In the small community of Upper Lansdowne, NSW, the sounds of traditional music education are giving way to the sophisticated challenge of the violin. Driven by the enthusiasm of his young students and a resourceful community, ACMF Teaching Musician Matt Zarb has launched a bold new program aimed at developing an ensemble of young musicians.
The Bold Choice of the Violin
The idea was sparked when Matt introduced a couple of violins to his class. The five and six-year-old students immediately embraced them.
“All the children loved to have a play, so after a few weeks, I decided to ask the kids to source violins so they could all play together,” says Matt.
This was a deliberate educational leap. After nearly a year of foundational learning focused on reading notation (whole notes, half notes, quarter notes, and eighth notes), the timing was perfect. The violin offers a substantial learning challenge, providing excellent opportunities for both fine and gross motor skill development.
Resourcefulness and Connection
Launching the program came with a unique challenge: finding enough instruments. After quickly exhausting the few ACMF violins on hand, Matt put out an appeal:
“I put a Facebook call out and ended up with 12 instruments.”
This community sourcing effort immediately instilled a sense of collective ownership and support. That spirit of cooperation extends right into the music room, where the classroom teacher sits in and learns alongside the children.
“It’s really bringing everyone together as music does,” Matt observes. “The school is so proactive and supportive of all we bring to them.”
A Vision for an Ensemble
The program is currently focused on the fundamentals, with Matt, walking from player to player, and adjusting bow grips. But the ambition is high:
“Being age five and six, I thought it would be a great project to monitor over a few years. See how far we can get with it and to form some sort of ensemble,” Matt says.
For the students, the program offers more than just musical skill – it is building patience, focus, and a shared goal. For the teacher, the joy is mutual.
“In the meantime, it’s loads of fun and I am getting to play lots of violin which is a bonus!”
To learn more about how ACMF programs build task focus and more check our Impact Page and Impact Report.
