nagoya. 

It’s only about 30 minutes by train from Gifu to Nagoya so it was totally doable.

この先生は、私と年齢が近い男性で、理論的に説明し、厳しく、できないことについて追求するタイプの人でした。

毎回、良くないことを列挙し説明するだけでなく、さらにワープロで各生徒に医療のカルテのようなものを作り、レッスン毎に問題点を記載してくれるのである。

生徒はレッスンの場で教えてもらったことを忘れてしまうこともあり、この方法は良いと思った。

This teacher is closer to me in age. 

He explains the theory behind his suggestions, is not lenient, and persistently goes after problems. 

He not only mentions the points that were not up to standard, he also types up lesson notes on his laptop each time and makes sure that his students do not forget what they have been told. 

I was impressed by his teaching style.

He is about my age, explains the why behind things, is direct, and doesn’t let things go. 

He talks about things that weren’t good, types them up on his laptop and gives us these lesson notes so that we don’t forget what we were told in lesson. 

I really liked this way of teaching.

生徒が大人であっても上達させようとする意思を感じさせる人で、

著名な音楽大学の出身ではないけれど、ヴァイオリン演奏もでき、この分野の知識も豊富でヴァイオリン教師としては素晴らしい人であった。

He gives the impression that he is interested in every student’s progress even if the student is an adult beginner. 

Although he didn’t attend a famous conservatory, he plays well, knows a lot about music, and is a wonderful teacher.

He seems interested in his students’ progress even if they are adult beginners. 

He didn’t go to a famous music school, but he plays well, knows a lot about music, and is a great teacher.

私のような大人からヴァイオリンを始めた生徒が、名古屋には数名おり、月に1回または２回のレッスンを受け、私は現在まで約６年間、指導を受けている。

余談であるが、私のレッスンがいつも最後であるが、レッスンが終わると、多くの場合、先生と他の生徒たちで飲食に出かけるが、共通の趣味を持った者ばかりで、この飲み会も楽しい時間である。

In Nagoya alone, he has several adult beginners. 

I take lessons once or twice a month and have been doing so for about six years. 

After my lessons, which is always the last, my teacher and his students often go out to eat. 

Because we have similar interests, these post-lesson gatherings are just as enjoyable.

He has a few adult beginners just in Nagoya. 

I’ve been taking lessons once or twice a month for about six years. 

My lessons are always the last of the day. 

Afterwards, he and his students go out to eat often. 

We have common interests so these post-lesson gatherings are also part of the fun.

日本語

「私のヴァイオリン練習と大人の楽器練習について」

About Studying the Violin and Practicing/Starting a Musical Instrument as an Adult

私は中学生の頃からクラシック音楽を聴いていたが、聞くことばかりで、自分から演奏しようとは考えてこなかった。

しかしながら、大学へ入ってから、友人がヴァイオリンの経験者で大学オーケストラのメンバーであったので、そのクラブのことをよく聞く機会があったが、初心者でも入部できると聞き、私もヴァイオリンの経験が全くない状態であったがそのクラブに入れて頂いた。

個人的にプロオーケストラのヴァイオリン奏者より個人レッスンを3年くらい受けたが大学での学問が大変で止めてしまった。

それから30年の後、ヴァイオリンが弾きたくなった。

この間にヴァイオリンを弾かなかった理由としては、まず仕事が忙しいことがある。

もう一つには、この期間に私は出身地の岐阜市へ転居し、出身大学のあった大阪のような大都市ではないので先生を見つけることが容易にはできなかったことである。

しかし、運良く岐阜市でヴァイオリンの先生を見つけることができた。

岐阜のような地方都市ではヴァイオリンを習うこと自体がポピュラーなことではないので、ヴァイオリン教師も少なく、先生のレベルも不明である。

外国ではどうか分からないが、日本ではピアノとかヴァイオリンのような習い事の教師には資格そのものが存在しない。

教師の数が少ない上、教師の情報がないので、教師の経歴とか教師に関するうわさにより習うかどうかを判断しなければならない。

私がその先生を選んだのは、近くに住んでいる人であったことと、音楽では権威のある大学の出身でありさらに、リスト音楽院への留学経験があったと言う理由です。

その先生は、私より20歳以上若い女性で、性格も良く楽しくレッスンを受けることができました。

家が近いので私の自宅でレッスンを受けることもでき私にとっては便利でした。

先生がほかの音楽家と出演されるコンサートにもほとんど家内とともに出席し、良い関係でありましたが、私はヴァイオリンを習っている生徒の立場としては物足りないな、と感じ始め、その先生には2年間くらい習ったが止めることになった。

