As a life-long Suzuki student, I have experienced first-hand the benefits that come with the Suzuki Method. I began my Suzuki journey at age 3 with piano and added violin to the mix at age 4. One of the most common questions I am asked is “Are your parents musicians?” to which I answer “No, my mom just loved classical music and the philosophy behind the Suzuki Method.” Dr. Shinichi Suzuki believed that every child has the ability to learn music to a high level. This belief goes against the common thought that musical ability comes from inborn “talent” – AKA you “got it” or you don’t. Suzuki coined the term “talent education” to emphasize that musical skill can be taught given the right nurturing environment.

 

Dr. Suzuki studied the way that little children learn to speak their native language, a difficult skill that every child masters. Children are immersed in the sounds of their language, and parents encourage their children’s language learning with praise and love. Following this model of language learning, the “mother-tongue” method of learning music was born.

 

The ultimate goal of the Suzuki method is not only for a child to learn to play music, but also for the student to learn the discipline of practice and the confidence of performing on stage. These are both skills that transfer easily to other areas of life and become part of the child’s character. As Dr. Suzuki once said, “Teaching music is not my main purpose. I want to make good citizens. If children hear fine music from the day of their birth and learn to play it, they develop sensitivity, discipline and endurance. They get a beautiful heart.”

 

The following are components of the Suzuki Method, which provide additional insight into its process and philosophy. (From the SAA official website: https://suzukiassociation.org/about/suzuki-method/).

 

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.

 

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 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.

 

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 performance at which 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.

 

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.