As a violin teacher, I try not to underestimate the value of teaching music that students know and enjoy, especially for beginners. While the Suzuki classics such as Gone With the Wind, the various selections by Suzuki himself (such as Perpetual Motion), and early music by Bach and Handel may satisfy some, there are, in my experience, many students left uninspired.
Many students have requested music by John Williams or other movie or television themes. Unfortunately, these are often quite chromatic and difficult, and the available music often cannot be played in first position or is quite awkward (having not been edited specifically for violin).
Indeed, forming a connection with a student relies, in my opinion, on providing music that inspires. Also, for youngsters, familiar music is usually far more palatable. It is tempting to shy away from teaching religious music such as Christmas songs and, year-round, sacred music such as hymns, spirituals, and Sunday School songs. Yet, for many students (and parents), this music has the potential to inspire, and often is both recognizable and, already, well loved. Examples of such music would be "Jesus Loves the Little Children," "Jesus Loves Me," "In the Garden," and, for specific denominations, selections such as "salve regina" or "A mighty Fortress." At Christmas time, good choices can be "We Wish You a Merry Christmas" or "Joy to the World."
In my experience, teaching sacred songs adds to the availability of familiar songs that can inspire students of all ages as well as engage parents. Since parental support and participation is, in my opinion, vital to the success of, in particular, the young student, it can be quite valuable to choose music that parents, as well as students, enjoy.
When choosing a book of sacred songs for beginners, it is important that it be edited by a violinist, and that, preferably, that it be scored to be played in first position. Choosing a book with either a duet part or a piano accompaniment allows the student to perform this music on his or her recital.
Of course, it is vital to be sensitive to the religious beliefs of the students and parents when offering to teach Christian or other sacred music. A gentle query into whether such music would be of interest has been, in my experience, sufficient to ensure that this is a welcome addition to the repertoire.

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Books offered by Simply Violin:
Violin Scales and Arpeggios in One, Two, and Three Octaves (Based on Flesch)
Sing. Play. Learn. 80 Favorite Songs in First Position
40 Christmas Songs for Violin in First Position
50 Sacred Songs, Hymns, and Spirituals for Violin in First Position
Advanced Contest Fiddle Tunes: Full Arrangements with Chords
Accompaniment Books for all song books.

Scales are Arpeggios are important for learning violin. And yet, many students consider them the bane of their violin existence. After all, they sound best when be executed with near-perfect technique and yet seem to lack interest, musical content, and melody.

What are the advantages to practicing scales? How better to learn to play even up-bows and down-bows, without rhythm or melody to distort rhythmical consistency and symmetrical bowing. In addition, key signatures must be mastered to play scales correctly and in tune. And, they force the student to play in many positions as well as to master the high reaches of the violin in a controlled manner. Intonation and good tone can also be developed through playing scales, along with a steady and consistent vibrato. Practiced at a rapid tempo, scales also develop fluency of the fingers and accurate shifting. Finally, from a practical point of view, many schools, colleges, conservatories, and youth symphonies require scales as part of auditions. Thus, failing to learn them can render the student unable to compete.

Also important are arepeggios. These consist of only three notes -- the triad that forms the root of the key signature of the arpeggio. For example, in the key of D, there are three notes in each arpeggio (D, F-sharp, and A), played in ascending and descending octaves. Arpeggios, like scales, help develop good intonation and understanding of key signatures. They also develop shifting skills along with good intonation, since the student must match the pitch of the notes in each octave to the previous octave. Like scales, when played at a rapid tempo, arpeggios also develop fluency of the fingers and accurate shifting. Finally, arpeggios may be required at auditions and thus are often necessary to learn.

It may be difficult for the student or teacher to choose an ideal book of scales and/or arpeggios. While the Carl Flesch book is considered the gold standard for playing them in three octaves, the book is also thickly layered with other difficult material such as tenths and thirds that can go on for pages. In addition, practically speaking, the book does not like to stay open and it can be hard to locate the scale or arpeggio to be played, due both to the sheer thickness of the book, and also to the seemingly "random" (though, in fact, it is not random) order of keys. Finally, the book does not contain scales in one and two octaves and thus is geared toward advanced students only.

For more beginning students, there are few books that incorporate scales and arpeggios in the same book, or that base their fingerings for one and two octaves on the Flesch fingerings -- or indeed on any other consistent logic.

Due to the seeming lack of good and modern options, I have compiled a manageable and simple book of scales and arpeggios in one, two, and three octaves that offer Flesch fingerings for the three octave varieties, but that also include one and two octaves scales and arpeggios. These consistent fingerings are based on and preparatory for those in three octaves included in the book by Carl Flesch.

Suzuki Violin School: Book One has been a bedrock of violin education since it was introduced in the 1970s. One of the first books to rely on arranging songs in order of increasing difficulty, it is a favorite of violin teachers, Suzuki and non-Suzuki alike.

