A clear answer, first.

GIRAY ARSLAN is the main personal and creative identity behind girayarslan.com, bringing together music, writing, the Journal, media, performance, collaboration and education. ARSLAN CLASSICS — Academy of Music & Arts is the academy founded by Giray Arslan and the institutional home of all private-education programmes. Violin, Understanding Music, Mathematics, Psychology-Informed Academic Mentoring and approved personalised programmes all belong within the Academy.

ARSLAN CLASSICS — Academy of Music & Arts is the education and arts academy founded by Giray Arslan. Its current standard work includes individual online Violin, Music Theory and Musical Structure, Music History–Culture–Guided Listening, Mathematics and Psychology-Informed Academic Mentoring. The structure is designed to support selected educators, additional instruments, workshops, artistic projects and a possible physical academy in the future, without presenting those future plans as current services.

The current standard programs are conducted directly by Giray Arslan. As ARSLAN CLASSICS later expands through selected faculty members, the educator responsible for each program will always be stated clearly. A student will not be reassigned without prior knowledge and agreement.

ARSLAN CLASSICS — Academy of Music & Arts currently offers Violin; Music Theory and Musical Structure; Music History, Culture and Guided Listening; Mathematics from middle-school level through AYT; and Psychology-Informed Academic Mentoring. Non-standard or combined programmes may be designed separately after the introductory conversation.

Yes. Mathematics and Psychology-Informed Academic Mentoring belong within ARSLAN CLASSICS — Academy of Music & Arts, together with the other private-education programmes. The Academy itself sits within the wider GIRAY ARSLAN brand.

The standard format is online, with Zoom as the primary platform. If a technical problem arises, Google Meet and, where appropriate, WhatsApp video may be used as fallbacks. Limited face-to-face work in Istanbul may be considered separately according to location, program and availability.

Children, teenagers, university students and adults may apply to the relevant program. Violin and Understanding Music welcome complete beginners, while Mathematics and Mentoring are reviewed according to the student’s age, current level and academic target. Suitability is considered after the application and introductory conversation.

Complete the short form on the relevant program page. It asks for essential details such as level, goal, age group, preferred language, city or time zone and general availability. Once the application has been reviewed, suitable applicants receive possible times for the free introductory conversation.

It is a one-time online conversation of approximately 15–20 minutes, arranged after the application has been reviewed. Its purpose is to clarify the student’s goals, level and likely program fit. It is not a free full lesson, a question-solving session, therapy or a guarantee of admission.

Where at least 24 hours’ notice is provided, another time may be considered according to availability. A second free appointment is not automatically guaranteed when the original conversation is missed without notice.

No. The student’s goals, level, age, expected form of support and scheduling needs must be compatible with the program. Accepting an unsuitable application merely to make a sale would serve neither the student nor the educator.

Lessons may be conducted in Turkish or English, with measured movement between the two where useful. Language preference is collected during the application. Not every book, PDF or external source is guaranteed to exist in both languages, although English materials can be explained during the lesson.

Yes. All standard programs are individual and prepared around the student’s level, questions and progress. Sibling, group, workshop or institutional formats fall outside the standard one-to-one package and are reviewed separately.

The program comparisons and Program Design Assistant can provide an initial direction. The final recommendation is made by Giray Arslan after reviewing the application and introductory conversation. The assistant may guide, but it does not decide admission, invent prices or replace human review.

Violin Core is 6,000 TL / €120, Guided is 8,500 TL / €175, and Signature is 14,500 TL / €300. Music Theory, Music History and Mathematics are 5,500 TL / €115 per four-session package. Academic Mentoring is 4,500 TL / €95 per four-meeting package. Each published price covers both the live sessions and the stated package-level support.

Because the service is not a rigid 30-day membership. A standard package contains four live-session credits together with defined between-session support, and the lessons may be completed more quickly where scheduling allows. They cannot, however, be held indefinitely as open credits.

Payment is currently completed manually by bank transfer after the program has been approved. The package becomes confirmed once payment and basic scheduling have been completed. There is no automatic card charge or hidden recurring subscription.

No. Each new package is separately approved, paid and scheduled. A regular time may be preserved where possible, but it is not permanently reserved before the next package has been confirmed.

The standard public model is package-based. A one-off assessment, additional lesson or specific project may be discussed separately, but a single session is not automatically priced as one quarter of a standard package.

