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, and
constant repetition, are some of the special
features of the Suzuki approach.
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
and serve as “home teachers” during the
| Dr. Shinichi Suzuki (1898 - 1998) |
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| About Suzuki "Where love is deep, much can be accomplished." -- Dr. Suzuki |
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week. One parent often learns to play before the child, so that s/he understands what the
child is expected to do. Parents work with the teacher to create an enjoyable 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 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 the pieces in the Suzuki repertoire so
the child knows them intimately.
Repetition
Constant repetition is essential in learning to play an instrument. Children do not learn a
word or a piece of music and then discard it. They add it to their vocabulary or repertoire,
gradually using it in new and more sophisticated ways.
child is expected to do. Parents work with the teacher to create an enjoyable 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 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 the pieces in the Suzuki repertoire so
the child knows them intimately.
Repetition
Constant repetition is essential in learning to play an instrument. Children do not learn a
word or a piece of music and then discard 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 efforts 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 performances at 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 of their
instruments before being taught to read music.
In Summary
Originally conceived for the violin, the Suzuki Method has been expanded and adapted for other instruments including the other string instruments (viola,
cello, and bass), piano, guitar, flute, recorder, and harp. Some of the ideas are even being applied to early childhood education. Dr. Suzuki believed that
with the right training anyone could master music. He created a philosophy and methodology which proves that people, especially young children, have
far more capacity then is commonly believed. It has certainly proven that every child has got a true musicality built-in. As long as the teacher and parents
make it feel fun it will automatically develop the child's musical abilities to a very high degree. Not everybody reaches "world class" skill, but some do, and
the others certainly find that music of all kinds brings joy, for the rest of their lives.
As with language, the child’s efforts 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 performances at 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 of their
instruments before being taught to read music.
In Summary
Originally conceived for the violin, the Suzuki Method has been expanded and adapted for other instruments including the other string instruments (viola,
cello, and bass), piano, guitar, flute, recorder, and harp. Some of the ideas are even being applied to early childhood education. Dr. Suzuki believed that
with the right training anyone could master music. He created a philosophy and methodology which proves that people, especially young children, have
far more capacity then is commonly believed. It has certainly proven that every child has got a true musicality built-in. As long as the teacher and parents
make it feel fun it will automatically develop the child's musical abilities to a very high degree. Not everybody reaches "world class" skill, but some do, and
the others certainly find that music of all kinds brings joy, for the rest of their lives.
of 99. His method has been used by millions to
learn many different musical instruments and
gain a good appreciation and understanding of
music. Many have excelled and made a
significant mark on the musical scene.
Shinichi's grandfather was a Samurai and so his
father continued the family tradition of
leadership after Japan joined the modern world
in the 1870’s. He started a factory
manufacturing violins and was so successful that
it became the worlds largest. His children grew
up using violins as toys and not musical
instruments.
As a teenager Shinichi Suzuki worked in the
Suzuki violin factory in the dispatch area. He
only became interested in music in his late teens
after hearing a violin playing "Ave Maria" on an
early gramophone player. He decided to learn to
play it himself and copied it by ear.
The family was wealthy and was able to
support their children’s social and education
pursuits. His father agreed to fund musical
studies.
learn many different musical instruments and
gain a good appreciation and understanding of
music. Many have excelled and made a
significant mark on the musical scene.
Shinichi's grandfather was a Samurai and so his
father continued the family tradition of
leadership after Japan joined the modern world
in the 1870’s. He started a factory
manufacturing violins and was so successful that
it became the worlds largest. His children grew
up using violins as toys and not musical
instruments.
As a teenager Shinichi Suzuki worked in the
Suzuki violin factory in the dispatch area. He
only became interested in music in his late teens
after hearing a violin playing "Ave Maria" on an
early gramophone player. He decided to learn to
play it himself and copied it by ear.
The family was wealthy and was able to
support their children’s social and education
pursuits. His father agreed to fund musical
studies.
Shinichi became ill in his early 20’s and it was agreed that he take an extended overseas trip to recover. Instead
Shinichi headed straight for Berlin to follow his passion and study music.
In Germany he had difficulties learning the language and recognised the enormous abilities of young children who
learn to speak languages with ease. He quickly became immersed in the scene and met his wife, a German pianist
and singer.
While in Tokyo he was asked to teach some children. He quickly found that he enjoyed the challenge and devised
different methods to achieve success.
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ore than forty years ago, Dr.
Suzuki realized the implications
of the fact that children the world
over learn to speak their native
language with ease.
Suzuki realized the implications
of the fact that children the world
over learn to speak their native
language with ease.
hinichi Suzuki was born in Nagoya, a
small fishing village on the east coast of
Japan, on October 17, 1898. He died
on January 27, 1998 in Matsumoto at
the age
small fishing village on the east coast of
Japan, on October 17, 1898. He died
on January 27, 1998 in Matsumoto at
the age
| Suzuki Violin Factory in Nagoya |
He discovered all "Japanese know Japanese." This discovery laid the foundations for what we know today as the Suzuki Approach or Method and are
based on the same principles.
children learn to speak their mother tongue.
After success with his first students, he founded the Talent Education Institute in Matsumoto in 1947 where teachers from all over the world are now
trained.
Through the pioneering work of Professor John Kendall and others, the Suzuki Method spread to the United States in the 1960’s and Teacher Training
Centers were established at a variety of Universities. This has been replicated through out the world and Suzuki students have achieved in every form of
musical endeavour and are present in all major orchestras.
Today there are approximately 300,000 teachers and students in more than 30 countries worldwide.
