"I want to make good citizens. If a child hears fine music from the day of his birth and learns to play it himself, he develops sensitivity, discipline and endurance. He gets a beautiful heart." —Shin'ichi Suzuki
All children can be well educated . . .. The central belief of Suzuki, based on his language acquisition theories, is that all people can (and will) learn from their environment. The essential components of his method spring from the desire to create the "right environment" for learning music (he believed that this positive environment would also help to foster excellent character in every student). These components include:
The method discourages competitive attitudes between players, and advocates collaboration and mutual encouragement for those of every ability and level.
The parent of the young student is expected to supervise instrument practice every day (instead of leaving the child to practice alone between lessons) and to attend and take notes at every lesson so as to be able to coach the student effectively. It is not necessary for the parent to be able to play as well as the child (or at all); only that the parent knows from the lessons what the child should be doing and how the child should be doing it. This element of the method is so prominent that a newspaper article once dubbed it "The Mom-Centric Method" (Constance Meyer, LA Times, September 7, 2003).
- Saturation in the musical community, including attendance at local concerts, exposure to and friendship with other music students, and listening to music performed by "artists" in the home every day.
- Deliberate avoidance of musical aptitude tests or "auditions" to begin music study. Suzuki firmly believed that teachers who test for musical aptitude before taking students, or teachers who look only for "talented" students, are limiting themselves to people who have already started their music education. Just as every child is expected to learn their native language, Suzuki expected every child to be able to learn to play music well when they were surrounded with a musical environment from infancy. (This does not preclude auditions for public performances).
- In the beginning, learning by ear is emphasized. This follows Suzuki's observation that in language acquisition, a child learns to speak before learning to read. Related to this, memorization of all solo repertoire is encouraged, even after a student learns to read sheet music as a tool to learn new pieces. There is no formal plan or prescribed materials for introducing music theory & reading into the curriculum; this is left to the judgement of the teacher.
- The method also encourages, in addition to individual playing, regular playing in with others.
- Retaining and reviewing every piece of music ever learned on a regular basis, in order to raise technical and musical ability. Review pieces, along with "preview" parts of music a student is yet to learn, are often used in creative ways to take the place of the more traditional etude books. Traditional etudes and technical studies are not used in the beginning stages, which focus almost exclusively on a set of performance pieces.
- Public performance, so that performing is natural and enjoyable.
The method discourages competitive attitudes between players, and advocates collaboration and mutual encouragement for those of every ability and level.
The parent of the young student is expected to supervise instrument practice every day (instead of leaving the child to practice alone between lessons) and to attend and take notes at every lesson so as to be able to coach the student effectively. It is not necessary for the parent to be able to play as well as the child (or at all); only that the parent knows from the lessons what the child should be doing and how the child should be doing it. This element of the method is so prominent that a newspaper article once dubbed it "The Mom-Centric Method" (Constance Meyer, LA Times, September 7, 2003).
