Giuseppe Tartini, the son of Giovanni Antonio di Domenica Tartini from Florence and Katarina Zangrando, a member of an ancient Piran family, began his life on 8th April, 1692 in Piran, a small Mediterranean town in Primorje, the maritime province of Slovenia. The Filipini priests gave him his first musical education. He probably took up the violin in Piran as well and later continued his schooling in college of "Dei Padri Scolopi delle Scuole Pie" in Koper, then in Padova with a view to pursue ecclesiastical vocation, as his father so wished.Yet his restless nature drove him into music, particularly to study the violin and at the age of twenty-four he performed at the concerts in larger Italian and many European cities and competed with the most celebrated violinists. He was soon appointed as the Music Master at the St. Antonio church in Padova where he set up a violin school in 1727 or in 1728. The school was brought into fame very fast, attracting the best disciples from all over Europe so there was no wonder that the famous virtuoso and the respected teacher was justifiably named as Maestro of nations.
Tartini headed his school for more than four decades and made it the most reputable school in 18th century. Furthermore, the maestro's teaching methods and improvements (i.e. modern violin bow) preserved its fame and were the basis of excellent violin teaching well into 19th century.
In the last two decades of his life (he died on 26th February 1770 in Padova), he concentrated more on musical philosophy, theory and acoustics although he left behind a vast opus - about two hundred concerts and sonatas respectively, of which the most famous is the Devilish Trill which remains a touchstone of every great virtuoso until this very day.
Tartini's heritage continues to inspire every violinist, but enchants and binds particularly the ones who possess a teaching urge. Vildana and Vlado Repse are one of those people. Apart from playing in the Slovenian Philpharmonic Orchestra, they took the freelance teaching jobs in the state musical schools for many years where they could experience the restricted atmosphere and lack of creative freedom of prescribed curriculum, designed for an individual, a child with an average, below and
above average abilities. They found the most gifted ones tended to be neglected most. They took their own way, searched, attained initial success and rewards, collected their courage and established a musical school of their own.