Traditional Teaching with Suzuki Training:  I grew up learning the violin in a traditional way.  While I respected Suzuki students ability to play by ear and memorize, I have been concerned that the approach made reading music difficult.  When I decided to begin learning more about their methods by attending the Suzuki Institute, I was astounded at the level of skill and musicality exhibited by very young children. 

 

The role of listening:  I learned that playing an instrument at a young age is akin to learning a language as a young person.  Music, like language, can become a "mother tongue".  By focusing on listening to music much like children listen to language, engaging them with rhythms, and helping them identify musical patterns, students develop musicality and confidence as they learn pieces far better than those who simply focus on their music in their books.   Listening to recordings in the home ideally happens daily.  It is part of their practicing because they learn how it is meant to sound.

 

Memorization:  Memorizing and reviewing small pieces enable students to perform at any point - for family and friends - rather than just being prepared at recital, and children continue to improve pieces they have learned earlier as they improve their playing technique. 

 

Reading Music:  Learning to read music well is essential in the long run and I am committed to teaching it, but I recognize the great value of focusing on the other elements first - much as a child doesn't begin by reading, but by watching, listening and mimicking others as he or she develops language skills.   The books I Can Read Music for Violin Book 1 and Violin Book 2 are very useful tools to assist students as they become comfortable with reading both notes and rhythms.   

 

Parental Support:  For young students, parental support has a direct effect on the progress of the child, as long as that input is POSITIVE!  It is very tempting to make comments that may sound critical, and can easily become discouraging.   have several students whose parents come to the lesson each week.  I notice a big difference as they support their child's practice in positive ways in the home.  Celebrating progress gives the child encouragement.   Please leave the discipline and instruction to the teacher, however, as children get confused with two authority figures.  If parents have concerns, feel free to reach out via text or the student lesson plans.  

 

Student lesson information:  This information is updated on the student's google doc found on the Lessons page, and printed at the end of the lesson.  Feel free to text or add questions in your child's google drive that can be addressed at the lesson or personally.  (If you put comments or questions in a different color text I won't accidentally miss them!) 

 

Student discipline:  Parents are most definitely invited to attend lessons, but discipline when needed is the teacher's responsibility.  Parents are encouraged to participate when invited, and consult at a later time with the teacher as needed. 

 

Lifetime benefits:  Helping a child learn a new skill and continue to work on it until it is done well sets a strong foundation for learning and improving in all aspects of their lives.  Learning to make beautiful music has taught me patience, hard work, listening skills, cooperative playing, and the joy of accomplishment, and I see the same in my students.  Giving a child the gift of music is a gift that can shape him or her for a lifetime.

 

Group Classes:  Group classes are offered twice a month and often provide the more fun and motivation for students than lessons because it adds not only a social element, but also healthy competition, game playing, and learning that is not possible to add into lessons due to time constraints.  Time has shown that students who perform with other students are more motivated, and stick with the instrument far longer than students who simply play alone with an occasional recital.  For young students, the cost for the group lesson is built into the weekly lesson.  Space is limited to a maximum of six students.