Recommended Reading Materials
Nurtured by Love OR Ability Development From Age Zero
Both by Shinichi Suzuki
American Suzuki Association Journal
published by the Suzuki Association of the Americas (SAA) at:
SAA
P.O. Box 17310
Boulder, CO 80308
Phone: 303-444-0948 OR 1-888-378-9854
Email: info@suzukiassociation.org
What is the Suzuki Method?
The development of Dr. Shinichi Suzuki’s philosophy began with his
realization that, just as all children learn to speak their native tongue at a
very young age, so can all children learn and benefit from music. Dr. Suzuki
developed his method based on recreating, as much as possible, the
conditions involved in learning to speak.
The primary aim of the Suzuki philosophy is to enrich children’s lives
through the joy of music. Students build self-esteem, confidence in meeting
new challenges, self-discipline, and concentration. Success in playing is a
natural outcome of these aims, as each student unfolds and develops
her/his ability at whatever rate is comfortable.
Children can begin formal instrumental training as early as age three.
Generally, one parent attends lessons and assists the child with home
practice. Students listen daily to recordings of the repertoire, and initially
begin to play by ear, with reading postponed until aural and instrumental
skills are well established. Once pieces are learned, they are frequently
reviewed, serving as carefully selected building blocks which lead to
successful completion of future pieces. Group lessons, in addition to the
private lessons, provide powerful motivation and cooperative, fun learning
experiences.
While an early beginning is strongly encouraged when possible, many
older students find that the methodology is well suited to students of all
ages and levels. It is often the fastest way to build skills to a high level while
refining a student’s aural capability in numerous ways. For more
advanced students, it can be a relatively easy and fun way to systematically
build fundamental skills in flute playing while eradicating habits that are
less constructive.
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