SUZUKI VS. NON-SUZUKI

Suzuki vs. Non-Suzuki

[University of Writer]Suzuki vs. Non-Suzuki

Introduction

When Shenichi Suzuki presented his procedure of instructing scholars in the art of playing the violin it was rather controversial. It was, he said, a more natural way of learning. The idea was to discover to play the violin the same way that a person would discover to talk their native dialect, the so-called "mother tongue approach" to melodies education.

Suzuki furthermore explored an locality which became known as "talent education." The word "saino" in Japanese can be converted ability or talent. But it can furthermore be used to signify the development of an proficiency or individual trait, such as one's character. As such, gifts learning came to mention to the development of ability, knowledge and character. A seemingly well-rounded approach.

Suzuki developed a repertoire and a curriculum, and educators from all over the world visited his organisation in Matsumoto, Japan to learn his techniques. The procedure spread from the violin to other devices including piano, cello, guitar and harp. There are more than 8,000 educators worldwide who endorse his procedures and follow his curriculae. More than 250,000 students study melodies by the Suzuki method.

The question becomes, "Is the Suzuki procedure right for you and your student?"

Comparison of Traditonal violin study vs. Suzuki

Suzuki

•The Suzuki procedure of study emphasizes parent involvement and parent-student interaction. Parents take some categories former to the start of their student's investigations and are boosted to take part in the student's courses one time they have begun. Parents are furthermore the prime means of inspiring the student to perform and of making certain that the student follows the instructions once the message is complete and the student has returned home. This means that the parent will, at least at the starting, be dynamically involved in every lone perform session.

•The Suzuki procedure emphasizes both hardworking and passive learning. Before a scholar ever feels a violin he is exposed to the melodies he will play in the pattern of notess. These recordings are repeated over and over until they are absolutely "internalized" by the student. In doing this it is accepted that the student will have a marvellous advantage in discovering to play the music that he has currently heard . . . in some examples hundreds of times. And for rather some time the only thing that the scholar will play is "Twinkle, Twinkle Little Star."

•The Suzuki procedure boosts scholars to learn by following the demonstration of other scholars and by combining with them on a normal basis. Individual instruction takes location one-on-one with the educator or in a "small group." This is where the scholar really receives hands-on instruction by the teacher. But occassionally the Suzuki scholar will join "group lessons." At these assembly lessons the scholar interacts with other scholars from his teacher's studio. They play together. They study together. And confidently they progress together. In any case, when other scholars are present scholars who are not dynamically being instructed are advised to sit and observe what ...