Parent Involvement- As when a child learns to talk, the parent plays a crucial role in their child’s musical learning. They attend lessons with the child and serve as “home teachers” during the week. Parents work with the teacher to create an enjoyable learning environment.
Early Beginning- An important element of the Suzuki Method is attention paid to sensory development. In the early years, developing the ear, motor skills, and mental processes are equally important in music as in language. These qualities can begin at birth; formal training can 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 the pieces in the Suzuki repertoire so the child knows them intimately.
Repetition- Constant repetition is essential in learning to play an instrument. When children learn a new word or piece of music, they add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.
Encouragement- As with language, the child’s efforts 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. We allow children to learn through trial and error, gently correcting through demonstration, and following subsequent efforts with praise and delight. In so doing, we motivate our children and provide a trusting, safe environment for them to attempt new challenges and gain confidence.
Learning with Other Children- In addition to private lessons, children participate in regular group lesson and performances 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.
Delayed Reading- Children learn to read the written word after their ability to talk has been well established. In the same way, children develop basic technical skills and ear training before beginning to read music.
"I began studying the Suzuki Method at the age of three and a half. I have been able to carry much of what I have learned through studying the violin into other parts of my life. I credit my ability to concentrate and focus on the early training I received. I have also learned that the learning process is just as important—and can be just as rewarding—as the end results. These are just small examples of the great impact Suzuki education has had on my life. It has indeed been a part of my daily life for over twenty-five years. This is something that I hope to pass on to my students."
Aimee Morrill