Group Class Creates Bonds

The Suzuki School students have been working hard! They are building their repertoire, polishing their pieces and creating bonds through group classes and chamber ensembles. This is the spirit of the Suzuki approach to learning: to create a connection among our students through social interaction in our group classes. There are several chamber music groups who are doing this, too.

The faculty recently met to talk about our solo recitals and to attain our goal of creating connection through the recitals. When we were in person, there was always the social mingling. Now, we use group classes to also create this opportunity for social mingling. While the talking and chatting during an online group class may seem random, it is not. We are trying to open up the social interaction and create a warm, accepting environment among the students with their peers. We know we strive for this bond between teacher and student, but it is equally important between students, too.

We have an active chamber music program that is very beneficial to the emerging sight-reading skills of our students. Chamber music is an excellent bridge to prepare for playing in an orchestra. The ability to play at a steady tempo, looking ahead in the music, and not stopping after a small mistake are the skills that are developed and needed for orchestra. Chamber music gives this small group setting to develop these skills, but also creates bonds among the students in an ensemble.

The teachers are very creative and recently exchanged various ideas about making group class a positive experience. I wanted to share this video of my Saturday group who announce their name before they play so that the Zoom microphone will adapt to the next performer. Each pianist had one section to play of the piece which required our analyzing the sections and decide musically where to change to the next performer. Students needed to be ready, focused and listening to their peer to come in on time. These exchanges allow for the teacher to hear each student individually, but also the students themselves cooperatively perform a piece. Everyone does their part, and students encourage each other to make the performance as good as possible. The spirit is much like a sports team. The entire class takes pride in their work together.

So many of us have heard about the Suzuki triangle: child, parent and teacher working together in a learning triangle. This idea has now evolved into a three-dimensional view point by creating a pyramid. At its base we have the peer group forming the foundation of support for learning. On each equilateral side we continue to see the student, parent and teacher as equals on the journey of learning and making music.

Sachiko Isihara
Executive Director