Additional live sessions may be requested where availability permits. Their duration, purpose and price are agreed in advance. An extra lesson does not automatically increase the package’s messaging, video or make-up rights.

No. A standard package is prepared for one student and cannot be transferred or divided between people. A sibling or shared lesson request creates a different teaching format and must be reviewed separately.

A block lesson combines two lesson credits into one extended appointment of approximately 90–100 minutes. The total lesson entitlement, package price and between-session support remain unchanged; only the scheduling format changes.

Subject to pedagogical and scheduling suitability, it may be arranged as four separate lessons, one block plus two separate lessons, or two block sessions on different days. All four lesson credits are not combined into one three-hour appointment.

No. A block contains the same total live time as the two lessons it replaces. It does not create additional messages, calls, assignment reviews, videos or a second make-up right.

The first main session must take place within fourteen days of the agreed package start. Each following main session should normally occur within fourteen days of the previous one, while an approved make-up must take place within fourteen days of its original date. Students may complete their lessons sooner; the rule simply prevents credits from remaining open indefinitely because of repeated student-side delay.

Once the application has been approved, payment completed and the basic schedule agreed, a package-start date is established. The fourteen-day period for the first session begins from that date.

Yes, where the calendar and lesson content make this appropriate. Block scheduling can make a shorter completion period possible, although the educator may recommend more space when the material requires practice or consolidation between sessions.

Standard packages do not include automatic freezing. Predictable travel, examinations, work pressure or holidays should be considered before choosing the start date. Serious illness, accidents or genuine family emergencies may be reviewed individually by Giray Arslan.

Each standard package includes one student-initiated make-up right, which may be used for one regular session or one block appointment. It is not provided separately for every lesson. Educator-side cancellations never consume this right.

To remain eligible for the package’s make-up right, written notice must arrive at least 24 hours before the scheduled start. You may also call, but an unanswered call must be followed by a written message. The message timestamp determines whether the deadline was met.

The lesson or meeting is treated as used and is not normally eligible for a make-up. Because a block represents two lesson credits, both credits are treated as used when the block is cancelled late.

Because the package’s automatic make-up entitlement has already been used, a second student cancellation does not create another replacement session. A genuinely exceptional circumstance may be reviewed by Giray Arslan, but this is discretionary rather than guaranteed.

The session is treated as used. If a block is missed without notice, both lesson credits are used. The missed time does not transfer to another package or create an automatic refund.

No. A student-initiated make-up is scheduled once and cannot be moved a second time by the student. It must also take place within fourteen days of the original lesson date. If the educator cancels the replacement, the student’s entitlement remains protected.

The lesson normally ends at its original finishing time. The educator may try to restore lost time where the following schedule allows, but an extension is not guaranteed when the delay comes from the student. Lateness does not create a make-up right.

Time lost because of educator lateness is restored. It is added to the end where possible or recovered through another agreed arrangement. The student does not lose paid teaching time because of an educator-side delay.

No. A session cancelled by the educator does not consume the student’s make-up entitlement. The lesson is rearranged according to mutual availability and the student’s credit remains protected.

The student is responsible for preparing the device, internet connection, camera, microphone, Zoom and required materials. Time lost through a student-side problem is not normally added or converted into a make-up. A genuinely exceptional complete failure may be reviewed individually.

Zoom is attempted first, followed by Google Meet and, where suitable, WhatsApp video. If the problem remains on the educator’s side or no usable fallback can be established, the lost time is restored or the session is rearranged. The student’s make-up right is not used.

Contact should be made as soon as reasonably possible. Serious illness, accidents, family emergencies and comparable circumstances are reviewed individually according to the situation, timing of notice and scheduling possibilities. Exceptions are not automatic, but genuine circumstances are not treated mechanically.

A full refund may be requested in writing at least 24 hours before the first main session, provided that no individual service—such as a live lesson, short call, question feedback, video review or personalised planning—has yet been delivered. This commercial policy does not replace any mandatory consumer rights that may apply.

A student’s decision to withdraw after the program has begun does not automatically create a partial refund. Genuine health-related or exceptional circumstances may be reviewed by Giray Arslan. Unused lessons cannot be transferred to another person or held indefinitely as credit.

