Suzuki Principles

The Suzuki method is an instrument pedagogy inspired by the way that children learn their mother tongue language–through immersion, loving encouragement and support incremental practice.

Parent Involvement*, daily practice, listening and repetition are fundamental aspects of the Suzuki Method, these are the principles as outlined by the Suzuki Association of the Americas.

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 week.

Repetition

Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.

Listening

Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows them immediately.

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.

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.

Encouragement

As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at their 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.

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.

* Expanded meaning of ‘parent’ to include any caregiver, guardian, grandparent, etc who is supporting the child in the learning process.