先生と生徒の関係には難しいところがある。

特に生徒が大人の場合にはさらに難しい。先生にも生徒にもそれぞれの立場がある。

お互いに、先生は生徒を、生徒は先生を常に評価している。

生徒が先生に求めるものは、生徒にふさわしく、正しい演奏法を教え、早く上達させてほしいことである。

ヴァイオリン教師にもその仕事をする理由があるはずだ。

まず、生活のためである。

経済的問題だけでなく、生徒を教えて、生徒の進歩していく過程が楽しく充実しているという喜びがあると思う。

これが教師として面白いと感じているかもしれない。

さらに、生徒が立派なヴァイオリニストになれば、先生自身の先生としての評価も得られることになる。

大人は子供より知識があり、

生徒が先生より高齢の場合には、先生よりも人生経験があり先生の行動から先生の考えていることを想像することができ、私の場合では、意味のある指導かどうかを考えることができる。

先生は指示するときには、生徒にその指示にどんな意味があるのかを納得させなければならない。

そして、大人は疑問があるときには納得するまで聞くことができ、先生は答えなければならない。

子供に教える場合には、子供は疑問など持たずに素直に指示に従うことが多いと思われる。

私の先生は優しくて、言葉遣いも丁寧であり、音楽の話もできたが、

レッスンでは、例えば、「大変良いです。お仕事もされてヴァイオリンも練習され、ご立派だと思います。」と言うように、褒めることが多く、

私としては、私の弾き方のどこが良くないのか、を指摘して、どうすると良くなるかを教えてほしかったのである。

生徒が自分の演奏に満足していないのに褒められてばかりいては意味がない。

私のような20歳以上も年上の者に子供に教えるような教え方ができなかったのかもしれない。

結局、先生のそのような教え方に、満足できなかった。

私がヴァイオリン教師に求めるものが大きかったのかもしれない。

私の場合、趣味で始めただけで、

当時すでに50歳を過ぎており、演奏家になる可能性はほとんどないと考えられ、先に述べた子供を教える場合の先生の利点はなく、教える場合には年長者に気を使うことが多かったのかもしれない。

失礼な話かもしれないが、どれだけ私が練習をしても先が見えていると思われたのかもしれない。

そうでないとしても、残念ながら、そのように感じてしまった。

将来性のある子供に教える場合と異なり、先生の教えるという情熱が少なくなってしまうことは理解できた。

そのような折、インターネットでヴァイオリン教師のことを調べていたら、私の気を引く先生を見つけた。

その先生はヴァイオリンを大人から始めたい人を主に教えている人で、名古屋でもレッスンを受けることができるという話であった。

岐阜と名古屋は電車では30分もかからず、習いに行ける距離である。

この先生は、私と年齢が近い男性で、理論的に説明し、厳しく、できないことについて追求するタイプの人でした。

毎回、良くないことを列挙し説明するだけでなく、さらにワープロで各生徒に医療のカルテのようなものを作り、レッスン毎に問題点を記載してくれるのである。

生徒はレッスンの場で教えてもらったことを忘れてしまうこともあり、この方法は良いと思った。

生徒が大人であっても上達させようとする意思を感じさせる人で、

著名な音楽大学の出身ではないけれど、ヴァイオリン演奏もでき、この分野の知識も豊富でヴァイオリン教師としては素晴らしい人であった。

私のような大人からヴァイオリンを始めた生徒が、名古屋には数名おり、月に1回または２回のレッスンを受け、私は現在まで約６年間、指導を受けている。

余談であるが、私のレッスンがいつも最後であるが、レッスンが終わると、多くの場合、先生と他の生徒たちで飲食に出かけるが、共通の趣味を持った者ばかりで、この飲み会も楽しい時間である。

About Studying the Violin and Practicing/Starting a Musical Instrument as an Adult

Ever since my teenage years, I have been listening to classical music. 