If the educator cannot reasonably reschedule cancelled lessons or complete the program, the student may move the unused sessions to a later date or receive a refund for the unused portion. The ordinary fourteen-day rule is not applied against the student in this situation.

WhatsApp is the standard communication channel for lesson links, brief explanations, materials, assignments and scheduling. Email may be used where longer or more formal documents are required.

Routine messages in Mathematics, Academic Mentoring, Music Theory and Music History are normally answered within two business days. Violin Core generally operates within two to three business days, Guided around two business days—occasionally three for detailed review—and Signature around one business day. These response periods do not mean instant access or guaranteed weekend replies.

Business days are Monday to Friday, excluding public holidays in Türkiye. A message received during a weekend or public holiday begins counting from the next business day.

Mathematics, Academic Mentoring, Music Theory and Music History each include two pre-arranged calls of approximately 15–20 minutes per package. They may take place through WhatsApp audio, Zoom or another agreed channel. They are not additional full lessons or permission to call at any time.

No. Short calls must be used while the package is active and before the final main session. They cannot be accumulated into a longer lesson or converted into money.

A scheduled parent conversation of approximately 15–20 minutes uses one of the two short calls in Mathematics, Mentoring, Theory or History. Brief routine parent messages do not. Parent communication in Violin follows the specific Core, Guided or Signature structure.

Questions, scores, videos, mock results, listening notes or documents requiring preparation should be sent at least 24 hours before a standard lesson and 48 hours before a block. Later material may be considered where possible, but cannot be guaranteed for that appointment.

Small changes may be accommodated naturally. A major shift requiring new PDFs, scores, sources or analysis should be communicated in advance. Rather than reducing lesson quality through unprepared improvisation, the topic may be moved to the next session.

New questions, assignments, videos or detailed educational requests must be submitted before the final main session. Work validly submitted before that lesson will still be answered within the applicable period. New educational support after package completion requires a new package.

No. Lessons are not recorded automatically. Audio, video or screen recording requires clear prior permission. Permission to save one short explanation does not extend to recording the entire session.

Yes. A physical or well-organised digital notebook is strongly recommended. Although the main assignment and practice direction are summarised afterwards, smaller technical details, starting tempos and listening points should remain in the student’s own notes. Memory has a habit of revising instructions more creatively than the lesson intended.

PDFs, annotated scores, diagrams, practice plans, videos and lesson notes created or personalised by Giray Arslan are supplied for the student’s own education. They may not be published, sold, distributed in groups or reused as part of another educational service without permission. Third-party sources remain subject to their own copyright terms.

A brief educational summary may be provided according to the program. Mathematics may review topics and recurring errors; Theory the concepts covered; History the listening direction; Mentoring the study system; and Violin the support structure of the selected package. A formal institutional report is not part of the standard package.

The program focuses on building secure technique, intonation, rhythm, bow control, left-hand organisation, repertoire and independent practice from the complete-beginner stage through intermediate development. Serious amateurs and school or university-orchestra players are also welcome. Advanced professional goals are reviewed separately.

Beginning as an adult does not make learning impossible. Goals, available time, practice habits and physical comfort must simply be assessed honestly. An adult beginner may not share the career timeline of a child training for the profession, but can still achieve substantial technical and musical development.

Yes. You do not need to purchase an instrument before applying or requesting the introductory conversation. Where possible, receiving basic guidance before buying is recommended.

Preferably not. An incorrectly sized or poorly prepared instrument can make the beginning stage unnecessarily difficult. The aim is not to find the most expensive Violin, but one of suitable size and setup that will not stand in the student’s way.

Two or three options may be reviewed for initial guidance before enrolment. More detailed support may be available after the student joins the program. This is not unlimited market research, a personal shopping service or a guarantee that the instrument is faultless.

No. ARSLAN CLASSICS does not sell or rent Violins and has no official rental partner. Any purchase or rental transaction remains between the student or guardian and the third-party provider.

Rental is not our standard recommendation. A student or guardian may choose it independently, but the instrument’s condition, contract, deposit, maintenance, return terms and provider reliability remain their responsibility. Availability for rent does not by itself make an instrument suitable for learning.

A second-hand instrument may be a sensible option and can sometimes outperform a new Violin at the same budget. However, cracks, previous repairs, neck, fingerboard, bridge, pegs, soundpost, bow and setup cannot be judged conclusively from photographs. Trying the instrument and seeking a luthier’s opinion is recommended where possible.