But this book has certain limitations that can make supplementing its content a good idea. A principal issue is that there are only seventeen songs in the first Suzuki Book, and, by the end of the book, the student is expected to play works by both Bach and Schumann, in edited but still rather difficult arrangements -- quite a jump from folk tunes and the five etude-like works written by Shinichi Suzuki.

In addition, many teachers feel there is a rather large gap in difficulty between the 12th and 13th pieces, as well as between the 13th and 14th. After twelve rather easy pieces consisting of simple folk tunes and original and easily played compositions by Suzuki himself, comes the 13th work -- Minuet 1 by J.S. Bach. New to the student in this piece are: hooked bowings, necessary use of the fourth finger for hitting the B in first position on the E string, and a change of key signature midway through that forces the student to differentiate between C-sharp (second finger high) and C-natural (second finger low) for the first time.

The gap in difficulty between the 13th piece in the book and the 14th (minuet 2 by J.S. Bach) is even more profound. First, the student must play a work a full page in length -- double the amount of staves of any previous work in the book. Next, the student must jump from the E string to the D string at a rapid tempo and follow this skip with a hooked bowing. Even the first measure is difficult, with 4 string crossings in the first 6 notes. Fifths played by the same finger first on a high string and then on a lower string -- a notoriously difficult technique for beginners -- must be executed at a rapid tempo. Triplet rhythms are also introduced for the first time. And, making its first appearance in the book, is a brief interlude in e minor that requires third finger high on the D and A strings -- three firsts for the student that occur almost at once.

In the end, it would seem that Suzuki Book One is, in reality, more like two separate books. The first seems of appropriate difficulty for the beginner. The second, starting around the 12th piece, seems to belong in a separate book -- and one very much more advanced than the first.

Another issue with the Book One is the choice of songs -- and this concerns even the first eleven. While there are a few songs that most children know (Twinkle, Twinkle being the most obvious), the other folk songs included are less well known -- like "O Come Little Children," "May Song," and "Song of the Wind." Following the folk songs are five "songs" by Suzuki, including pieces titled "Perpetual Motion" and "Etude." These often fail to engage the student, which, to me, does not seem all that surprising.

Thus, while the Suzuki Books were groundbreaking material in the 1970s, it would seem that supplementing them with additional easier material --along with more familiar songs-- might be a good idea. After all, it takes time to develop technique and eleven easy songs do not seem enough, in my opinion, to prepare for works by J.S. Bach or Schumann. For this reason, I have written my own book, based on Suzuki and also arranged in order of increasing difficulty, but also including note reading and fingerboard charts. The songs are also divided into sections that introduce new notes in small groups. Thus, the student can learn by studying this book not only finger numbers but also the note names that he or she is playing. This book consists of 80 familiar songs, including many that are only two to three staves in length. Not only do these easy songs prevent students from feeling overwhelmed by long and unfamiliar pieces, they also permit them to master new works in a much shorter time. This slower pace can allow the student to build a more solid technique without rushing them into works that are too hard.

While Suzuki Book One is greatly valuable, it is my opinion that difficult songs are introduced too early and there are not enough familiar and easy songs that students enjoy playing. Thus, supplementing it with additional easy songs can prevent a student from picking up bad habits that can result from playing works that introduce too much difficulty too soon.

I would suggest purchasing a beginner level book and, temporarily, starting over from the beginning. Good options are the Suzuki Method Books and also perhaps my Song Book series, which you can view or purchase here: http://www.simplyviolin.com/page10/page10.html.

For "starting at the beginning" the most suitable book in the Simply Violin series would be: Sing. Play. Learn. 80 Favorite Songs for Violin. For Suzuki, Books One and Two.

All of these books are also available at Amazon.com.

Starting at the beginning entails perfecting songs/pieces that you can play without difficulty and only advancing to the next song when the current one sounds exactly the way that you want it to sound. Since books like Sing. Play Learn and the Suzuki books are arranged in the order of increasing difficulty, you should be able to make progress through playing songs that are easy enough for you that you can focus on the basics. Playing music that is too hard is one of the biggest reasons for lack of progress.

I would suggest that you practice slowly and pay particular attention to bow placement on the string. Make sure you are drawing a straight and even bow and lead with the wrist. Make sure that you are not squeezing the neck of the violin with your left thumb. If you are having trouble finding the notes in first position I recommend using a product called First Frets. First Frets applies to your fingerboard and will show you the notes in home position. I have a local violin shop that carries them and I'd be happy to give you their information if you have difficulty finding this product.

Another good idea is to listen to recordings of great violinists, such as Perlman and Heifetz and to watch them on Youtube if you can absorb some of their technique that way.

Don't get frustrated if you don't sound good right from the start.

One thought would be to take a lesson even once a month or once every couple of months if possible. It is often difficult for students to see themselves and sometimes it takes a teacher to diagnose certain issues.

Best of luck to you.