However, I was always listening and never really gave much thought to the idea of playing an instrument myself. 

However, when I started college, one of my classmates played the violin and was in the college orchestra. 

I heard a lot about the orchestra and learned that it was possible for beginners to join as well. 

Although I had absolutely no experience on the violin, they allowed me to join. 

I took private lessons from a professional violinist for about three years but had to give it up because of academic demands.

give thought to something

give much thought to

I never gave much thought to…

Some 30 years later, I wanted to play the violin again. 

The main reason why I didn’t play the violin during the intervening years was that I was busy with my job. 

The other reason was that during that time, I returned to my hometown of Gifu-shi. 

Since it is not a large metropolis like Osaka, where I went to college, it was challenging to find a violin teacher. However, I have luckily found a teacher.

In a provincial city like Gifu-shi, learning the violin is not very popular to begin with. 

Therefore, there are very few violin teachers and it is difficult to tell wether they have good teaching skills. 

I am not sure about the situation in other countries, but in Japan, there is no such thing as a license for teaching piano or violin. 

In addition to the fact that there is only a limited number of teachers, there is little information available about them, one needs to select a teacher based on their résumés and other people’s opinions. 

The reason why I decided to study with my teacher is that she lives nearby and that she attended a well-respected conservatory and also studied at the Liszt Academy.

This particular teacher was more than twenty years my junior. 

She was very kind and I was able to enjoy taking lessons from her. 

She lived nearby and came to teach at my own home. 

Although I gained a lot from attending many of her concerts with my wife, I began to feel that there was something missing about her as a teacher and I stopped studying with her after two years.

1~10, 1~12

one~ten, one~twelve

freshman, sophomore, junior, senior

20 years

—————

When I was in junior high, I listened a lot to classical music. 

I listened a lot, but never thought about playing anything myself. 

I had a friend in college who was a member of the college orchestra. 

He started the violin as a child/kid so he was fairly experienced. 

I heard that the orchestra lets you join even if you can’t play an instrument so I took their word for it and joined. 

I took private lessons from a professional violinist for about three years but had to give it up because I had to spend more time studying.

After about 30 years, I wanted to play the violin again. 

I hadn’t played for so long because I was too busy with my job. 

I also moved back to my hometown of Gifu-shi, a much smaller city than Osaka where I went to college. 

It was difficult to find a teacher but I’ve been lucky enough to find one.

In a little city like Gifu-shi, not a lot of people want to learn the violin. 

There aren’t many teachers here and it’s hard to tell if they are good teachers. 

I don’t know about other countries, but in Japan, there’s no license for teaching instruments like the piano or the violin. 

Not only are there very few teachers, there is also very little information about them. 

You need to choose one based on résumés and what other people say about them. 

The reason why I decided to study with my teacher is that she lives nearby and that she attended a very good conservatory and also studied at the Liszt Academy.

This teacher was more than twenty years younger than me. 

She was kind and I enjoyed taking lessons from her. 

She lived close by and came to my house to give me lessons. 

I attended a lot of her concerts with my wife. 

Even though I enjoyed listening to her play, I started to feel like there was something missing about her as a teacher. 

I stopped studying with her after 2 years.

The Relationship between Student and Teacher

The relationship between student and teacher can sometimes be rather sensitive and more so if the student is an adult. 

Both the student and the teacher have reasons for doing what they do. 

They often judge each other. 

What the student expects of the teacher is a teaching style that is most suitable for the student while directing the student towards the correct playing style in the most effective way possible.

Violin teachers must have their reasons for teaching. 

First (and foremost), it is for their livelihood. 

However, it is not only for financial reasons but they must also gain a sense of joy and satisfaction through helping students improve. 

This must be one of the most attractive aspect of teaching. 

Moreover, if the student eventually becomes a professional violinist, the teacher himself will be recognized as his mentor. 

This applies not only to violin teachers: 

most people who work certainly do so not only for financial reasons. 

I expected my teacher to help me improve technically. 

In other words, I wanted her to focus on teaching me. 

I wasn’t really interested in whether she would speak kindly to me or whether she would teach me in a gentle way. 

