It seems that the reason that piano is easier than violin is that the hands of a typical violinist are not as thick as those of a typical keyboardist. The average violinist has hands that are about 5/8 of an inch thick, whereas the average piano player has hands that are more like 1/4 of an inch thick.
The most significant reason is that the average violinist uses their head to balance the weight on the instrument. For comparison, the average piano player tends to use their hand to balance the weight of their body. That means the key on a violin, like a piano, has a weight that is about ½ to 1-1/2 times heavier than the weight of the average weight of the body. With piano, the weight is also about 20 percent of the length of the instrument. For guitar, the guitar player uses all of the weight of their body, meaning the key of the instrument is 1½ times heavier than the average weight of the body.
In contrast, the violinist uses their fingers to control the weight of the body, which causes it to be easier to balance. It is also because violins and violas are more rigid than the keyboards of pianos.
Are violinists harder to teach?
The answer to the question is no. The reason I was surprised that no one had already investigated this question was that I had asked a colleague at a violin school, who had studied violining in high school, to teach one of my students to play the viola, and that violinists in Japan, Canada and England have long used violas as their main instrument. She found that, at the age of 3 years old, only about 40 percent of their students could play a “classical” or “classical” piece of music.
However, this percentage went up as the student’s violin teacher got better. Also, as age increased, it became about 30 percent. At the age of 14 the percentage was about 40 percent, and the student was now able to play one out of ten concerti- pieces of music.
The student’s performance of classical pieces improved further during middle school, but then leveled off to something less than 50 percent. At 15, the student was playing about 30 percent of standard repertoire, so was about 80 percent of standard repertoire now. After 16, the student’s performance of standard and major repertoire began to decline (at least to the point where he could be considered average), but he was still able
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