Although the Suzuki method of violin instruction had a great deal of success in Japan, its mixed success in the United States has led me to believe that the program is not worth our time. The magic of the discovery and experimentation with music is shattered by the teachings of the ‘Suzuki method.’ Children appear to quickly lose interest in learning new songs, judging by observations. A certain degree of interest is necessary when learning to play an instrument, and it appears that the passion is lost with this new method of instruction. At a first glance, the Suzuki method appears to be a successful program, judging by the Japanese reaction. This new method of teaching relies heavily upon parental participation – they must listen to and learn to play the violin themselves. Apparently, the child will desire to play the instrument after several encounters with the violin.
As the children learn to play the violin, they must be able to play a song perfectly before moving onto a new tune. Although they are encouraged to practice, the kids are not encourages to play for pleasure of experiment with their musical instrument. I am by no means surprised why this program is unsuccessful in America. Children cannot be expected to devote their best efforts to something which they find monotonous and repetitive.
If the enjoyment is removed from the violin in the Suzuki method, what is the point in even teaching the children in the first place? More often than not, it seems to me that the kids would become frustrated with playing the same songs over and over, instead of experimenting with the unique sounds of the violin. The Suzuki method is often compared to learning how to talk. Children do not learn to speak by reciting single phrases until they were said perfectly. This new method of learning is not only flawed, but is a discouragement to the pleasure of learning how to play a musical instrument.
The Dissertation on Support Children’s Learning and Development in
Unit 4227-136 Support children’s learning and development in the early years. Assessment criteria:- 1.2 Evaluate the relationship between theoretical perspectives and early years curriculum models. Pavlov, Watson and Skinner believes learning can be affected by rewards and punishments. Behaviour can be changed or shaped by providing positive reinforcements and while punishments may reduce ...
The mixed success and obvious problems with the Suzuki method of violin instruction left a bad impression with me. Although it was obviously successful in Japan, perhaps the ideals and goals of the program have been lost in the transition from Japan to America. With the passion and excitement removed from children learning how to play the violin, there are a few reasons to incorporate it into our school. Unfortunately, I cannot recommend the Suzuki method. Unfortunately, I cannot recommend the Suzuki method, due to its major flaws.
