I dislike the division of classical vs folk - esp. where classical is viewed as superior. There are doubtless many ways to prove or disprove superiority; but the comments in this thread make is seem like no fun.
I have a violin; but it's back burner due to need for setup, repair, mods - which will require a roadtrip also.
I researched violin stuff in general, ended up in some UK sites - they recognize (at least 2) disciplines - classical and folk traditional - and they describe different setups for those 2 music types, which was also interesting. So you either play "fiddle", or you play "violin".
It was all very interesting; but esp. a Scottish fiddler Alasdair Fraser. This guy is really good, his playing is riddled with 'accidentals'.
Here's a general link, his website - he's active in a lot of circles. Often plays with a cellist. You can search more of him, YT, etc google.
http://www.alasdairfraser.com/
I also am rather disappointed that some posts here emphasize how virtually impossible it is to learn - seems rather grossly defeatist to me - like how does it help to indulge in that? I like the "catmandu" approach which is more like just do it - and being a brat generally, who loves to cheat whenever possible, I would just hakk my way through basic bowing, get over the squawk results, and learn how to string a few awful notes together. Who's telling you what to do? Beyond that I'd hang out w a local fiddlers group to get more strange ideas on how to cheat even better - and why not. But for me, I first need to learn how to tune it; but I could also just put some tension on a string and get a head start that way. I have never taken lessons on anything I play; but have been influenced by friends, acquaintances, and listening. Works for me. I would simply like to learn a song or two, or learn a few scales to play a solo with a small group - getting that far, the horizon is a lot closer. Works for me. I don't really care about your high standards of intense impossibility - omg - get over it. Read my signature. later.
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