Ask the Experts

What are the goals or plans for strategic development or promotion of the Suzuki Method for Canada? Quebec? Rural communities? Academic communities?

The SAA keeps an ongoing dialogue with its Canadian teacher trainers as well as with member teachers. Last May the Suzuki Association of Ontario was honored to become the first Canadian chapter affiliate of the SAA at the biennial conference in Minneapolis. We would hope that there will soon be a second Canadian chapter affiliate. The SAA office offers guidance to Canadian institutes and trainers who wish to set up new programs or to have guidance on ongoing projects.

In 2005, the SAA held its Leadership Retreat in Ontario. At this conference, Canadian teachers and trainers met specifically to discuss the ongoing development of the Suzuki method in their country.

Read more of Ask the Experts #24: Suzuki Method in Canada »

Patience. Generosity. Empathy. Determination. Joyfulness. Problem-solving skills. Kindness. Dependability. Creativity. Attentiveness. Flexibility. Resourcefulness. A lifelong love of learning…

These are just some of the character qualities that can be shaped through study of a musical instrument. Dr. Suzuki emphasized developing “good citizens” and encouraging “a noble heart through music”—and that’s what inspired me to become a teacher. To this day I believe that music can change the world.

Which is why I want to tear my hair out when I hear a parent sigh “So, exactly when will we be done with this piece?”

Read more of Ask the Experts #23: Redefining Parent Goals »

Why do we have an appointed board and not an elected board?

The Suzuki Association of the Americas (SAA) does not have an appointed board as you suggest. Our by-laws state that, “At least two of the vacancies created by the expiration of the [Board of] Directors’ terms shall be filled by a majority vote of the voting members from the nominees presented by the nominating committee and approved by the Board.”

The Board of Directors of the SAA has developed a process for electing new board members known as the endorsed slate method. Over a…

Read more of Ask the Experts #22: SAA Board »

What is the purpose of the SAA “focus group” meeting at Institutes?

The SAA is a huge organization with about 8,000 members in North, Central, South America, and beyond. While the membership consists primarily of Suzuki teachers, it also includes parents, educators, and others who are interested in supporting music education for children. Your Board of Directors currently has twelve members, who are charged with the mandate of representing the membership and governing the organization according to Dr. Suzuki’s vision for the world’s children. The dedicated and skilled SAA staff at the head office in Boulder, Colorado, organizes and runs the many programs which work towards achieving this vision.

Read more of Ask the Experts #21: Summer Focus Groups »

Can you give advice on marketing for newer teachers trying to build a program or studio?

Marketing your new studio or music program is similar to marketing any other business that focuses on personal and professional services. In essence, you are the product—you, your expertise, your skills, your experience, your education and specialized training. Parents will bring their children to be taught by you (and pay you to do it!) because they trust you.

Read more of Ask the Experts #20: Marketing »

How can SAA raise awareness about the association?

In order to answer this question, I think it is necessary to make two clarifications. First of all, the SAA is its membership. Secondly, I think recognition of the SAA as an organization is secondary to raising awareness of the Suzuki method. Without the method, there would be no reason to organize those who adhere to the philosophy.

Read more of Ask the Experts #19: Awareness »

How can the SAA help increase the racial and ethnic diversity of students and teachers attending institutes and conferences?

1. Diversity begins in the studio of each teacher. Encouraging families that are less fortunate or with different cultural backgrounds can be handled on many different levels.

Read more of Ask the Experts #18: Diversity »

How can the SAA help us to create a community in our home programs primarily among teachers?

One of the most wonderful features among Suzuki teachers is the sense of community. I am always received positively by the teachers I meet at the SAA annual conference, or leadership retreat, and the same is true for the teachers in my community. It helps if you have a common activity in which to participate. If not, the only time I see the teachers in my home town is at a conference!

Read more of Ask the Experts #17: Community »

How can the SAA connect teachers with grant-writing classes to find funding? How does one go about finding philanthropic sources?

Grant writing is an art. But just like playing a musical instrument, anybody can do it if they are willing to invest the time to do the required research and write a persuasive and cohesive grant proposal. Here are some things you should know:

Read more of Ask the Experts #16: Grant Writing »

In this troubled economy, how can teachers be expected to afford the high cost of teacher training?

Every business expects to re-invest some of the profits back into that business. The percentage can vary, from 10% to 50%, with newer businesses investing more because of start up costs. When you invest in more training, it’s like investing in yourself, and that has a payoff of a lifetime of teaching.

Read more of Ask the Experts #15: Cost of Teacher Training »

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 #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.

Read more of Ask the Experts #13: Remedial Teaching »

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.

Start with Verbal Expressiveness

I am aware that I am teaching expressive communication when I say “good morning” to my students, or insist upon them…

Read more of Ask the Experts #12: Musicality »

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!

Read more of Ask the Experts #11: Balance »

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.

Read more of Ask the Experts #10: Group Lessons »

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 #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.

Read more of Ask the Experts #8: Teens »

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…

Read more of Ask the Experts #7: Suzuki and Professional Music »

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 #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 #5: Guitar Technique and Repertoire »