Every Child Can Learn

More than fifty years ago, Japanese violinist Shinichi Suzuki realized the implications of the fact that children around the world 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. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach.

Dr. Suzuki’s goal was to go beyond the development of professional musicians. He affirmed that “Musical ability is not an inborn talent but an ability which can be developed.” He aimed to nurture loving human beings and help develop each child’s character through the study of music.

FEATURES OF THE METHOD INCLUDE:

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, observing and taking notes. During the week they supervise or run practice, depending on the age of the child. Parents work with the teacher to create an enjoyable learning environment. One parent often learns to play before the child, so that s/he understands what the child is expected to do. For younger students, this can foster the mentality of, “I want to do what mommy/daddy does too!”

Early Beginning

The early years are crucial for developing mental processes and muscle coordination. Listening to music should 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 pieces in the Suzuki repertoire so the child knows them immediately.

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. A child doesn't simply learn how to say “mama” and then stop saying it, they repeat it over and over. It takes a 4 year old 400 correct repetitions to learn something.

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.

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.

Group Lessons

Seeing other kids playing their songs or more advanced songs is very motivating, students get review of previous pieces, they have something in common with their peers, and they learn to play together as a group.