First human being, then musician: Approaching the art of violin intonation from “inside and out”, not from “outside and in”.

Research paper


In this project I’m showing you how you may help yourself and your students during difficult periods in life. This project is helpful because I’m showing you how to deal with real situations.
I departed from a self-experienced period of “dark pedagogy” during my adolescence. A stressful incident as a young violin student caused mental and physical trauma and blocked my ability to intonate for a long time.
Through this experience I discovered how stress can block one’s ability to listen. I approached intonation from different methods and exercises, asking: What represents a more healthy approach to improve intonation? Equally important, I looked at the more psychological aspects asking: What are my personal and psychological barriers to intonation, and how can I overcome these? I performed interviews with different instrumental teachers, discussed articles about the topic, as well as consulted psychologists on this matter.
My goal is to be more aware of my students mental health, and shed new light on how to create trust and security within myself and my violin playing, as well as in my future violin students. A theme that may be transferred to a variety of activities, and may be relatable to all the people who have chosen pedagogy as a profession.

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About the speaker

Katarina Veselinovic, Violin

Katarina Veselinovic, a dedicated pedagogue and musician, was born in the Republic of Serbia in 1997, where her musical journey began. Fueled by a passion for music, she commenced her educational odyssey with primary and secondary music school. Eventually crossing borders to pursue her bachelor studies at the renowned Grieg academy in Bergen, Norway.

Her international exposure began early in her career when Katarina had the unique opportunity to perform with a youth orchestra, showcasing her talent in venues across France, Germany, and Croatia. These transformative experiences not only honed her musical skills but also instilled in her a deep appreciation for the power of collaborative music-making.

During her time at Grieg Academy, Katrina recognized the profound impact of knowledge sharing and decided to make it her professional calling. She combined her academic pursuits with private teaching, gaining valuable experience in sharing her musical expertise with students. Immediately after completing her bachelor studies, Katarina seized the chance to apply her knowledge in a practical setting, securing a position as a violin pedagogue in a state school.

As part of her ongoing master’s education, she delved into researching how the mental and emotional aspects of our humanity influence our relationship with musical instruments. Looking forward, she aspires to deepen this work, particularly focusing on the impact of breathing techniques during practice and performance.

Beyond the classroom, Katarina actively contributes to the international music education community as a member of the board of ESTA Norway. This role underscores Katarina’s dedication to shaping the global discourse on music education and fostering cross-cultural collaborations. Furthermore, she proudly serves as an instructor in the Oppstryk Finmark orchestra, a regional ensemble bringing together young string musicians from across the province, meeting biannually.

Although young and without much experience, Katarina’s multifaceted engagement in the global music education scene positions her as a dynamic force in the field. As she prepares to share her insights at the ESTA International Conference, Katarina brings not only a passion for teaching but also a deep-seated commitment to shaping the future of string pedagogy on an international stage.