The Evolution of the Suzuki Triangle

When Dr. Suzuki developed his method, he envisioned the relationship between teacher, parent, and child as a connected, interactive experience. Suzuki teachers have long used a triangle to represent this wonderful learning relationship. While this image is useful when representing the Suzuki philosophy and its learning constructs, it does not represent the evolution of the many people who will influence a child’s development over time. I believe the following does. 

We begin with the image of a triangle.

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This “Suzuki Triangle” is a basic image of our initial understanding of the Suzuki philosophy. It is based on Dr. Suzuki’s commitment to the role of the parent as the home teacher. For my beginning students, I create an actual triangle with string or yardsticks on my studio floor. I sit or stand on the bottom right. The parent is on the left and the student, violin scroll towards me, stands at the top of the triangle. This representation shows the balance of each role and the interconnected relationship between us in the student’s learning process. It also creates direct sightlines between teacher and student with the parent in an engaged and defined role. 

Occasionally, we literally change places in the “studio triangle” and change roles. For example, the child sits in the teacher’s chair and teaches the teacher, or the parent sits in the teacher’s chair and teaches the child. This demonstration helps everyone comprehend their function in the lesson and at home. Finally, it is important to consider that in the absence of a parent, another family member, another adult, or even the teacher can serve in the parent role. 

As the child grows, the parent/child relationship evolves and the role of the parent begins to change. Parents will be less involved in teaching their child at home and will become more of a “lesson secretary” or “practice cheerleader.”

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A child will and should become more independent as their skill and knowledge grow.  Parents will still assist with practice routines, games and listening, but will naturally phase-out of other practice “teaching” roles. I address this change by structuring parts of practice to be led by the child. We can facilitate this process by playing games to diagnose musical or technical issues, teaching sequential practice techniques, and teaching ways to solve individual challenges. Learning how to practice is incredibly important, but the transition to independent practice is a gradual one and is unique to each student. If the child is an older beginner, this will be reflected in home practice involvement and structure right away.

While the image of a triangle is foundational to Suzuki lessons, it does not represent all the people who influence a child’s growth and learning. Dr. Suzuki recognized the enormous impact of the peer group on a child’s learning and motivation and made group lessons a key part of Suzuki education.

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Group classes, music play dates, home concerts, ensembles, or tour groups are fantastic ways to build peer relationships. They can develop naturally in school groups or ensembles, especially if the environment is a supportive one. Often the longevity and success of a child’s study are based on whether they have a supportive peer group. 

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A more complete representation of Suzuki education is a pyramid. This pyramid represents the relationships and the interconnectivity between peers, teacher, parent, and the child. We can imagine the child as the base of the pyramid intersecting with their parents, peers, and teacher. These groups also intersect with each other at the apex. 

But our image is not quite complete. If we consider a child’s long-term music education, many adults will influence a child’s musical progress. Music teachers, ensemble directors, institute teachers, family members, and other adults will have a tremendous impact on a child’s life and education. It is important that these individuals understand and embrace the Suzuki philosophy as well. These other important adults add another facet to our image, and it now becomes a square-based pyramid. This image reflects the teacher, parents, peers, and other adults in their interactive relationship in enabling a child’s success.

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Ultimately, our goal is to help our children learn and grow as musicians and more importantly as wonderful people. A supportive parent and other adults will always be a helpful and loving presence. An involved peer group will nurture and inspire. A dedicated teacher will eventually become a treasured friend and our children will grow to become wonderful, human beings.