Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the 14th installment.
How can teachers train less involved parents to be more committed to the Suzuki Method?
I believe that “training” parents, and perhaps anyone about anything, involves at least three things: Expectations, Motivation, Content.
Read more of Ask the Experts, part 14: Parental Involvement »
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the 13th installment.
What are some strategies for remedial teaching that would avoid the student feeling a sense of demotion?
This situation arises in two specific circumstances: when a student transfers to a new program with a new teacher, and when a new teacher takes over a program that may have had different standards.
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the 12th installment.
When and how do we start teaching musicianship and not just performance skills?
This question deserves a book in response or at the very least an article. Here is a short answer.
The reason I teach is to teach children to communicate expressively. Actual playing is part of it.
I am aware that I am teaching expressive communication when I say “good morning” to my students, or insist upon them…
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the 11th installment.
How do you balance family life and the Suzuki method, from the busy life and extra activities, to the time spent, to the growth of the child and parent?
Embrace the philosophy: “When love is deep, much can be accomplished.” Dr. Suzuki’s philosophy of love, step-by-step accomplishment, character building, and striving for excellence leads parents, children, and families to bond together on a journey that positively impacts the family as a whole.
Prioritize: With so many choices available, families will need to prioritize what is important. Practicing, listening, lessons, group class, concerts, and workshops/institutes need to be high on the list. This means a lifestyle change, with the benefit of time together scheduled regularly!
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the 10th installment.
Should you use the same bowings for both violin and viola especially when leading or teaching a group class—for example, in Hunter’s Chorus and Musette?
Yes, definitely use the same bowings for violin and viola, and most especially in a group class. You will find that there may be one or two students (of either violin or viola) that might be doing different bowings, but as we all know, students are so adaptable and quick to learn, that it is easy for them to all learn and use the same bowings.
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the 9th installment.
What is the long-term teaching goal for all students?
In Nurtured by Love, Dr. Suzuki says: “I just want to make good citizens. If a child hears good music from the day of his birth, and learns to play it himself, he develops sensitivity, discipline, and endurance. He gets a beautiful heart.”
So, the long-term teaching goal for Suzuki students is not to make them into professional musicians, but to help develop them into fine people through the study of music. An appreciation of beauty, a sense of self-control and discipline, concentration skills, and a kind, generous heart are what we aim to develop in our children. Dr. Suzuki goes on to say, “If nations cooperate in raising good children, perhaps there won’t be any war.”
Read more of Ask the Experts, part 9: Long-Term Goal and Piano Studios »
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the 8th installment.
What are good ways to keep students involved through Junior and Senior High?
This is such a great question. Teens are involved in so many activities that are demanding of their time—not to mention homework. Helping them keep a good attitude about their music is critical. Time encroachments mean less time to practice and when a teen feels unprepared, they can become defensive, sullen, and apathetic. I always say as long as they keep a good attitude in their lessons and are open for learning, I can deal.
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the seventh installment.
When a student decides to pursue music professionally, how do you nurture them to uphold Suzuki’s philosophy while guiding them toward more concrete goals such as winning auditions and sustaining a profession in music?
When Suzuki students graduate, do they know what Suzuki was all about? Do they exhibit a “beautiful heart?” Especially in the teen years it is important to bring Suzuki and his beliefs into the lesson to remind students of the factors and philosophy that have brought them to a high level. Work to be the best you can be. Respect the abilities of others. Believe in yourself. Be grateful to be able to share the transcendental beauty of music with others.
—Experts of the Week, Doris and Bill Preucil
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Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the 6th installment, on practicing and psychological development.
What are some ways to make practicing more interesting?
I’m certainly not opposed to finding ways to make practicing more interesting—in fact, in the “Practice Basics” chapter of my book, Helping Parents Practice, Vol. 1, I encourage parents to “Look for Opportunities to Play Games and Have Fun.” The appendix also gives several examples. This question, however, can be a distraction from some of the very real issues that make practicing difficult. In other words, although you can try using air freshener, you’re better off quitting smoking.
Read more of Ask the Experts, part 6: Practicing and Psychological Development »
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the fifth installment.
How can we maintain the joy of playing guitar without weighing the student down with technique?
The better technique a student has, the more joy in making music she will experience. When a child has good technique, he can play expressively and musically without any restraint from the fingers, in the same way children use their voices. When technique is carefully presented and fully developed a child will not be weighed down, but will be free to develop their ability to the fullest. Creating a fun environment is important and we should remember Dr. Suzuki’s words, “Without hurry, without rest.”
Read more of Ask the Experts, part 5: Guitar Technique and Repertoire »
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the fourth installment.
How do you arrange for someone in the community to mentor a new teacher?
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. This is the third installment.
Living in an area with no strings, how do I get parents to commit to coming to lessons?
Read more of Ask the Experts, part 3: Parent Lesson Attendance »
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. Here is the second installment.
Does SAA have any written materials free for members that outline all business aspects of starting and administering a studio or music school? How do you start a studio? What resources are available to beginning Suzuki teachers?
Read more of Ask the Experts, part 2: Business of Teaching »
Last summer, focus groups at summer Institutes were asked to submit questions for a panel of “Suzuki Experts” to answer. Here are the first two:
How do we help our students learn to read music without deterioration of their technique?
First of all, teachers need to be sure that a student’s posture and technique are well set and secure before introducing a music reading method book. There are a lot of pre-reading exercises and activities that can prepare a student for reading, in much the same way that language reading is prepared before language reading is formally taught.…
Read more of Ask the Experts, part 1: Note Reading and Spanish Books »