The Suzuki Method

• Every Child Can Learn
  The Suzuki Method is named for Dr Shinichi Suzuki, a Japanese violinist and teacher, who developed his educational approach upon the realization that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the “mother-tongue” approach. Dr Suzuki believed that this was the best educational method in the world, and that all educators could benefit by incorporating elements of this method into other subject areas.

  The ideas of parent responsibility, loving encouragement, and constant repetition are some of the basic tenets of the Suzuki Method.

  Environment
  Environment is the key to developing abilities.

  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.

  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.

  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.

  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.

  Learning with Other Children
  In addition to private lessons, children participate in regular group lessons and performance at which they learn from an 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.

  Are Suzuki Children Prodigies?
  No, Suzuki students are normal children, most of whose parents may have little or no musical experience. Their parents have simply chosen to introduce them to music through the Suzuki Method.

  This material is copyrighted by the Suzuki Association of the Americas, Inc. © 2005 and used with permission.