Suzuki Method
Suzuki teaching is based on a philosophy of respect for the child. All children are respected as unique human beings; they are as capable of developing their musical abilities as they are of developing their linguistic abilities. Dr. Suzuki's educational goals include: building a noble soul, developing an appreciation of beauty, giving a sense of purpose to life, learning the discipline of acquiring a skill, and becoming a fine human being. Dr. Suzuki called it "Talent Education." Talent can be learned, ability can be developed, and just as each child learns to speak his native language, he or she can learn a musical skill through the Mother Tongue approach.
Parental Involvement
As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as “home teachers” during the week. The parent learns how to play the instrument alongside the child so that he or she understands what the child is expected to do. Parents work with the teacher to create a nurturing learning environment.
Early Beginning
The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may begin at age four, but it is never too late to begin.
Listening
Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows the pieces before he or she starts to play them.
Repetition
Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.
Encouragement
As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each other’s efforts, fostering an attitude of generosity and cooperation.
Learning with Other Children
In addition to private lessons, children participate in regular group lessons and performances where they learn from and are motivated by each other.
Graded Repertoire
Children do not practice exercises to learn to talk, but use language for its natural purpose of communication and self-expression. Pieces in the Suzuki repertoire are designed to present technical problems to be learned in the context of the music rather than through dry technical exercises.
Learning by Ear
Children learn to read words after they have learned to listen and speak. In the same way, Suzuki students learn to read music once they have learned to play their instruments by ear.
Parental Involvement
As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as “home teachers” during the week. The parent learns how to play the instrument alongside the child so that he or she understands what the child is expected to do. Parents work with the teacher to create a nurturing learning environment.
Early Beginning
The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may begin at age four, but it is never too late to begin.
Listening
Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows the pieces before he or she starts to play them.
Repetition
Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.
Encouragement
As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each other’s efforts, fostering an attitude of generosity and cooperation.
Learning with Other Children
In addition to private lessons, children participate in regular group lessons and performances where they learn from and are motivated by each other.
Graded Repertoire
Children do not practice exercises to learn to talk, but use language for its natural purpose of communication and self-expression. Pieces in the Suzuki repertoire are designed to present technical problems to be learned in the context of the music rather than through dry technical exercises.
Learning by Ear
Children learn to read words after they have learned to listen and speak. In the same way, Suzuki students learn to read music once they have learned to play their instruments by ear.