It may be, provided that the product details, actual photographs, size, seller reliability and return conditions are checked. The link may be shared before purchase. Even after delivery, the instrument may still require basic setup or luthier adjustment.

No. A review based on photographs, videos or a product page is only a limited preliminary assessment. It cannot guarantee sound quality, hidden defects, seller claims or physical condition. Responsibility for the transaction remains with the student or guardian.

Size is not selected by age alone. Height, arm length, hand structure, shoulder shape and comfortable reach are considered together. Photographs, a short video and measurements may support remote guidance, although trying the instrument is preferable where possible.

The standard size for adult students is a full-size, 4/4 Violin. A specific physical-comfort or health concern may be reviewed separately.

A correctly sized Violin, usable bow, protective case, rosin, suitable shoulder support, cleaning cloth, music stand and tuner–metronome application form the basic setup. Not every accessory included in a packaged set is automatically suitable.

Preferably, yes. If the selection is still incomplete, part of the first paid session may be used for guidance. The instrument should normally be ready by the second lesson and no later than the third so that regular practice can begin.

With suitable framing, light, sound and stable internet, posture, bow movement, left hand, intonation, rhythm and practice method can be observed in considerable detail. The educator cannot physically reposition the student, and real-time playing together is limited by latency, but close-up observation, screen sharing, written practice summaries and between-session feedback offer substantial advantages.

A computer is preferable, and a tablet works well. A phone may be used, although the smaller screen and restricted viewing angle can reduce long-term efficiency. The camera should show the upper body, Violin, both arms and the general bow path.

A separate phone application containing both tuner and metronome is recommended. Running the tuner on the same device as Zoom may cause it to react to the educator’s voice or speaker output. A separate phone becomes a small but dependable technical assistant.

After a brief opening, I usually listen to the previous work without interrupting every few bars. We then investigate the actual cause of any visible difficulty, using close observation, metronome work, open strings, slow repetition or a different exercise where needed. The session ends with a clear practice direction, followed by a written or voice-message summary.

Depending on the student’s level, lessons may draw from the Maia Bang Violin Method, scales, technical exercises, études and repertoire. No book is imposed as an automatic prescription for every student. Materials provide structure; the student’s technique and goals determine the actual direction.

Persistent or significant discomfort should be reported to the educator. Technical and ergonomic adjustments may be observed, but a Violin lesson is not medical diagnosis or treatment. Consultation with a qualified health professional may be recommended where appropriate.

All three are centred on individual live Violin lessons. Core provides the essential lesson and between-session structure; Guided adds more intensive video feedback, teacher demonstrations and a scheduled review; Signature includes five live sessions, a detailed roadmap, priority communication and a higher degree of personalisation. The difference is not merely lesson count, but the preparation and follow-up surrounding each session.

Core includes four online lessons of 45–50 minutes, weekly practice direction, required scores and resources, annotated PDFs where useful, two short student-video reviews, one personalised teacher demonstration, WhatsApp text or voice-message support and a brief end-of-package summary. Routine replies generally take two to three business days. Scheduled calls and unlimited support are not included.

Guided includes four online lessons of 45–50 minutes, more detailed planning and materials, four student-video reviews, two personalised teacher demonstrations, WhatsApp support normally within around two business days and one scheduled 15-minute review conversation. Selected theory, history and listening context may be integrated where useful.

Signature includes five live sessions—four regular lessons and one Focus Session—together with a detailed personal roadmap, extensive custom materials, four detailed student-video reviews, two longer teacher demonstrations, priority communication normally within around one business day and fully personalised integration of technique, repertoire, theory and history. It also includes either four scheduled 15-minute evaluations or two 30-minute evaluations. Availability is genuinely limited.

Core may be sufficient for a student seeking regular live lessons with essential support. Guided is the balanced option for those who want more video review, materials and a scheduled evaluation. Signature is intended for intensive technical work, extensive personalisation and closer follow-up. The final recommendation is discussed during the introductory conversation.

Core does not contain a separate Theory or History module. Guided may integrate selected theoretical, historical and listening context where it benefits the student. Signature can incorporate these areas more fully around the student’s repertoire and goals. Students seeking systematic study should consider the dedicated Understanding Music programs.