I wanted to feel that she was intent on helping me get better on the violin.

Adults have more knowledge than children. 

If the student is older than the teacher, then he or she has had more experience in life 

so it is not difficult to grasp the teacher’s line of thought, and — in my case — see if the teaching is meaningful.

When teaching, the teacher needs to convince the student why he or she needs to do something a certain way. 

Adults will ask until they are thoroughly convinced 

and the teacher has to answer until that happens. 

Children usually do not need much convincing and can accept what the teacher says without giving much thought as to why.

My teacher was kind, spoke politely, and could talk about music in general. 

She would often compliment me and say, “it’s very good. It’s amazing that you have a full-time job and also practice the violin in your free time.” 

However, I wanted her to tell me what I was not doing correctly and how I can improve. 

It makes little sense to pay a lot of compliments to a student who is unsatisfied with his playing. 

Perhaps, the more than 20 years of age difference between us made it difficult for her to teach me the way she would teach a child. 

In the end, I became frustrated with her way of teaching.

It is possible that I was expecting far too much from my teacher. 

I started the violin just for fun, 

and I was already past 50 by then so there was virtually no possibility that I would ever be a performer. 

In contrast to the fulfillment she might gain from teaching a child, it’s conceivable that there was little to motivate my teacher in teaching an adult beginner.

Frankly, she may have thought that I would never improve much regardless of how much I practiced. 

Even if that were not true, I had an inkling that she may have been thinking that way. 

I could understand that she would feel less passionate about teaching me as opposed to teaching a promising child.

It was then that I was searching online for a violin teacher in the area and found someone who caught my attention. 

This teacher specialized in teaching adult beginners and was offering lessons in Nagoya. 

From Gifu to Nagoya is only about 30 minutes by train so it is not an impossible distance.

This teacher is closer to me in age. 

He explains the theory behind his suggestions, is not lenient, and persistently goes after problems. 

He not only mentions the points that were not up to standard, he also types up lesson notes on his laptop each time 

and makes sure that his students do not forget what they have been told. 

I was impressed by his teaching style.

He gives the impression that he is interested in every student’s progress even if the student is an adult beginner. 

Although he didn’t attend a famous conservatory, he plays well, knows a lot about music, and is a wonderful teacher.

In Nagoya alone, he has several adult beginners. 

I take lessons once or twice a month and have been doing so for about six years. 

After my lessons, which is always the last, my teacher and his students often go out to eat. 

Because we have similar interests, these post-lesson gatherings are just as enjoyable.

A student-teacher relationship can be difficult sometimes. 

And even more so if the student is already an adult. 

The student and the teacher both have reasons for doing what they do. 

They often end up judging each other. 

Students expect teachers to tailor their teaching style to match the student. 

They also expect to be taught the correct techniques and to improve fairly quickly.

Violin teachers probably have a lot of reasons for teaching. 

Of course, one is for his or her livelihood. But it’s not just [for] money. 

They must get a sense of joy and satisfaction when they see their students improve. 

This is probably what they find most interesting about teaching. 

In addition, if a student becomes a famous violinist, the teacher will get credit for it. (…for having taught him) 

This idea goes for other jobs too. 

Everyone needs to work for a living but that’s usually not the only reason for doing a particular job.

I expected my teacher to help me improve technically. 

In other words, I wanted her to focus on teaching me. 

I wanted my teacher to help me get better on the violin. 

So I wanted her to focus on teaching, not on being kind or gentle. 

I wanted to get the feeling that she was trying her best to help me improve.

Adults know more than children. 

If you have a student who is older than the teacher, then he’s had [ = he has had] more life experience than the teacher so he can tell how meaningful the teaching style is.

When you teach, you need to be able to convince the student why he needs to play a certain way. 

Adults ask a lot of questions until they are completely satisfied and the teacher has to keep on explaining until that happens. 

Kids, on the other hand, listen to whatever the teacher says so they usually don’t ask why.

My teacher was nice, used very kind words, and would talk about music. 

She would often flatter me and say things like, “It’s good. It’s amazing that you have a full-time job and also practice the violin in your free time.” 

That was nice, but that wasn’t what I wanted to hear. 

