What is the difference between Suzuki pedagogy and typical Classical music lessons? (11/15/24)

The Suzuki School of Newton recently hosted a gathering of Suzuki violin teachers who are members of the Suzuki Association of Massachusetts including many of our own teachers.

At this gathering there was a violin teacher who has been teaching violin for quite a number of years but only recently started the Suzuki training to become a teacher utilizing the Suzuki philosophy and pedagogy. She asked the question of the more veteran Suzuki teachers, what is the difference between Suzuki teaching and the traditional way we teach classical violin?

There are many answers to this question, and the first ones that come to mind are elements such as 1) incorporating the parent into the lessons and home practicing, 2) using listening to the recording and listening to the teacher as an important catalyst to the learning, 3) learning by ear, 4) having group classes, and 5) using a specific gradated level of repertoire with key technical and musical skill building.  Another unique feature of the Suzuki pedagogy is that it not only publishes books and recordings, but there is specific training that instructs teachers on how to teach the student from an absolute beginner with no music background.  This can be a very young child but also an adult or even a retired senior.

These are the more obvious features of the Suzuki pedagogy.  

I believe that the Suzuki way of learning also goes beyond that as it is meant to apply to all learning and nurture our students (children and adults) to be aware of how they, as human beings, are important and have roles to bring beauty, respect, and love to our society.  Dr. Suzuki was asked to teach his friend's young son how to play the violin in post-World War II Japan.  The trauma to society and to the children was enormous, and so he thought of music as a healing process and a way to rekindle humanity and kindness with one another.  We are still suffering as a society with trauma, although from different sources.  This trauma is more and more evident and how it affects our children is more prevalent.  The fortunate thing is that we recognize better when there are signs of trauma or negative behaviors.  We want to encourage and nurture learning that leads to positive effects.  Dr. Suzuki was unique because he said and recognized that "Man is the son of his environment" and teachers, parents, and guardians must learn how to use positive language that will encourage positive responses and behaviors.

What makes Suzuki pedagogy different from other music methods, is the bond that teachers build with their students and families.  Suzuki teachers are very dedicated to teaching tthe whole child, not just music. Thus, their effect on supporting parents and supporting home practice and its environment is key to the success of Suzuki learning.  This is also present in our Suzuki Preschool.  Our teachers already are there to model positive behaviors and responses in the developing child.  They work step by step through new skills with patience and repetition.  All students are encouraged to respect themselves and each other.  Through this environment the student may grow and gain confidence even before they start kindergarten. 

The Suzuki teacher has a sensitivity to lead the child step by step at their own pace of learning.  Rather than correcting everything in a single piece of music, teachers are selective and present very specific teaching points through a very specific place in the music.  This can result in a successful step forward.  Each of these small steps helps build self-confidence to the student who learns that breaking down a more difficult task can be accomplished through each of these small steps.  This builds trust in the relationship with the teacher.  This is the insight that teachers have with their Suzuki students.  For the untrained eye, the purpose of a task may not always be evident. Hence, we encourage questions and communication among our community.  We hold parent information sessions and parent curriculum nights to talk about what skills are being taught and how. 

The Suzuki School of Newton is in its thirty-ninth year, and we have grown and been strong throughout our many years.  We have faced our own challenges as an organization, but I believe our strength has always been the outstanding quality and caliber of our teachers here.  To them, I am deeply grateful for their dedication to their students and care for them and for embodying so completely the Suzuki philosophy.