Concert Calendar
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Upcoming Events

  • Carolyn Warner & Friends XII

    September 9, 2015, 8:00 pm
    Mixon Hall

    Carolyn Gadiel Warner, piano
    Ai Nihira, violin, guest artist
    Yun-Ting Lee, violin, guest artist
    Stephen Warner, violin, guest artist
    Joanna Patterson Zakany, viola, guest artist
    Timothy Paek, cello, guest artist
    James Umble, alto saxophone, guest artist
  • CIM@SEVERANCE

    September 16, 2015, 8:00 pm
    Severance Hall

    Cleveland Institute of Music Orchestra
    Carl Topilow, conductor
    Yuri Noh, piano, student artist
  • Faculty Recital

    September 20, 2015, 4:00 pm
    Mixon Hall

    Katherine DeJongh, flute
    Wesley Skinner, cello
    Kyra Kester, flute
    Ethan Miller, alto saxophone, guest artist
    Eric Charnofsky, piano, guest artist

What is the Suzuki Method?

Parent Involvement

In the same manner as when a child learns to talk, parents play an integral part in the musical development of their children. They attend lessons with the child and serve as "home teachers" during the week. One parent often learns to play before the child, so that she/he understands what is expected of the child. Parents work with the teacher to create an enjoyable and nurturing learning environment.

Early Beginning

The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may commence at age three or four; however, it is never too late to begin.

Listening

Children learn words after hearing them spoken hundreds of times by others. Therefore, listening to music every day is important; in particular, 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 learn words or music and store the information rather than discarding it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.

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.

Learning with Other Children

In addition to private lessons, children participate in regular group lessons and performance in which they learn from and are motivated by each other.

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.


The Suzuki Approach

How does the Suzuki Method differ from other methods of teaching music to children?

Thoughtful teachers have often used some of the elements listed here, but Suzuki has formulated them in a cohesive approach. Some basic differences are:

  • Suzuki teachers believe that musical ability can be developed in all children.
  • Students begin at young ages.
  • Parents play an active role in the learning process.
  • Children become comfortable with the instrument before learning to read music.
  • Technique is taught in the context of pieces rather than through technical exercises.
  • Pieces are refined through constant review.
  • Students perform frequently, individually and in groups.

Reprinted from www.suzukiassociation.org. Please visit this website for more information.


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