A SOCIAL MUSIC PROJECT

INICIATIVES WITH A COMMON GROUND:   THE IDEA OF "MUSIC FOR A BETTER WORLD"

 

irene_da_la_nota

 

 

Ever since I began training as a teacher, I was always interested in teaching music to change society,

to contribute with that very thing I know I do best.

 

I got my first job teaching disadvantaged children thru the non-profit organization 'Musica Furura' in Parla.

After that, I got involved in other projects with similar goals until in 2015 I found 'Dalanota':

a community of volunteers that spread music-related knoweledge at a modest public school in Madrid.

An organization that I am really proud to be part of.

 

However, I don't only work in my native country. For instance, just recently I finished a summer project for

'Dejando Huellas' Fundation in Puerto Tejada, Colombia, and I am open to projects of that nature as well.

 

 

CLASSES

SUZUKI METHOD

 

"Teaching music is not my main purpose. I want to make good citizens. If children hear fine music from the day of their birth and learn to play it, they develop sensitivity, discipline and endurance. They get a beautiful heart.” Shinichi Suzuki

 

Principles of the Suzuki Method :

 

1. Parent Involvement: The father or mother will learn with the child. They will attend the classes with the kids, that way parents will be able to help the kids when practicing at home daily.

2. Early Beginning: Children are especially open to learning new mental processes and physical skills when they are very young. Children are especially attuned to sound during their years of language acquisition, so this is an ideal time to start developing sensitivity to music as well. However, it is never too late to start learning an instrument!

3. Environment and Listening: Children learn to understand speech and to speak in an environment saturated with language, and this same principle can be applied to music too. We can do so by going to concerts with them, playing pieces from the Suzuki Repertoir, or others, at home... We will try to do as much as we can to make music be a part of the kid's environment.

4. Repetition: In learning to speak, children learn a word and then use it many, many times. It becomes part of their vocabulary, and a building block for their communication. Similarly, children continue to play their "old" Suzuki songs long after they first learned them, so that they become part of their musical vocabulary. "Old" pieces are used to teach new skills.

5. Group Lessons: Children practice their language skills by talking with friends their age. In the same way, children can develop their musical skills by playing with other children who are playing the same music. Group lessons build motivation and community, as children see other students' accomplishments and make new friends.

6. Postponing Reading: Same way we don't teach kids to read before their speaking skills begin to consolidate as such, Suzuki students must reach certain basic level in terms of technique when playing the instrument prior to working on music sheets.

 

For more information about the Suzuki Method click here

+info
ONE ON ONE
+info
GROUP ClASSES
  • Weekly classes of the appropriate length according to level and age in Spanish or English.

  • Classes for small groups that motivate children to keep on learning and improving with their instrument.

CONCERTS

Different STYLES

ORCHESTRA, QUARTET, DUO
STUDIO RECORDING, EVENTS, CONCERTS, SOUNDTRACKS

CURRICULUM VITAE

VIOLINIST / TEACHER

MUSICAL TRAINING

Bachelor's degree and complementary studies (2008-2012):

Conservatorio Superior de Música de Aragón. (Sergio Castro)

Four year program on violin didactics: an intensive training course on the methods and pedagogical procedures focused specifically on childhood development

 

Violin Performance Workshops

Mentors: Isabel Vilá, Rolando Prusak, Jose Ramón Hevia, Yuri Nasuskin,

Nicolás Chumachenco and Aitor Hevia

 

Chamber Music and string quartet WORKSHOP

Quiroga Quartet

 

OTHER WORKSHOPS IN TEACHING TRAINING

Mentors: Koen Rens, Joanne Martin, Barbara Parham, Felicity Lipman, Sergio Castro,

Ed Kreitman and Martin Rüttimann

 

Suzuki Method

British Suzuki Institute (London)

 

 

TEACHING AND MENTORING EXPERIENCE

2011-2012

Teaching violin, piano, introduction to music and musical language at the Escuela de música Miralbueno (Zaragoza)

 

2012-Currently

Violin teacher and collective classes at Cedam Music School (Madrid)

 

2013-2106

Violin teacher (Suzuki Method) at 'Music and Dynamics' (Las Tablas, Fuencarral)

 

2014-Currently

Violin teacher and music mentor as a part of the social music project of 'Música Futura' (Parla)

 

2015-Currently

Violin teacher as part of the social music project of “DalaNota” (Madrid)

 

 

ORCHESTRA AND CHAMBER EXPERIENCE

From 2012 to present

Founding member of the Dúo Asiduo (violín and piano)

2006-2008

Comunidad de Madrid Youth Orchestra

 

2008-2012

Aragón Symphony Orchestra.

 

2012-currently

Orquesta Clásica Europea, Orquesta Sinfónica Goya, Barbieri Symphony Orchestra, Orquesta en el Tejado (Ara Malikian), Film Symphony Orchestra, Orquesta Clásica Santa Cecilia (Excelentia Fundation). Some highlights: Studio Sessions with Ara Malikian and 'La orquesta en el Tejado' for national television and several autonomic channels.

 

 

Performances in some of the most popular music halls and theaters in spain:
Auditorio Nacional de Música (Madrid), Auditorio de Zaragoza (sala Mozart), Auditorio Príncipe de Asturias (Oviedo), Auditorio Kurssal (San Sebastian), Palacio Euskalduna (Bilbao), Auditorio de Barcelona, Palau de la Música de Valencia, Teatro Real de Madrid, Teatro Español (Madrid), Teatro Apolo (Madrid), Auditorio Baluarte (Navarra), Teatro Manuel de Falla (Cádiz), Teatro Calderón (Valladolid), Palacio de Festivales de Cantabria, Plaza de las Ventas (Madrid), Barclaycard Center (Madrid)...
Collaborations with international performers of the standing of Krystian Zimerman or Vadim Repin.

 

  • I.S

FOLLOW ME ON FACEBOOK

IRENE SENENT VIOLINIST / TEACHER