Suzuki Lessons

The Suzuki Method

 

HPSIJackie is currently a member of the Suzuki Association of the Americas. She was first introduced to the Suzuki method during her masters at Northwestern University, while studying with Stacia Spencer, Director of the Northwestern String Academy.  In the summer of 2013, Jackie received her official Book 1 training from the Music Institute of Chicago and Chicago Suzuki Institute @ Deerfield with Joanne Melvin.

 

suzuki-kids-cropped 

Hyde Park Suzuki Institute

Jackie was a violin/viola teacher at the Hyde Park Suzuki Institute from Autumn 2012 to Autumn 2014.  She had a full studio of 20 private students, in addition to teaching two ABRSM Theory courses, and group classes.  At HPSI, she also served as Program Coordinator, where she planned and ran all the studio recitals, holiday concerts, and major performances such as the Concerts for YOUth Series.

 

hpsi2She took her students on air with The Chicago Lighthouse  as practice with performing and speaking, as well as outreach to the community.  As a collaborator with the Chicago Symphony Orchestra Children’s concerts, the students at HPSI can be seen performing in the foyer of Symphony Hall.  She enjoys playing musical games and making music learning as fun as possible for her students

 

 

About

 

ssa-300x76More than fifty years ago, Japanese violinist Shinichi 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.

 

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 and are motivated by each other.

 

Suzuki Association of the Americas