Philosophy

Philosophy

Talent is best developed with the following ten elements in place:

1. Belief that all children have potential
2. Parent Involvement
3. Early beginning
4. Listening to fine music
5. Step-by-step Mastery
6. Repetition
7. Encouragement
8. Learning with Other Children (playing with peers)
9. Common Repertoire
10. Chamber music and sight reading

Belief that all Children have potential

In order to develop talent, the caregivers in a child’s life have to believe in a child’s potential. The Suzuki Method does not set out to create professional musicians. It’s primary goal is the development of fine young people who will grow into happy, productive adults.

Parent Involvement

Parents are the first and most important teachers in their child’s life. As they teach them to speak, so are they involved in the musical learning of their child. Parents attend lessons with the child and serve as “home teachers” during the week. One parent often learns to play before the child, so that s/he understands what the child is going to learn. The learning environment is one that is enjoyable and nurturing as the teacher and parent work together to create this.

Early Beginning

An infant began listening as the ear buds developed in utero. By continuing to expose infants and toddlers to good music, while also providing a model for speech and behavior, children develop skills. The early years are crucial for developing mental processes, language and muscle coordination. Listening to music should begin at birth; and many early childhood music programs benefit later formal training. It is important to note, however, that a person is never too old to begin, as in learning anything new. It tends to be easier to learn in the early years.

Listening

Children learn words and dialect after hearing language that is spoken around them thousands of times in their environment. Listening to the music that will be played in the Suzuki repertoire is important so that the child knows the pieces immediately and has a model for their own performance later.

Step-by-Step Mastery

Each skill is broken down into small segments easily mastered by the student. It is imperative that these segments (and, later, pieces) be thoroughly mastered before attempting the next step, so as to engineer a ‘built in’ success for each step in the learning process. This takes skill on the part of the teacher to assess the potential and limitations of learning at a given moment in order to effectively challenge the learner.

Repetition

Constant repetition is essential in developing talent in any discipline. With language, children continually add new words to their vocabulary while repeating and continually using words they have already spoken. The same technique is used in the Suzuki Method. All early pieces are retained and reviewed while adding new music to the student’s repertoire. The technical aspects become easier, and the playing becomes more sophisticated.

Encouragement

As with language and learning other disciplines, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, creating excitement by building on small steps that lead to greater achievement. Children are also encouraged to support each other’s efforts, fostering an attitude of generosity, kindness and cooperation.

Learning with Other Children and group play

The social aspect of the Suzuki Method makes it fun and inspiring. In addition to private lessons, children participate in regular group lessons and performance which provides motivation for them.

Common, Creative, Active Repertoire

Children learn language for its natural purpose of communicating and self-expression. In an environment that supports growth, children ‘practice’ language daily to achieve the goal of effectively communicating. The Suzuki repertoire is designed to present technical problems to be learned in the context of the music rather than through dry technical exercises. In one’s native tongue, one never gets to the point where a word is learned only to be forgotten. The Suzuki student constantly reviews the repertory he has learned, and then effectively reinforces his memory, his technical skill, and his musical expression.

Sight Reading, Chamber Music

Children learn to read language after their ability to talk has been well groomed. Reading music after gaining physical control is analogous to native language learning. A child speaks before he learns to read. A child (or adult) learns to play the instrument before learning to read. By no means, however, should memory learning be dropped when one starts to read notes!