Shinichi Suzuki, the man who developed the Suzuki Method, died on January 26, 1998, at his home in Matsumoto, Japan. Though he lived to be 99 years old, Dr. Suzuki always seemed young. He was full of energy, and was cheerful and loving to everyone he met.
Shinichi Suzuki was born on October 17, 1898, in Nagoya, Japan. He was one of twelve children and his father owned a violin factory. Shinichi and his brothers and sisters played near the factory and saw instruments being made, but the children never realized what beautiful sounds could come from a violin. When he was seventeen, Shinichi heard a recording of Schubert’s Ave Maria, played by a famous violinist named Mischa Elman. He was amazed that a violin could make such a beautiful tone because he had thought it was just a toy!
After this, Shinichi brought a violin home from the factory and taught himself to play. He would listen to a recording and try to imitate what he heard. A few years later he took violin lessons from a teacher in Tokyo. Then, when he was 22 years old, he went to Germany and studied with a famous teacher named Karl Klingler. Shinichi also met his wife Waltraud in Germany. They married and moved back to Japan, where he began to teach violin and play string quartet concerts with his brothers.
Every Child Can Learn
More than forty years ago, Suzuki realized the implications of the fact that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach.
Parent Involvement
As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as “home teachers” during the week. One parent often learns to play before the child, so that s/he understands what the child is expected to do. Parents work with the teacher to create an enjoyable learning environment.
Early Beginning
The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may begin at age three or four, but it is never too late to begin.
Listening
Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows them immediately.
Repetition
Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.
Encouragement
As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each other’s efforts, fostering an attitude of generosity and cooperation.
Learning with Other Children
In addition to private lessons, children participate in regular group lessons and performance at which they learn from an are motivated by each other.
