What is the Suzuki Method? The Suzuki Method is modeled on the process a child uses to learn to speak. Many adults find it difficult to learn a foreign language, yet children of all nationalities learn to speak their native tongue with ease. The late Dr. Suzuki took advantage of this observation and developed a method for teaching the violin modeled on this process. He called this method the Mother-Tongue Approach, or Talent Education.
There are many parallels between learning a language and learning a musical instrument. The following is a list of the parallels Dr. Suzuki cited as critical in developing either skill.
1. Early Development: Dr. Suzuki suggested that development begin at birth through exposure to music. Formal training may be started as early as age three.
2. Small Increments: The student should master the material at hand with a total sense of success, thereby building confidence and enthusiasm as he/she proceeds at a comfortable individual pace.
3. Parental Involvement: A parent observes his or her child’s lessons in order to ascertain the skills and techniques their child will need to apply during home practice. For this reason, the parent initially receives instruction in correctly playing the instrument with a simple piece of music. The most important ingredient for the child’s success is the parent’s willingness to devote regular time to working closely with the child and the teacher.
4. Repetition: Listening to recordings of the Suzuki repertoire on a daily basis is fundamental to the Suzuki approach. The more the student listens to the recorded music, the more quickly he/she learns. This approach was derived from the way children learn to speak their native language.
5. Delayed Reading: Reading music is postponed until the child’s instrumental and aural skills are well established, just as we teach children to read only after they can speak. This enables the early focus of the teacher’s and student’s attention to be on the sound, i.e. perfecting a beautiful tone, accurate intonation, and musical phrasing.
6. Specific Repertoire: The Suzuki repertoire is comprised of ten books. Each book is designed to build on skills and techniques learned in the proceeding book. Equally important is the strong motivation this standardized repertoire provides; students wan to play what they hear more advanced students playing. Constant repetition of the already mastered pieces of music in a student’s repertoire is the secret of the performing ability of Suzuki students.
7. Environment: Create an enjoyable learning environment in lessons and home practice, so that much of the child’s motivation comes from enthusiasm for learning and a desire to please. When working with children we should remember Dr. Suzuki’s exhortation that we must come “down to their physical imitations and up to their sense of wonder and awe.”
8. Group Learning: Group lessons, in addition to individual lessons, are a valuable supplement to the students’ education. The students learn from watching more advanced students and their peers. Children love to do what they see other children doing! Observation of other students is a great motivator.
9. Cooperation: The Suzuki program fosters an attitude of cooperation, not competition, among students. We encourage the students to have an attitude of supportiveness for one another’s accomplishments.
What Music is Taught?
The thoughtfully compiled Suzuki instructional books guide the student from simple variations of “Twinkle, Twinkle Little Star” to complex classical music. The students will learn to play pieces by famous composers such as Bach, Beethoven, and Mozart, as well as additional pieces such as seasonal music and fiddle tunes.
Summary of the Suzuki Method
The students start their Suzuki education with the rudimentary skills of learning how to appropriately sit, stand, and hold an imitation instrument. Once these motor skills are developed the children are introduced to their actual instrument and bow. It is then that they learn to play the familiar tune “Twinkle, Twinkle Little Star” through sound recognition. The students are introduced to each new song by repetitively listening to a recording of it. After becoming familiar with the song, the students are taught to emulate the song on their instruments. It is only after learning to “talk” with their instruments that the students are instructed on how to read music. After developing these elementary skills “the potential of each child is unlimited.”
The Suzuki Talent Education Program requires parental involvement. At least one of the Suzuki student’s parents attends the child’s lessons. This parent will serve as “home teacher” during the week. The parent learns to play before the child, so that he or she understand what is expected of the child, however it is not long before the young absorbent child surpasses the parent in ability. The parents also work with the teacher to create an enjoyable learning environment.
Course Offerings
All instructors have degrees in music and are registered with the Suzuki Association of the Americas (SAA).
FWSTE offers instruction in violin, viola, and cello. In addition to individual lessons, students participate in weekly group and theory classes. After mastering the fundamental skills students begin participation in a beginning orchestra. As students progress, they participate in advanced orchestra and chamber music ensembles. FWSTE students participate in several public performances throughout the year. Among these are the Johnny Appleseed Festival, Three Rivers Festival, FAME Festival, and Germanfest.
