Philosophy

Almost 50 years ago, Dr. Suzuki realized that children throughout the world learn to speak their native tongue with ease. He applied the basic concept of language attainment to music education and named his method the mother-tongue approach. The ideals of parent involvement, loving encouragement and constant repetition, define the Suzuki approach.

Parental Involvement: As when children learn to speak, parents are actively involved in the musical training of their child. They observe each lesson and act as the “home teacher” throughout the week. Parents and teachers work together to build an enjoyable learning environment.

Early Beginning: The first years of life are critical for developing mental processes and muscle coordination. Start listening to music at birth. Formal training may begin at age three or four, but It Is never too late to begin!

Listening: Children learn words after hearing them aloud many, many times. Listening to music every day is important, especially listening to the Suzuki repertoire recordings. This enables the child to know each piece before formal instruction begins.

Encouragement: As with language, the child's efforts to learn an instrument can be met with encouragement and appreciation. Every child advances at his or her own pace, mastering each tiny step. Children are also encouraged to support each other, creating an environment of kindness and cooperation.

Learning in Groups: Children who study the Suzuki Method also attend regular group lessons and community performances where they leam from and are motivated by each other.

Repetition: Constant repetition is vital in learning to play an instrument. Children do not learn a word and then never use it again. For this same reason, constant review of pieces is stressed. Students add repertoire to their vocabulary gradually using it in new and more sophisticated ways.

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.