When I arrived in El Salvador, I was introduced to many of the faculty and trainees as well as my translator, Ana Marina Figueroa. Everyone wanted to know how I liked their country and what I thought of “pupusas.” You can’t be in El Salvador very long without learning that pupusas are the favorite food there. At that first encounter, I couldn’t answer the question, but before the evening was over pupusas were served as the main course at dinner. I have this advice: find a Salvadoran restaurant if you can and try some! They’re pretty good.
My experience speaking Spanish is limited to three years of high school courses and serious effort some years ago with the Latin American community in a church project in Houston. Fortunately, I am able to understand, especially when the conversation is slow-paced, and in some cases, I can make myself understood. When I arrived, I wished I had done more vigorous study and review in preparation for the trip!
Everyone I met was tremendously gracious, friendly and helpful. Nelly’s family opened their home to me and treated me like a member of the family. Ana Marina was combination translator and Spanish teacher for me during the course.
The twelve guitar trainees were gracious and patient, and by the end of the week all of us had improved our bi-lingual skills. We began each day with a play-through of all of the pieces in Book 1 since many of the teachers had not even seen the music until a few days before the course began.
Suzuki books and recordings are not yet available in Spanish or distributed in Latin America. In North America, prospective course attendees make a video audition to qualify for the training and are encouraged to have the materials memorized prior to the start of the course. In Latin America, the video audition is not required, but each participant must play all of the pieces from memory for the Trainer in order to pass the course and register the training.
The Young Suzuki Guitar Students in El Salvador had not experienced Group Class prior to attending the Festival. They quickly got into the swing of playing games and improving their technique. Their favorite was the posture challenge of placing small plastic toys all over the guitar and their bodies and keeping their positions so nothing fell off. One afternoon they were so excited to do this and wanted to make sure they got a picture of it.
As impressive as their improvement was over the course of the week, when our final rehearsal of combined group classes was held, it did not look good. It seemed impossible for all of the children to sit up and watch for instructions. It also seemed impossible for them to remember not to talk to each other during class. Of course, the adults (their teachers, their parents and I) wanted them to look disciplined and well-rehearsed on stage in the performance. By the conclusion of rehearsal, I thought to myself that everyone would understand it was only the first year and their performance skills and stage presence would improve with time.
Excerpt only. Read the complete article in the American Suzuki Journal.
