How does Suzuki work?

The Suzuki Method combines a music teaching method with a philosophy, which embraces the total development of the child.

Suzuki called his teaching method the Mother-Tongue Approach, inspired by the fact that children so effortlessly learn to speak their native tongue. Prompted and encouraged by the parents' love and the family environment, the child responds and develops this most difficult of skills, that of intelligible speech. 

When a child learns to speak, the following factors are at work:

Listening 
Motivation 
Repetition 
Step-by-step mastery 
Memory 
Vocabulary 
Parental Involvement 
Love

Suzuki closely follows the parallel with language learning and recommends that music should become an important part of the baby's environment from birth (or even before). When the infant's environment includes fine music as well as the sounds of the mother-tongue, it is understandable that the child will develop the ability to speak and to play a musical instrument (with technical guidance) before being required to read in either language. Formal lessons frequently begin as early as 3 years of age.
 
Listening

Children learn to speak by listening and imitating the spoken language they hear around them. In Suzuki teaching, much emphasis is placed on daily listening to recordings of the Suzuki repertoire, as well as music in general. The more frequently the students listen to the recordings, the more easily they learn to play.
Constant listening to music performed with beautiful tone provides children with a role model for their playing. In the lessons, the production of fine tone and sensitive playing is stressed from the beginning.

Parental Involvement

Parents play a crucial role in Suzuki. Learning takes place in an environment of co-operation between teacher, parent and child. The parent's role includes attending each lesson with the student, taking notes and then guiding them through their practice at home - they become the 'home teacher'. Parents need to play the recordings daily to help create a musical environment for their child, and also to attend the workshops, concerts and group lessons.
 
Positive Environment

A positive, nurturing environment is created in the lesson and is also essential at home. Parents need to ensure that all members of the family understand this. Children learn enthusiastically when they are supported with sincere praise and encouragement. They learn to recognise one another's achievements, creating an environment of co-operation.

Repertoire

One of Suzuki's major contributions to music education is the unique order of the repertoire. Each carefully chosen piece becomes a building block for future learning. Technique, musicianship and style are developed through the study and repetition of these pieces.
Each instrument has its own repertoire. This provides familiarity and hence excellent motivation to progress. Through the common repertoire within each instrument, children have a bond with Suzuki students world-wide.
However, the spirit of Suzuki teaching may encompass all styles and periods of music. Teachers often give supplementary material which may help to widen the students' musical experience. 

Reading

Reading music follows the acquisition of good aural, technical and musical skills, just as reading language begins after a child can speak fluently. The stage at which the child begins to learn reading music varies according to age and general development. However, it will always be after basic playing skills have been mastered to maintain the focus on beautiful tone, accurate intonation and musical phrasing.
Integrating the music reading program with the Suzuki repertoire is vital to the child's musical development.

Individual and Group Activities

As well as their individual lessons, students participate in group lessons. The common repertoire enables them to play together, giving them valuable ensemble experience and positive reinforcement of concepts learnt in their individual lessons. Students also take part in performances and workshops and observe other children's lessons. All of these things are wonderful motivational tools - children love to do what they have seen other children doing.