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The Suzuki violin Method was developed by Dr. Suzuki (1898-1998) who was born in and lived in Japan. Fundamental to the philosophy of Dr. Suzuki was the idea that every child can learn. As he observed young children he was struck with the knowledge that every child learns to speak their native language without any formal instruction. The method is based on the tenant that every child has the ability to learn incredible things if they are in an environment that nurtures that ability within them. This is the idea of the “mother-tongue approach”.

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When a student studies music following the Suzuki method, there are several key points in which their education and experience will differ from what may be known as a more “traditional” methodology. Briefly outlined in the following paragraphs are a few of the principals of the Suzuki approach.

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• The fundamental belief that every child can learn and that talent is not inborn but instead developed.

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• Dr. Suzuki always said, “Character first, then ability”. He believed that learning music equips children with a beautiful heart and character. Indeed, learning music develops many character qualities: perseverance, appreciation of beauty, patience, and self-discipline, to name a few.

 

• Another aspect of the Suzuki Method is the importance of saturating a child’s environment with what they will be learning. They are to listen to the CD as much as possible in the background of their lives so that when they come to the pieces in their study the music will already be ingrained in their ear and mind.

 

• Suzuki also believed in starting education as young as possible. Children can begin learning to play as young as 2 or 3 years old. By beginning at such an early age, the child’s earliest memories involve the instrument and it becomes almost an extension of them.

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• Of course, a child of three cannot be expected to practice every day on their own! This is where another key aspect of the Suzuki method, parental involvement, comes into effect. Parents (or an adult who will practice with them daily) are required to be present during the child’s lessons and then to practice with them at home. This parent-child-teacher relationship can be pictured as an equilateral triangle with the child at the top. Both the parent and teacher will be crucial to the success of the child and they have the same final goal in mind. The focus of both is the wellbeing and success of the child.

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The Suzuki approach is a very unique approach that differs from other teaching philosophies. It requires dedicated parents and teachers but the results have been shown to be successful and the children are well worth our efforts!