• Suzuki teachers believe that musical ability can be developed in all children.
• Students begin at young ages, as young as 3 years old.
• 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 dry technical excercies.
• Pieces are refined through constant review.
• Students perform frequently, individually and in groups.

2. Why is parental involvement so vital to Suzuki education?

Just 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 teacher" during the week. One parent often learns to play before their child, so that he/she understands what the child is expected to do. The parent must accept the responsibility of daily practice as well as the daily listening to recordings. The teacher who sees the child usually only once a week provides inspiration and guidance to the family learning group.

3. Is Suzuki teaching done only in group lessons?

This is a common misconception. Lessons are individual, with other students in attendance. Observation of the lessons of other is an integral aspect of Suzuki education. This observation allows both parties to learn first hand how a Suzuki studio operates and what will be expected of them. It also generates a natural enthusiasm and excitement within the child for "his/her turn at the piano". Since the piano is a solitary instrument, observation exposes the student to other children who are enjoying the same study and inspires a natural "I want to do what my buddies are doing too" attitude.

4. In Suzuki teaching why is there so much emphasis placed on the listening to recordings of the repertoire, as well as music in general?

Listening is not only the nucleus of the Suzuki teaching, but it is the most essential element. It has been proven that the more the student listens to his CDs, the more quickly he learns the repertoire. This entire Suzuki philosophy is based on the concept that a child can learn his "mother tongue" from constant listening and repetition. The disciplines of listening and repetition seem to give the young child a sense of security and will help introduce him to the elements of self expression and self identity.

5. Do all students learn the same repertoire?

Yes, the basic repertoire is the same for all students. This has elements of great strength and motivation. However, supplementary material can be given as the student progress to higher level, which may help to widen the students' musical experience and help them to provide more style and variety in their performance.

6. When are students first introduced to reading music?

Children take great delight in learning to draw clefs, notes, rests and other musical symbols. They love books and are curious about them. The general consensus is to start teaching reading when the child is in Suzuki Book 2 or the end of Book 1. This gives the child time to develop his aural and digital skills and he is then capable of reading easy supplementary pieces.

Other questions:

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