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The Suzuki Approach:
- Parent Involvement
Parents will have an important role as “home teachers” as a child learns an instrument. In the beginning, one parent will learn to play before the child, so that he/she understands what the child is expected to do. The parent attends the child’s lessons and the two practice daily at home. This allows a parent to gain an understanding of what the child will go through and participate as a “home teacher”.
- Early Years
The early years are crucial for developing mental processes and muscle coordination in the young child. Children’s aural capacities are also at their peak during the years of language acquisition, and this is an excellent time to establish musical sensitivity.
- Listening & Repetition
The Children will absorb the language of music just as theyabsorb the sounds of their native language. With repeated listening to the pieces they will be learning, children become familiar with them and learn them easily.
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. This creates an environment of enjoyment for child, parent and teacher.
- Learning with Other Children
Music promotes healthy social interaction, and children are highly motivated by participating in group lessons and performances in addition to their own individual lessons.
- Graded Repertoire
The Suzuki repertoire for each instrument presents a careful sequence of building blocks for technical and musical development.
- Delayed Reading
Children are taught to read only after their ability to speak has been well established. In the same way, Suzuki students develop basic competence on their instruments before being taught to read music. This sequence of instruction enables both teacher and student to focus on the development of good posture, beautiful tone, accurate intonation, and musical phrasing.