ContinueYourABRSMViolinPrepOnlineAfterBeijingIn-PersonLessons
Shang Kun 2026-08-25 0
I remember sitting in a coffee shop in Beijing two years ago with a mother who had just finished her daughter’s third in-person lesson at my studio. She looked exhausted but hopeful. Her daughter, a 12-year-old preparing for ABRSM Grade 6, had made incredible progress during their two-week summer intensive. But now they were flying back to London, and the question hung in the air like a half-bowed note: “How do we keep this going”
That question is more common than you might think. In the past few years, I’ve seen countless families come through Beijing for short-term in-person lessons—maybe for a holiday, a business trip, or a deliberate immersion into a different teaching environment. They leave inspired, with clearer technique and renewed motivation. But then reality sets in. The local teacher back home doesn’t quite “get” what the student was working on. The practice routine drifts. The ABRSM exam date creeps closer, and suddenly the momentum is gone.
This isn’t a failure of the student or the parent. It’s a structural gap in how we think about violin education. We treat lessons as isolated events—one teacher here, another there—instead of a continuous journey. And for ABRSM preparation, continuity is everything. The exam isn’t just about playing a few pieces well on a single day. It’s about building a reliable, consistent technique, a musical ear that can handle sight-reading and aural tests, and the mental stamina to perform under pressure. All of that takes months of steady, guided work.
The Hidden Cost of Stopping and StartingLet me share something I’ve observed over 20 years of teaching. When a student switches between in-person and online teachers—or between different instructors entirely—there’s almost always a “reset period.” The new teacher needs to assess where the student is. The student needs to adapt to a different method, different vocabulary, different expectations. This can take four to six weeks. For an ABRSM candidate who has only a few months until the exam, that’s precious time lost.
Even worse is when the student simply stops taking lessons after the in-person intensive ends. They tell themselves, “I’ll just practice on my own until the exam.” I’ve seen this scenario play out dozens of times. What happens The first week, practice is fresh and focused. By week two, small bad habits creep back in—a shifted elbow, a squeezed bow hold, a rushed tempo. By week three, the student is frustrated because they feel they’re not improving. By week four, they’re thinking about quitting.
This is not a character flaw. It’s human nature. We all need feedback loops. A violin teacher’s job isn’t just to demonstrate fingerings or assign scales. It’s to be the external ear that catches what the student’s own ear misses, and to provide the gentle, consistent push that turns practice into progress.
Why Online Lessons Are Not a Compromise—They’re an Upgrade (If Done Right)I’ll be honest: ten years ago, I was skeptical about online violin lessons. I thought, “How can I possibly correct a wrist angle through a screen” But the technology has evolved, and so has my approach. Today, with a good camera setup, a stable internet connection, and a teacher who knows how to work the medium, online lessons can be remarkably effective—sometimes even more effective than in-person lessons for certain aspects of ABRSM preparation.
Here’s why. In an in-person lesson, I can see the student’s entire posture. But in an online lesson, I can ask the student to position their camera to show exactly what I need to see—the bow grip from above, the left hand from the side, the shoulder rest alignment. I can pause the video, draw on the screen, and play back a recording of their own playing so they can hear the subtle intonation issue they missed. Many students tell me they actually concentrate better online because there’s less social pressure. They’re in their own practice space, comfortable, and more willing to ask “stupid” questions.
For ABRSM exam preparation specifically, online lessons offer a unique advantage: we can simulate the exam environment. I can have the student play through their pieces as if I were the examiner, then immediately give feedback on timing, expression, and stage presence. We can do mock sight-reading sessions with me playing the test on my violin, and I can see exactly where their eyes go wrong. The aural test section becomes a game—I play a pattern, they sing it back, and we work on interval recognition in real time.
Of course, not every online teacher is equipped to handle ABRSM preparation at this level. That’s where choosing the right guide becomes critical.
How to Choose an Online Teacher Who Can Really Continue Your In-Person ProgressIf you’ve had in-person lessons with a teacher in Beijing—or anywhere, really—and you want to transition online, you need someone who understands the specific method and repertoire you’ve been working on. This is not a time to “try out” a random teacher from another country who teaches a completely different school. The worst thing you can do is switch to a teacher who contradicts what your previous teacher built, forcing you to unlearn and relearn.
Here’s a checklist I’ve shared with many parents over the years:1. Ask about their experience with ABRSM syllabi.
Not all violin teachers are familiar with the ABRSM exam structure. Some focus on Chinese conservatory exams, others on Suzuki method. A teacher who has guided multiple students through ABRSM Grades 5–8 will know the specific marking criteria, the common pitfalls in each piece, and how to prepare for the technical exercises and sight-reading.
2. Look for a teacher who offers a “bridge” approach. The ideal online teacher can take over exactly where your in-person teacher left off. They should ask for recordings or notes from your previous lessons, and they should be willing to communicate with your former teacher if needed. This is rare, but it’s exactly what I do at Kun Violin. I always request a brief summary of what the student has been working on, including any specific corrections or exercises, so that we don’t waste time starting from scratch.
3. Check the teacher’s background in both performance and pedagogy. Playing violin well is one thing. Teaching it—especially online—is another. A good teacher should have years of experience not just performing but also breaking down technique into bite-sized, actionable steps. They should be able to explain why you’re doing a certain exercise, not just that you should do it.
