![]() ![]() The common repertoire enables them to play together, giving them valuable ensemble experience and positive reinforcement of concepts learnt in their individual lessons. Parents also need to play the recordings daily, help to create an environment of affection, support, encouragement and understanding, and also attend workshops, concerts, group lessons, graduations and summer schools with their child.Īs well as their individual lessons, students participate in group lessons. The parent’s role includes attending each lesson with the student, taking notes and then guiding them through their practice at home – they become the ‘home teacher’. Learning takes place in an environment of co-operation between teacher, parent and child. In the lessons, the production of fine tone and sensitive playing is stressed from the beginning. The more frequently the students listen to the recordings, the more easily they learn to play.Ĭonstant listening to music performed with beautiful tone provides children with a role model for their playing. In Suzuki teaching, much emphasis is placed on daily listening to recordings of the Suzuki repertoire, as well as music in general. Formal lessons frequently begin as early as 3 years of age.Ĭhildren learn to speak by listening and imitating the spoken language they hear around them. When the infant’s environment includes fine music as well as the sounds of the mother-tongue, it is understandable that the child will develop the ability to speak and to play a musical instrument (with technical guidance) before being required to read in either language. The mother-tongue approach has successfully been applied to other fields such as art, poetry and mathematics.ĭr Suzuki closely follows the parallel with language learning and recommends that music should become an important part of the baby’s environment from birth (or even before). In the Suzuki approach each of these principles is used in the learning of an instrument (piano, violin, viola, cello, voice, harp). When a child learns to speak, the following factors are at work: Prompted and encouraged by the parents’ love and the family environment, the child responds and develops this most difficult of skills, that of intelligible speech. My whole life energies are devoted to this end.”ĭr Suzuki called his teaching method the Mother-Tongue Approach, inspired by the fact that children so effortlessly learn to speak their native tongue. And my heart brims over with a desire to help make all the children born upon the earth fine human beings, happy people, people of superior ability. In particular, I cannot help but feel respect and warm feelings for young children. I feel respect and friendly feelings for everyone. “My dream is for the happiness of all children. “Where love is deep, much will be accomplished.” If a child hears fine music from the day of his birth, and learns to play it himself, he develops sensitivity, discipline and endurance. I want to make good citizens, noble human beings. The potential of every child is unlimited”. ![]() Any child who is properly trained can develop musical ability just as all children develop the ability to speak their mother tongue. “Musical ability is not an inborn talent but an ability which can be developed. ![]() The essence of his philosophy may be found in the following quotes from his many writings: Dr Suzuki’s guiding principle was “Character first, ability second”. Suzuki Talent Education or Suzuki Method combines a music teaching method with a philosophy, which embraces the total development of the child. ![]()
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