Frequently Asked Questions:
Why did you choose Suzuki?
At age two, my daughter was diagnosed with an auditory processing disorder. Her speech was quite delayed, but she loved music. I felt that the Suzuki Method would help the processing portion of her brain. If she could distinguish musical notes and play them, she might be able to hear and distinguish other auditory sounds as well and speak. She started taking lessons at 3 1/2.
How is it different than traditional method?
- Students listen to a recording of the songs everyday: this creates the scaffolding they need when it is time to learn the piece. During lessons, they learn by ear. Emily's teacher plays a copycat game: she plays four notes, then Emily will copy and play the notes.
- Students also keep their songs. My boys take "traditional" piano, once they have passed off a song, they no longer play it. Emily continues to play her first song, "Honeybee."
- Parents are heavily involved--they become the teacher during practice sessions.
- Emily takes two lesson a week: individual and a group lesson.
- They focus on technique: Emily has beautiful hand positions, and her tone and touch become better all the time.
Why did you choose piano?
- We had a piano.
- I can play and read piano music.
- I don't like violin music--it hurts my ears.
What do you do during practice?
We play games, learn new songs, spend time together! We bow before and after each practice. I have learned, with Emily, I need to push her on the swing, wrestle with her, run around before we play piano.
Here are some of the games we play:
Bread and Cheese
Phase Ten Dice
Pick a Shape-Play a Piece