What makes a Suzuki teacher different from a more “traditional” instrumental music teacher?
Music teachers have the desire to love and nurture the best from their students. This is true of all music teachers whether they teach by the Suzuki Method or more “traditional” approaches. The biggest difference between Suzuki teachers and teachers with a more traditional approach to music instruction is that Suzuki teachers believe in and apply the Suzuki Philosophy to the families they work with.
The Suzuki Philosophy has at its core a fundamental belief that all human beings have a natural, inborn aptitude for music – not just some special people who are born “talented”. Bringing out this natural aptitude for music is possible for every child as long as that child is surrounded by music from an early age and is lovingly nurtured and encouraged to study music. Furthermore, if the study of music follows the natural principals of language acquisition in human beings, then learning music the Suzuki way is a “no fail method”. As Suzuki himself says – no normal child fails to learn their native tongue, and the easy and natural way a child acquires a vocabulary of more than 5000 words by the age of five is evidence of high ability in every child. All Suzuki pedagogy has belief in this Philosophy at its core.
In applying this Philosophy to the practicalities of music teaching, other differences with the Suzuki approach become apparent. Because immersing the child in the “language” of music is essential to their success, Suzuki teachers require their students to include listening to recordings of the repertoire as part of their everyday routine. Also, because they follow the principals of natural language acquisition in which the child learns to speak before being expected to read, Suzuki students learn to play by ear and from memory from the start. Reading skills are delayed while the basics of playing the instrument are established. This frees the child to listen to him or herself and to concentrate on playing with excellent posture and technique. This means all of the focus from the earliest lessons is on beautiful tone and musicality rather than the complexities of interpreting abstract music symbols at the same time.
Because Suzuki teaching imitates closely the acquisition of language in young children, Suzuki students can also start at a much younger age than with more “traditional” methods. Young children’s ears develop well before their eyes and little children are “hard-wired” for language development. Suzuki teaching taps into the incredible ability of young children to listen, copy, repeat and master what they hear. Suzuki students can be as young as three or even younger. Suzuki teachers need a very specialised set of skills to understand how to work successfully with students of all ages, and especially the very youngest ones.
Another difference in the Suzuki approach to teaching is the active inclusion of a parent in their child’s learning process. All children work at their best when they are lovingly encouraged and nurtured in their efforts by their parents, and for very young children it becomes essential that the parent is there to guide their practice and musical development. Suzuki teachers understand that the parents are the key to their children’s success and actively work with the parent during the lesson both to train the parent to become a good teaching assistant and also forming a close bond based on the best interests of the child. This three-way relationship is called the “Suzuki Triangle” of parent, teacher and child.
Suzuki teachers are also expected to develop their skill in working with large groups of children, not just one-on-one. Dr. Suzuki believed that music education must have a big element of fun for the student and understood the joy children gained in playing with one another. Seeing and hearing other children play and having enjoyment with their music are huge motivators for children so Suzuki teachers must become skilled at providing opportunities for their students to get together regularly in the form of group lessons, concerts, workshops and festivals.
In Suzuki pedagogy, there is much less emphasis on dry technical exercises to develop the student’s mastery, especially in the early years. Dr. Suzuki understood that playing beautiful music is much more satisfying to children and in that way he carefully structured his repertoire so that the music itself provides for skill building and consolidation. Suzuki teachers must develop a deep understanding of how the repertoire introduces and builds up the student’s musical and technical skills and be able to use the repertoire itself to develop the students’ ability. Just like Suzuki students, Suzuki teachers must master and memorize every piece in the repertoire.
All of these abilities must come together in one teacher and all Suzuki teachers are expected to regularly engage in Professional Development to refresh, increase and diversify their skills. One of the most unusual things about the Suzuki approach is that it “teaches the teacher”! Workshops and Professional Development are a regular part of the Suzuki calendar where Suzuki teachers can meet with one another, observe one another and each others’ students and learn from each other. There is no hoarding or guarding of secrets in order to turn out the “best” students – Suzuki is an entirely non-competitive philosophy that hopes to nurture the best in every student and teacher on an on-going basis. Suzuki teachers need to be “life-long” learners and willing to keep working on their skills continuously.
What are the requirements to become a Suzuki Teacher?
Potential Suzuki teachers must have a high standard of accomplishment on their own instrument. There are set pieces that are required to be performed for an audition before any Suzuki teacher is accepted as a Trainee. Usually the applicant must be AMEB Grade 8 equivalent or higher. However, teachers are not required to have a formal qualification in performing or teaching before being able to apply to become a Suzuki teacher.
Applicants must also have some understanding of music history and theory. For example, completion of Music as a year 12 subject, AMEB exam results etc. The minimum theory standard required is Grade 3.
Applicants must also have a suitable personality and desire for working with children of all ages and also their parents and families. They must have an intrinsic belief in the potential of every child and the willingness to help students step-by-step towards the mastery of their instrument, often a ten-year or longer commitment to a single child and their family.
A Suzuki Teacher is also someone who is interested in their own self-development and eager to keep increasing their own skills and abilities through regular Professional Development.
How do I become a Suzuki Teacher?
Contact your local Suzuki Association to be put in touch with the Teacher Trainer for your instrument. Contact details for Suzuki Music SA can be found on this website.
The Teacher Trainer will speak with you and review your potential as a Suzuki teacher. This review will include your musical background, your playing ability and your education in music theory and history.
The Teacher Trainer will send you information on becoming a Suzuki teacher, and if you wish to go ahead you will need to start preparing for your audition.
The audition is to assess your playing skills and will be attended by a panel of at least two Teacher Trainers. You are not required to perform from memory at your audition, though it is preferable that you do this if possible. After the audition you will be interviewed as a potential candidate by the Teacher Trainers.
If you pass your audition, you will need to pay the nominal annual Teacher’s membership with the Suzuki Association of SA. This will establish your status as a Trainee Suzuki teacher and your name will be listed in the Teacher’s Directory so you can start accepting students through the Association.
Once accepted as a Suzuki teacher you will be expected to commence your training for Certificate III in Suzuki teaching. This will include regular sessions with your Teacher Trainer and you will also need to take private lessons as well to develop your own playing and to learn the repertoire.
Suzuki teachers are not just private music teachers – they are expected to actively contribute to the Suzuki Association and community. They will be asked to teach at group lessons and workshops and also commit to joining their private students up to the Suzuki Association. This ensures a thriving and dynamic Association that can then promote the Suzuki teachers and their students and provide fun and motivating activities for all.