I wanted her to tell me what I was doing wrong and to help me fix those things. 

It doesn’t make (much) sense to pay compliments to a student who knows he’s not playing well. 

Maybe it was because I was more than 20 years older than her that she felt like she couldn’t teach me the way she would teach kids. 

In the end, I got frustrated with her way of teaching.

I might have been expecting too much from my teacher. 

I was playing just for fun and was already past 50 when I began. 

There was no way I would ever be a performer so my teacher probably wasn’t able to gain much from teaching me as she might have from teaching a kid. 

It was probably also difficult for her to teach someone much older. 

There was no way I would ever be a performer so my teacher probably gained much less from teaching me than she might have from teaching a kid.

To put it bluntly, she probably thought that I would never get much better no matter how much I practiced. 

Even if that weren’t true, I still got that feeling. 

I could tell that she wasn’t very into teaching me. 

Of course, it’s much different from teaching a promising kid

Around that time, I was looking (around) online for a violin teacher in the area and found someone who caught my attention. 

He teaches a lot of adult beginners and was offering lessons in Nagoya. 

It’s only about 30 minutes by train from Gifu to Nagoya so it was totally doable.

He is about my age, explains the why behind things, is direct, and doesn’t let things go. 

He talks about things that weren’t good, types them up on his laptop and gives us these lesson notes so that we don’t forget what we were told in lesson. 

I really liked this way of teaching.

He seems interested in his students’ progress even if they are adult beginners. 

He didn’t go to a famous music school, but he plays well, knows a lot about music, and is a great teacher.

He has a few adult beginners just in Nagoya. 

I’ve been taking lessons once or twice a month for about six years. 

My lessons are always the last of the day. 

Afterwards, he and his students go out to eat often. 

We have common interests so these post-lesson gatherings are also part of the fun.

He works in finance for a living but he’s actually a really good athlete.

meaningful, worthwhile… to be into something = 何かに熱中する

先生と生徒の関係には難しいところがある。特に生徒が大人の場合にはさらに難しい。先生にも生徒にもそれぞれの立場がある。お互いに、先生は生徒を、生徒は先生を常に評価している。

The relationship between student and teacher can sometimes be rather sensitive and more so if the student is an adult. Both the student and the teacher have reasons for doing what they do. They often judge each other.

A student-teacher relationship can be difficult sometimes. And even more so if the student is already an adult. The student and the teacher both have reasons for doing what they do. They often end up judging each other.

生徒が先生に求めるものは、生徒にふさわしく、正しい演奏法を教え、早く上達させてほしいことである。

What the student expects of the teacher is a teaching style that is most suitable for the student while directing the student towards the correct playing style in the most effective way possible.

Students expect teachers to tailor their teaching style to match the student. They also expect to be taught the correct techniques and to improve fairly quickly.

ヴァイオリン教師にもその仕事をする理由があるはずだ。まず、生活のためである。経済的問題だけでなく、生徒を教えて、生徒の進歩していく過程が楽しく充実しているという喜びがあると思う。これが教師として面白いと感じているかもしれない。さらに、生徒が立派なヴァイオリニストになれば、先生自身の先生としての評価も得られることになる。

Violin teachers must have their reasons for teaching. First (and foremost), it is for their livelihood. However, it is not only for financial reasons but they must also gain a sense of joy and satisfaction through helping students improve. This must be one of the most attractive aspect of teaching. Moreover, if the student eventually becomes a professional violinist, the teacher himself will be recognized as his mentor.

Violin teachers probably have a lot of reasons for teaching. Of course, one is for his or her livelihood. But it’s not just [for] money. They must get a sense of joy and satisfaction when they see their students improve. This is probably what they find most interesting about teaching. In addition, if a student becomes a famous violinist, the teacher will get credit for it. (…for having taught him)

He works in finance for a living but he’s actually a really good athlete.

ヴァイオリンの先生だけでなく、仕事に就いている人のほとんどは、経済的な理由のみで仕事をしているわけではないことは当然のことである。

This applies not only to violin teachers: most people who work certainly do so not only for financial reasons.

This idea goes for other jobs too. Everyone needs to work for a living but that’s usually not the only reason for doing a particular job.

