What is the Suzuki Approach?
What is the Suzuki Approach?
The principal idea of the Suzuki Approach is based on Dr. Shinichi Suzuki’s language attainment philosophies, is that all children (and for that matter, people) can learn no matter what upbringing. The fundamental parts of his approach come from the longing to build the setting for learning music. These components include:
Providing fullness in a musical community.
This involves going to local classical music concerts, fostering friendships with other music students in the Suzuki community, and listening to music recordings of professional classical musicians at home daily.
Careful prevention of musical aptitude tests or auditions when learning to play an instrument.
Suzuki thought that teachers who checked for musical aptitude prior to taking students, or who search strictly for gifted students, are reducing themselves to children with previous music education. Just as every child is expected to learn their native language, Suzuki projected that every child is be able to learn to play music.
Importance on beginning to play from a very early age
Suzuki encouraged families to have their children start their proper musical education journeys between the ages of three and five years old.
Learning well-trained instructors.
Suzuki had confidence in training musicians to be better musicians which in turn made them better teachers.
From the start, learning music by ear is highlighted over note-reading.
Suzuki recognized that children speak before picking up reading, and felt that children can play music prior to reading music.
Memorization of the Suzuki music literature is required.
The emphasis on memorization resumes well after a student starts read through sheet music to learn new pieces.
Music theory and note-reading are to the teacher’s discretion.
The Suzuki approach does not contain an official design or recommend explicit resources for presenting music theory and note-reading, partially because Suzuki built the approach in an environment where music literacy was regularly instructed in schools.
Recurring playing in groups is deeply urged.
Preserving and reviewing all pieces of music ever studied is also advised.
This is meant to increase technical and musical proficiency. Review and preview pieces within the literature are most likely taught instead of etude books.
Recurrent communal performances assists in performing feel like a genuine and gratifying aspect of being a musician.
The approach opposes competitive behavior between children, and supports collaboration and shared encouragement for children of all abilities and levels.
The child’s parent required to oversee the child practice daily, in place of allowing the child to practice unaccompanied between lessons, and to join and take notes at every lesson to serve as the home teacher for the student successfully.