The standard program focuses on strong technical and musical independence from beginner through intermediate level. Conservatory principal-instrument training, professional orchestral auditions and specialist virtuoso coaching are not standard claims. Such goals are reviewed honestly during the introductory conversation.

Understanding Music is the educational framework for students and listeners who want to explore not only performance, but how music is constructed, why it changes across history and how listening can become more attentive. It includes Music Theory and Musical Structure together with Music History, Culture and Guided Listening.

Theory works with notation, rhythm, intervals, chords, tonality, harmony, form and musical structure. History and Guided Listening examine periods, composers, works, cultural context, interpretation and listening practice. One moves more directly into music’s internal mechanics; the other follows its life through time, and the two frequently meet.

No. Theory may be studied from the beginning without an instrument. A piano or keyboard can make concepts easier to see and hear, but it is not compulsory. Virtual keyboards, notation examples, recordings and screen sharing may be used instead.

No. Music History and Guided Listening are also open to listeners who do not play. Suitable headphones or speakers and access to legal listening sources such as YouTube or Spotify are sufficient for most work.

Both programs are designed to build a clear and substantial foundation from introductory through intermediate level. Advanced conservatory harmony, specialist counterpoint, graduate theory, academic musicology and thesis supervision are outside the standard scope. The boundary exists to define the work honestly, not to diminish it.

Yes. A four-session package may contain two Theory and two History lessons, three and one, or another suitable balance. There is no price difference while the total lesson and preparation scope remain standard. Major changes should be communicated in advance so the relevant materials can be prepared.

Western classical music forms the central framework. Depending on the student’s interests, selected paths may include jazz history, film music, Ottoman and Turkish musical culture, instrument history and connections between music, art and society. The program does not claim to be an unlimited history of every musical culture.

Up to four reasonably sized submissions may be made during the package. These may include short Theory exercises, notation, rhythm, chords, intervals or a brief analysis. Entire workbooks, long compositions or highly time-intensive analysis fall outside standard support.

Up to four reasonably sized submissions may be made during the package. These may include short listening notes, recording comparisons, questions about a work or period and brief written responses. Long academic-paper editing, thesis research and unlimited recording analysis are outside the standard service.

Routine brief messages are normally answered within two business days. Theory exercises, listening notes and written work requiring closer review may take up to five business days.

The service covers middle-school Mathematics, LGS, high-school Mathematics, TYT and AYT. These levels are not separated into different public price cards. University-level Mathematics is outside the standard scope.

It may involve either, depending on the student. A weak foundation is rebuilt from the beginning; a student who knows the topic but struggles with particular problems works on structure, mistaken starting points and solution methods. The student is not left as a spectator and is expected to explain and reconstruct the reasoning independently.

A four-session package includes support for up to twelve selected questions. They may be sent in no more than four submissions, with a maximum of three questions in each. The student should include their own attempt and identify where they became stuck.

Feedback on selected Mathematics questions may take up to five business days. Complex questions, or several questions arising from the same underlying gap, may be moved into the next live lesson. A faster answer is not guaranteed simply because an examination is approaching.

Because a correct answer alone does not reveal why the student became stuck. An attempted solution shows which knowledge was used, where the reasoning changed direction and which connection is missing. The response can then become teaching rather than the mere delivery of an answer.

The statement is not accepted as a final diagnosis. It often conceals missing foundations, disconnected topics, formula hunting, unsuitable resources, anxiety or passive solution watching. With a student who genuinely wants to learn, the real starting point is identified and the structure rebuilt from there.

No. The program provides technical clarity, structured subject work, error analysis and independent problem-solving development. Examination outcomes depend on the student’s effort, starting point, time use, health and testing conditions. Honest teaching can promise a method, not manufacture a result.

It is an individual program that examines the student’s complete study system rather than one school subject. It may address weekly planning, subject priorities, mock-exam analysis, revision, attention, procrastination, responsibility and sustainable study habits.

No. It is not therapy, psychological counselling, diagnosis, treatment or crisis support. Giray Arslan’s Psychology education informs the use of concepts such as attention, working memory, forgetting, review, feedback, habit and self-regulation within an academic context.

We review how much of the previous plan was completed, why certain work did not happen, current mock-exam data and the most important priorities. A new plan is then built around the student’s actual week. The purpose is not to produce an attractive timetable, but a system the student can use and increasingly manage independently.