私も先生に求めたものは、私のヴァイオリン演奏技術が上達することである。つまり、先生にはヴァイオリンの先生としての教えることにおける真面目さを求めた。

I expected my teacher to help me improve technically. In other words, I wanted her to focus on teaching me.

言葉遣いとか礼儀正しいとか接し方が丁寧であるという意味の、真面目さではない。私を上達させようとしている意思を私に感じさせることができるかどうかである。

I wasn’t really interested in whether she would speak kindly to me or whether she would teach me in a gentle way. I wanted to feel that she was intent on helping me get better on the violin.

I wanted my teacher to help me get better on the violin. So I wanted her to focus on teaching, not on being kind or gentle. I wanted to get the feeling that she was trying her best to help me improve.

大人は子供より知識があり、生徒が先生より高齢の場合には、先生よりも人生経験があり先生の行動から先生の考えていることを想像することができ、私の場合では、意味のある指導かどうかを考えることができる。

Adults have more knowledge than children. If the student is older than the teacher, then he or she has had more experience in life so it is not difficult to grasp the teacher’s line of thought, and — in my case — see if the teaching is meaningful.

meaningful, worthwhile…

Adults know more than children. If you have a student who is older than the teacher, then he’s had [ = he has had] more life experience than the teacher so he can tell how meaningful the teaching style is.

先生は指示するときには、生徒にその指示にどんな意味があるのかを納得させなければならない。そして、大人は疑問があるときには納得するまで聞くことができ、先生は答えなければならない。子供に教える場合には、子供は疑問など持たずに素直に指示に従うことが多いと思われる。

When teaching, the teacher needs to convince the student why he or she needs to do something a certain way. Adults will ask until they are thoroughly convinced and the teacher has to answer until that happens. Children usually do not need much convincing and can accept what the teacher says without giving much thought as to why.

When you teach, you need to be able to convince the student why he needs to play a certain way. Adults ask a lot of questions until they are completely satisfied and the teacher has to keep on explaining until that happens. Kids, on the other hand, listen to whatever the teacher says so they usually don’t ask why.

私の先生は優しくて、言葉遣いも丁寧であり、音楽の話もできたが、レッスンでは、例えば、「大変良いです。お仕事もされてヴァイオリンも練習され、ご立派だと思います。」と言うように、褒めることが多く、私としては、私の弾き方のどこが良くないのか、を指摘して、どうすると良くなるかを教えてほしかったのである。生徒が自分の演奏に満足していないのに褒められてばかりいては意味がない。

My teacher was kind, spoke politely, and could talk about music in general. She would often compliment me and say, “it’s very good. It’s amazing that you have a full-time job and also practice the violin in your free time.” However, I wanted her to tell me what I was not doing correctly and how I can improve. It makes little sense to pay a lot of compliments to a student who is unsatisfied with his playing.

My teacher was nice, used very kind words, and would talk about music. She would often flatter me and say things like, “it’s good. It’s amazing that you have a full-time job and also practice the violin in your free time.” That was nice, but that wasn’t what I wanted to hear. I wanted her to tell me what I was doing wrong and to help me fix those things. It doesn’t make (much) sense to pay compliments to a student who knows he’s not playing well.

私のような20歳以上も年上の者に子供に教えるような教え方ができなかったのかもしれない。結局、先生のそのような教え方に、満足できなかった。

Perhaps, the more than 20 years of age difference between us made it difficult for her to teach me the way she would teach a child. In the end, I became frustrated with her way of teaching.

Maybe it was because I was more than 20 years older than her that she felt like she couldn’t teach me the way she would teach kids. In the end, I got frustrated with her way of teaching.

私がヴァイオリン教師に求めるものが大きかったのかもしれない。私の場合、趣味で始めただけで、当時すでに50歳を過ぎており、演奏家になる可能性はほとんどないと考えられ、先に述べた子供を教える場合の先生の利点はなく、教える場合には年長者に気を使うことが多かったのかもしれない。

It is possible that I was expecting far too much from my teacher. I started the violin just for fun, and I was already past 50 by then so there was virtually no possibility that I would ever be a performer. In contrast to the fulfillment she might gain from teaching a child, it’s conceivable that there was little to motivate my teacher in teaching an adult beginner.

