The
Suzuki approach, based on the so-called “mother-tongue” method, differs from
traditional methods of teaching instrumental music because it involves the
student at a very early age, thus necessitating much participation on the part
of the parent (usually the mother) in the role of home-teacher. Some of the basic principles and ingredients
of the Suzuki approach are:
1. Begin as early as possible. Dr. Suzuki recommends that ability
development begins at birth. Formal
training may be started by age 3.
2. Move in small steps so the child can
master the material with a total sense of success, thereby building his
confidence and enthusiasm for learning.
Each child progresses at his/her own pace.
3. Either the mother or the father attends all
lessons so that (s)he understands the learning process, and can feel secure
when working with the child as home-teacher.
To this end, the parent receives initial instruction in correct playing
posture and all of the beginning steps including the playing of a simple
piece. The most important single
ingredient for success is the parent’s willingness to devote regular time to
work closely with the child and the teacher.
4. Daily listening
to recordings of the Suzuki repertoire, as well as good music in general,
is the nucleus of the Suzuki approach.
The more the student listens to his/her records and tapes, (CDs), the more
quickly s/he learns. This approach derives
from the way all normal children learn to speak their native language.
5. Postpone music reading until the child’s
aural and instrumental skills are well established, just as we teach children
to read a language only after they can speak.
This enables the main focus of the teacher’s and student’s attention to be
on the sound: beautiful tone, accurate intonation, and musical phrasing then
become a basic part of the student’s earliest training.
6. Follow the Suzuki repertory sequence, for
the most part, so that each piece becomes a building block for the careful
development of technique. Equally
important is the strong motivation this standardized repertoire provides;
students want to play what they hear other students play. Constant repetition of the old pieces in a
student’s repertoire is the secret of the performing ability of Suzuki
students.
7. Create in lessons and home practice an
enjoyable learning environment, so that much of the child’s motivation
comes from enthusiasm for learning and desire to please. When working with children we should remember
Dr. Suzuki’s exhortation that we must come “down to their physical limitations
and up to their sense of wonder and awe.”
8. Group lessons, in addition to private
lessons, and observation of other students’ lessons are valuable aids to
motivation. The child learns from
advanced students and from his peers possibly more than he does from his adult
teacher directly - children love to do what they see other children do.
9. Foster an attitude of cooperation, not competition among students, of
supportiveness for each other’s accomplishments.
Developing the Whole Child
The Suzuki approach
deals with much more than teaching a child how to play an instrument. It seeks to develop the whole child, to help
unfold his natural potential to learn and become a good and happy person. The purpose of Suzuki training is not to
produce great artists, but to help every child to find the joy that comes
through music-making. Through the Suzuki
growing process, children thrive in a total environment of support; they
develop confidence and self-esteem, determination to try difficult things,
self-discipline and concentration, as well as a lasting enjoyment of music, and
the sensitivity and skill for making music.
Libby
Dixon and Molly Johnson
No comments:
Post a Comment