|
|
Studying any musical instrument helps a person develop self-discipline, self-confidence, determination, poise, and sensitivity. Suzuki philosophy is unique in emphasizing that the student comes first, and we use the instrument to help that person develop fully. This applies all along the way, from the pre-schooler learning to navigate the world’s gifts and requirements, to the middle school student ready to explore all things new, to high schoolers beginning to focus their talents, to adults hoping to revive an old skill or learn a new one.
I admire the Suzuki literature because of the careful consideration given to the sequence of skills introduced, and because of the high quality of music included in the Suzuki books. Because I believe in teaching the individual, and because of the wealth of violin and fiddle music available, I try to tailor a curriculum for each student, while staying primarily within the Suzuki literature. I include scales, exercises and etudes in every student’s course of study, and when a student is ready, I put strong emphasis on learning to read music fluently. As opportunity presents itself, I like to include a bit of music history and music theory, along with violin technique. Some of the Suzuki literature is transcribed from music for other instruments or for orchestra, and I enjoy playing recordings of the original versions for my students.
Finding the balance and relationship between a student’s self-development and the necessity for hard work to develop a high level of skill on a demanding instrument, is one of a music teacher’s main challenges. And time management is a challenge for all of us! One of my important jobs as teacher is to help families and students learn to find time for regular practice, and to provide guidance for efficient practice. Continuing to play violin professionally helps keep me honest about practicing what I preach! The music I get to play also continually renews my own source of inspiration, which I try to share with all my students.
Family involvement is important in Suzuki Method teaching, and it’s also one of the great benefits for me as a teacher. I have learned much from my studio families, and have gained many friends from those relationships.
I admire the Suzuki literature because of the careful consideration given to the sequence of skills introduced, and because of the high quality of music included in the Suzuki books. Because I believe in teaching the individual, and because of the wealth of violin and fiddle music available, I try to tailor a curriculum for each student, while staying primarily within the Suzuki literature. I include scales, exercises and etudes in every student’s course of study, and when a student is ready, I put strong emphasis on learning to read music fluently. As opportunity presents itself, I like to include a bit of music history and music theory, along with violin technique. Some of the Suzuki literature is transcribed from music for other instruments or for orchestra, and I enjoy playing recordings of the original versions for my students.
Finding the balance and relationship between a student’s self-development and the necessity for hard work to develop a high level of skill on a demanding instrument, is one of a music teacher’s main challenges. And time management is a challenge for all of us! One of my important jobs as teacher is to help families and students learn to find time for regular practice, and to provide guidance for efficient practice. Continuing to play violin professionally helps keep me honest about practicing what I preach! The music I get to play also continually renews my own source of inspiration, which I try to share with all my students.
Family involvement is important in Suzuki Method teaching, and it’s also one of the great benefits for me as a teacher. I have learned much from my studio families, and have gained many friends from those relationships.