I might have been expecting too much from my teacher. I was playing just for fun and was already past 50 when I began. There was no way I would ever be a performer so my teacher probably wasn’t able to gain much from teaching me as she might have from teaching a kid. It was probably also difficult for her to teach someone much older.

There was no way I would ever be a performer so my teacher probably gained much less from teaching me than she might have from teaching a kid.

失礼な話かもしれないが、どれだけ私が練習をしても先が見えていると思われたのかもしれない。そうでないとしても、残念ながら、そのように感じてしまった。将来性のある子供に教える場合と異なり、先生の教えるという情熱が少なくなってしまうことは理解できた。

Frankly, she may have thought that I would never improve much regardless of how much I practiced. Even if that were not true, I had an inkling that she may have been thinking that way. I could understand that she would feel less passionate about teaching me as opposed to teaching a promising child.

To put it bluntly, she probably thought that I would never get much better no matter how much I practiced. Even if that weren’t true, I still got that feeling. I could tell that she wasn’t very into teaching me. Of course, it’s much different from teaching a promising kid.

to be into something = 何かに熱中する

そのような折、インターネットでヴァイオリン教師のことを調べていたら、私の気を引く先生を見つけた。その先生はヴァイオリンを大人から始めたい人を主に教えている人で、名古屋でもレッスンを受けることができるという話であった。岐阜と名古屋は電車では30分もかからず、習いに行ける距離である。

It was then that I was searching online for a violin teacher in the area and found someone who caught my attention. This teacher specialized in teaching adult beginners and was offering lessons in Nagoya. From Gifu to Nagoya is only about 30 minutes by train so it is not an impossible distance.

Around that time, I was looking (around) online for a violin teacher in the area and found someone who caught my attention. He teaches a lot of adult beginners and was offering lessons in Nagoya. It’s only about 30 minutes by train from Gifu to Nagoya so it was totally doable.

この先生は、私と年齢が近い男性で、理論的に説明し、厳しく、できないことについて追求するタイプの人でした。毎回、良くないことを列挙し説明するだけでなく、さらにワープロで各生徒に医療のカルテのようなものを作り、レッスン毎に問題点を記載してくれるのである。生徒はレッスンの場で教えてもらったことを忘れてしまうこともあり、この方法は良いと思った。

This teacher is closer to me in age. He explains the theory behind his suggestions, is not lenient, and persistently goes after problems. He not only mentions the points that were not up to standard, he also types up lesson notes on his laptop each time and makes sure that his students do not forget what they have been told. I was impressed by his teaching style.

He is about my age, explains the why behind things, is direct, and doesn’t let things go. He talks about things that weren’t good, types them up on his laptop and gives us these lesson notes so that we don’t forget what we were told in lesson. I really liked this way of teaching.

生徒が大人であっても上達させようとする意思を感じさせる人で、著名な音楽大学の出身ではないけれど、ヴァイオリン演奏もでき、この分野の知識も豊富でヴァイオリン教師としては素晴らしい人であった。

He gives the impression that he is interested in every student’s progress even if the student is an adult beginner. Although he didn’t attend a famous conservatory, he plays well, knows a lot about music, and is a wonderful teacher.

He seems interested in his students’ progress even if they are adult beginners. He didn’t go to a famous music school, but he plays well, knows a lot about music, and is a great teacher.

私のような大人からヴァイオリンを始めた生徒が、名古屋には数名おり、月に1回または２回のレッスンを受け、私は現在まで約６年間、指導を受けている。余談であるが、私のレッスンがいつも最後であるが、レッスンが終わると、多くの場合、先生と他の生徒たちで飲食に出かけるが、共通の趣味を持った者ばかりで、この飲み会も楽しい時間である。

In Nagoya alone, he has several adult beginners. I take lessons once or twice a month and have been doing so for about six years. After my lessons, which is always the last, my teacher and his students often go out to eat. Because we have similar interests, these post-lesson gatherings are just as enjoyable.

He has a few adult beginners just in Nagoya. I’ve been taking lessons once or twice a month for about six years. My lessons are always the last of the day. Afterwards, he and his students go out to eat often. We have common interests so these post-lesson gatherings are also part of the fun.