About the Suzuki Philosophy
The Suzuki approach to learning music is comparable to the natural acquisition of a language. During the mid-20th century, Japanese violinist Shinichi Suzuki realized that children learn to speak their native language easily, just by being immersed in their own culture. He translated this “mother-tongue” approach to learning music. The ideas that creating a musical environment at home, adding parent responsibility, loving encouragement by the teacher, family and caregivers, and constant repetition of skills learned all create an atmosphere that nurture child in music. -Adapted from the Suzuki Association of the Americas
Some aspects of the Suzuki environment:
Listening – Children learn to speak by hearing their caregivers speak words and phrases hundreds of times. In Suzuki piano study, listening is an essential daily activity so that the music to be learned is as familiar as “Happy Birthday” is to most Americans. Other music listening in general, especially high-quality classical music, is also important.
Parental Involvement – parents play an essential role in the Suzuki philosophy. Learning takes place in a triangle of cooperation between teacher, parent and child. The practice parent attends each lesson, takes notes, and then guides the child through their daily practice at home – the parent becomes the “home” teacher. Parents play the recordings daily, help create an environment of loving support, encouragement and understanding.
Positive Environment – A positive, nurturing environment is essential both at home and at the lesson. Parents need to make sure that all family members understand this! Children learn enthusiastically when they are supported with praise and encouragement. Whether it is the 100th or the 1,000th time you’ve heard the Twinkle Variations, the rendition should be met with enthusiasm and positivity.
Repertoire – The Suzuki repertoire books are carefully curated with folk songs and classical repertoire to build technical and musical skills in a step-by-step manner. I also augment the Suzuki curriculum with other fine repertoire.
Reading – Reading one’s native language is delayed until children can speak fluently. The Suzuki approach delays reading until the student can play with beautiful tone, healthy technique, and musicality. Though score-reading is delayed, many pre-reading and reading-readiness activities help to prepare for the move through the “learning to read” stage to the “reading to learn” stage.
Group Experiences – Group lessons are an important compliment to private lessons. The Suzuki repertoire provides a common ground for students to play together and have a familiar starting point for other activities as well. Students also perform for each other and learn how to give compliments and observations to others in a kind, considerate manner. Children are motivated by watching their peers play. Group lessons provide an important social component for budding musicians. Parents must attend group lessons with their child for the first few years.