No. Mentoring concerns planning, follow-up, mock-exam analysis and the wider study system. A student who needs Mathematics teaching or question support should enrol in Mathematics or an approved combined program.

The standard program does not include unlimited daily supervision or constant reminders. A mentor taking over the student’s entire responsibility may create temporary order, but not independence. There is accountability, not someone else living the academic process on the student’s behalf.

We first examine whether the plan was realistic, the task sufficiently clear, an unresolved difficulty created avoidance or the week was genuinely disrupted. Where the reason is valid, the system changes. Where the work was plainly insufficient, that is stated directly—not to damage morale, but to provide accurate information.

No. Mentoring helps the student understand their working habits, organise priorities and stop spending effort at random. A mentor does not produce the examination result alone. The student’s work, decisions and consistency remain essential.

Yes. Direct Mathematics teaching and the wider study system may be designed within one personalised program. There is no fixed public combined package or automatic price; lesson count, question support, follow-up intensity and cost are defined after the introductory conversation.

Students aged 13–17 may explore the program, describe their goals and begin the conversation, but guardian approval is required for formal enrolment, scheduling, payment and terms. For children under thirteen, the application and administration are handled by an adult. The student remains central to the learning process, while the adult manages the formal side.

For younger students, parent presence may be useful during the beginning stage, technical setup or a particular review. However, we also consider whether constant attendance would reduce the student’s independence or comfort. The arrangement is agreed among the student, parent and educator.

Not without explicit permission. Promotional, social-media or publication use involving a minor also requires guardian consent. Testimonials are never invented, and genuine feedback is published only with permission.

Lessons are provided for learning, explanation and feedback. Answers are not supplied during an active examination, and assignments or individual assessments are not completed on the student’s behalf. Methods may be taught and completed work reviewed, but academic integrity remains the student’s responsibility.

Insults, threats, harassment, repeated boundary violations, unauthorised recording, material distribution, payment fraud or serious academic dishonesty may lead to a warning, suspension or termination of the service. Unused rights are reviewed according to the seriousness of the conduct, work already delivered and any mandatory rights that apply.

Giray Arslan is a violinist, music educator, writer, lead violinist and first-violin member of the KU Orchestra, and founder of ARSLAN CLASSICS — Academy of Music & Arts. At Koç University, he studies Psychology as his major, Business Administration as a double major, and Media and Visual Arts as a minor. His work brings together roughly a decade with the violin, several years of individual teaching and an interdisciplinary interest in music, psychology and education.

No. After his initial foundational training, much of his development continued through a self-directed and interdisciplinary path shaped by orchestral, band, performance and teaching experience. This is neither concealed nor treated defensively: the ARSLAN CLASSICS approach is not an imitation of one institutional route, but a combination of technical seriousness, teaching ability and independent musicianship.

He is a lead violinist and first-violin member of the KU Orchestra. The role involves more than carrying the principal melodic line: it requires listening across the ensemble while managing entrances, phrase direction and the wider responsibility of the section.

The current standard model is online-first, and no permanent public campus has been announced. Limited face-to-face work in Istanbul may be reviewed manually. The brand has been designed to accommodate a future physical space, additional educators and other instrument programs, but future plans are not presented as current facilities.

No. The standard programs are individual private-education services and do not award an official diploma, state-recognised degree or conservatory qualification. Any future workshop or participation-document system would be announced separately and described clearly.

Musicians and educators with strong subject knowledge, genuine teaching ability and an affinity with the institution’s standards may make contact regarding future collaboration. This does not guarantee an immediate vacancy or appointment; experience, specialism, teaching approach, sample work and suitability are reviewed.

Serious concert and stage work, orchestral and band projects, studio recording, guest Violin, jazz-fusion, experimental music, post-rock, film and visual-media music, collaboration with composers, podcasts, interviews, media and educational partnerships may all be considered. Unprepared last-minute work, unrehearsed performance, decorative playback appearances and vague “exposure” offers in place of professional conditions do not fit the working standard.

Yes. Online lessons are available regardless of city or country, provided that the applicant states their location and time zone. Performance and creative proposals from elsewhere in Türkiye or abroad may also be considered where rehearsal, travel, accommodation, budget and technical conditions are explained clearly.