There are many parallels between learning a language and learning a musical instrument. The following is a list of the parallels Dr. Suzuki cited as critical in developing either skill.
1. Early Development: Dr. Suzuki suggested that development begin at birth through exposure to music. Formal training may be started as early as age three.
2. Small Increments: The student should master the material at hand with a total sense of success, thereby building confidence and enthusiasm as he/she proceeds at a comfortable individual pace.
3. Parental Involvement: A parent observes his or her child’s lessons in order to ascertain the skills and techniques their child will need to apply during home practice. For this reason, the parent initially receives instruction in correctly playing the instrument with a simple piece of music. The most important ingredient for the child’s success is the parent’s willingness to devote regular time to working closely with the child and the teacher.
4. Repetition: Listening to recordings of the Suzuki repertoire on a daily basis is fundamental to the Suzuki approach. The more the student listens to the recorded music, the more quickly he/she learns. This approach was derived from the way children learn to speak their native language.
5. Delayed Reading: Reading music is postponed until the child’s instrumental and aural skills are well established, just as we teach children to read only after they can speak. This enables the early focus of the teacher’s and student’s attention to be on the sound, i.e. perfecting a beautiful tone, accurate intonation, and musical phrasing.
6. Specific Repertoire: The Suzuki repertoire is comprised of ten books. Each book is designed to build on skills and techniques learned in the proceeding book. Equally important is the strong motivation this standardized repertoire provides; students wan to play what they hear more advanced students playing. Constant repetition of the already mastered pieces of music in a student’s repertoire is the secret of the performing ability of Suzuki students.
7. Environment: Create an enjoyable learning environment in lessons and home practice, so that much of the child’s motivation comes from enthusiasm for learning and a desire to please. When working with children we should remember Dr. Suzuki’s exhortation that we must come “down to their physical imitations and up to their sense of wonder and awe.”
8. Group Learning: Group lessons, in addition to individual lessons, are a valuable supplement to the students’ education. The students learn from watching more advanced students and their peers. Children love to do what they see other children doing! Observation of other students is a great motivator.
9. Cooperation: The Suzuki program fosters an attitude of cooperation, not competition, among students. We encourage the students to have an attitude of supportiveness for one another’s accomplishments.
What Music is Taught?
The thoughtfully compiled Suzuki instructional books guide the student from simple variations of “Twinkle, Twinkle Little Star” to complex classical music. The students will learn to play pieces by famous composers such as Bach, Beethoven, and Mozart, as well as additional pieces such as seasonal music and fiddle tunes.
Summary of the Suzuki Method
The students start their Suzuki education with the rudimentary skills of learning how to appropriately sit, stand, and hold an imitation instrument. Once these motor skills are developed the children are introduced to their actual instrument and bow. It is then that they learn to play the familiar tune “Twinkle, Twinkle Little Star” through sound recognition. The students are introduced to each new song by repetitively listening to a recording of it. After becoming familiar with the song, the students are taught to emulate the song on their instruments. It is only after learning to “talk” with their instruments that the students are instructed on how to read music. After developing these elementary skills “the potential of each child is unlimited.”
The Suzuki Talent Education Program requires parental involvement. At least one of the Suzuki student’s parents attends the child’s lessons. This parent will serve as “home teacher” during the week. The parent learns to play before the child, so that he or she understand what is expected of the child, however it is not long before the young absorbent child surpasses the parent in ability. The parents also work with the teacher to create an enjoyable learning environment.
Course Offerings
All instructors have degrees in music and are registered with the Suzuki Association of the Americas (SAA).
FWSTE offers instruction in violin, viola, and cello. In addition to individual lessons, students participate in weekly group and theory classes. After mastering the fundamental skills students begin participation in a beginning orchestra. As students progress, they participate in advanced orchestra and chamber music ensembles. FWSTE students participate in several public performances throughout the year. Among these are the Johnny Appleseed Festival, Three Rivers Festival, FAME Festival, and Germanfest.