The Suzuki Method

Every Child Can Learn to Play Beautiful Music

 

The Suzuki Method is an internationally known music curriculum and teaching philosophy dating from the mid-20th century, created by Japanese violinist and pedagogue Shinichi Suzuki (1898–1998).

The method aims to create an environment for learning music that parallels the linguistic environment of acquiring a native language. Suzuki believed that this environment would also help to foster good moral character.

We currently offer Suzuki Method programs for Violin and Cello Students!

The Suzuki Method operates on a few basic principles:

AN EARLY START

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 three or 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 them immediately.

Created by potrace 1.16, written by Peter Selinger 2001-2019

REPITITION

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.

GROUP LEARNING

In addition to private lessons, children participate in regular group lessons and performance at which they learn from and are motivated by each other.

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.

PARENT 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. One parent often learns to play before the child, so that s/he understands what the child is expected to do. Parents work with the teacher to create an enjoyable learning environment

Created by potrace 1.16, written by Peter Selinger 2001-2019

DELAYED READING

Children learn to read after their ability to talk has been well established. in the same way, children should develop basic technical competence on their instruments before being taught to read music.

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.