4. Consider the studio’s approach to long-term planning. ABRSM prep is not a three-month sprint. It’s a marathon that requires careful pacing. A skilled teacher will create a roadmap that includes milestone goals: when to start memorizing pieces, when to focus on scales, when to do mock exams. They’ll also adjust based on the student’s progress and schedule.
5. Don’t underestimate the importance of rapport. Online lessons require a different kind of connection. The student needs to feel comfortable being vulnerable on camera. If the teacher is too stern or too detached, the student will disengage. Look for someone who communicates clearly but kindly, who celebrates small wins, and who can make the student laugh even when a passage is frustrating.
What I’ve Learned from 20 Years of Teaching—And How It Shapes the Way I Teach OnlineI started learning the violin at age four, under the guidance of Professor Jin Yanping from the Shenyang Conservatory of Music. That early training gave me a deep appreciation for systematic, traditional violin education. Over the years, I’ve performed at institutions like the National University of Singapore, the University of Hong Kong, and Fukuoka University in Japan, and I’ve taken those experiences back into the teaching studio.
But the real education came from teaching. Since 2003, I’ve worked with students of all ages and levels—from preschoolers picking up a violin for the first time to adults preparing for their ABRSM Grade 8 diploma. I’ve taught at the British DCB International School in Beijing, coached young players in the Beijing Philharmonic Youth Orchestra, and served as a guest judge for national violin exams. In 2010, I founded the ShangKun Violin Music Studio, and in 2017, I formally registered my brand to provide one-stop violin education: training, exams, instrument guidance, performance opportunities, and career development.
Through all of this, one thing has become clear: students succeed when they have a teacher who treats their musical journey as a continuous whole, not as disconnected episodes. That’s why I’ve designed my online lessons to be a seamless extension of the in-person work we do in Beijing.
Whether a student comes to me for a two-week intensive in Beijing and then continues with weekly online lessons from home, or they start online and later visit for a focused in-person session, I make sure the method stays consistent. The same scales, the same bowing techniques, the same phrasing principles. The student doesn’t feel like they’re switching teachers—they feel like they’re continuing with the same guide, just through a different window.
I call this the “continuous thread” philosophy. And it works. I’ve seen students who started with me online from Australia, then came to Beijing for a summer intensive, then went back to online lessons, and passed their ABRSM Grade 7 with distinction. The key was never the medium—it was the relationship and the method.
Practical Steps to Keep Your ABRSM Prep on Track After Your Beijing In-Person LessonsIf you’re reading this and you’ve just finished a series of in-person lessons in Beijing—or if you’re planning to come to Beijing soon and want to know how to keep the momentum going afterward—here’s my advice:
First, before you leave, have a conversation with your in-person teacher about a transition plan. Ask them: “What do you recommend I focus on in the first month after I leave Are there specific exercises I should record Can you provide a short video demonstration of the tricky spots in my pieces” Many teachers are happy to give you this if they know you’re serious about continuing.
Second, schedule your first online lesson within one week of your last in-person lesson. Don’t let a gap grow. The sooner the online teacher can see what you’ve been working on, the easier it is to pick up without losing momentum. Even if that first online lesson is just a check-in to confirm posture and assign practice goals, it’s worth it.
Third, set up your practice space for online lessons. A good camera angle is essential—I recommend placing the camera about four feet away, at a height that shows your full upper body and your violin. A second camera pointing down at your left hand can be a game-changer for advanced students. Also, make sure your internet is stable and your music stand is well-lit. These small investments pay huge dividends.
Fourth, be honest with your online teacher about your goals. If you’re aiming for a specific ABRSM grade, tell them the timeline. If you’re struggling with a particular piece, say so. The more information you give, the better they can tailor the lessons.
Fifth, treat online lessons with the same seriousness as in-person ones. Don’t multitask. Don’t have the lesson in a noisy room. Show up five minutes early, with your violin tuned and your music ready. This respect for the learning space will reflect in your progress.
The Real Gift of Online Lessons: Freedom Without SacrificeOne of the most beautiful things about online violin lessons is that they free you from geography. You’re no longer limited to the best teacher within a 30-minute drive. You can study with someone who truly understands your goals, your learning style, and the specific demands of the ABRSM curriculum, no matter where you live.
I’ve had students from Singapore, the UK, Canada, and even a family living temporarily in Dubai. They all came to Beijing for a short intensive—maybe a week, maybe a month—and then continued with me online. For them, Beijing became a launchpad, not a one-time destination. The in-person lessons gave them a deep dive into technique and musicality, while the online lessons provided the ongoing structure and accountability needed to actually prepare for the exam.
And that’s really what this is about. Not about choosing between in-person and online, but about creating a continuous, supportive learning ecosystem that bends to your life, not the other way around.
If you’re curious about how this might work for your situation, I’d be happy to talk. At Kun Violin, I offer a free 15-minute consultation where we can discuss your current level, your ABRSM goals, and whether my teaching style is a good fit. There’s no pressure, no sales pitch—just a honest conversation about what could help you or your child move forward.
Because the truth is, the best time to start planning the next step is right now, while the memory of that in-person lesson is still fresh in your fingers. Don’t let it fade. Keep the bow moving.
