The Brief History of Dr. Suzuki
Dr. Shinichi Suzuki was born in 1898 in Nagoya, Japan. His father was a violin maker, and while Suzuki played expertly, he had never been taught to play formally by a teacher. At age 22, Shinichi traveled to Berlin and studied his music with renowned violinist Karl Klinger and even became closely associated with famous scientist Albert Einstein.
During World War II, Suzuki became separated from his wife, and because conditions were so appalling, Suzuki became seriously ill for several months. After World War II, the experiences sprouted a determination to improve the lives of children. Suzuki traveled back to Germany and studied the children in Germany who were able to speak the language so fluently, while Suzuki struggled and desperately tried to speak the language.
Through this time period, Suzuki began to study how a child learns their native language. He soon developed his music theory and called it “the mother tongue approach.” Just as a child learns his or her language at a young age, through listening to their parents and their peers speak, Suzuki realized that if a child was exposed to the sound of a violin at a young age, practiced consistently, and had the sincere involvement of a teacher and parents, the child could learn skills quickly and play pieces vibrantly and fluently.
The Suzuki Method
Suzuki taught the concept of “character first, ability second”, wanting the student to develop a love of music and a fine character, not just the mastery of an instrument. This idea of learning shaped around the characteristics and learning abilities of a child soon spread throughout Japan and then throughout the United States, Australia, Asia, and Europe. Teachers came to Japan to observe Dr. Suzuki and his method in action with the children he taught.
Suzuki wanted to embrace the child’s mind as a whole, and keep nurturing above all else. His philosophy was quickly transferred to other instruments, including viola, cello, piano, and the flute. Dr. Suzuki died at the age of 99 in January 1998, in Matsumoto, Japan. His legacy continues to profoundly influence the lives of children and their families.
The Suzuki Philosophy
- Every Child Can Learn
The ability to learn exists in every child, at any age. Dr. Suzuki always encouraged teachers and parents to present children with those critical opportunities to learn. He stated “I cannot live without the joy of children.”
Finding solutions for learning and nurturing the ability to learn is a parent’s and teacher’s duty. He taught to never show anger or disappointment with something a child cannot do; they are coming to you to learn.
2. The Environment Must Be Rich
A rich environment is a positive one, and one that nurtures a child and his or her ability to grow. In order to do this a parent and teacher must learn to filter out the negative that does not matter, and focus on actively encouraging the child. Parents should be sincerely involved with the child’s learning and practicing.
Believing in an early start to music (ages 3-7) taps into a child’s young mind of raw learning ability, and can allow a child advantages in their future. However, the skill of violin playing can apply to those of all ages! Dr. Suzuki said: “Our aim needs to be the nurturing of children. The moment we rigidly convince ourselves, ‘Education is what we’re after,’ we warp a child’s development… First foster the heart, then help the child acquire ability. This is indeed nature’s proper way.”
3. Believe In Small Steps And Mastery
Ability is acquired through layers of small repeated skills. Looking for the positive in a child’s learning will increase a student’s mindset to try, and keep trying. As Suzuki often said, “With patience and repetition, the seed blossoms.”
4. Cooperation, Not Competition
Suzuki students learn through their teachers, parents, and the musical materials. A child can easily become fixated on the quantity of pieces they play, whether they are prideful of how many they can play, or disappointed at how little they can play. However, the point of the Suzuki method is not about the quantity of pieces you play, but the quality.
Mrs. Alice Joy Lewis, a student of Dr. Suzuki has said, “It doesn’t matter how many pieces you play. In the end, we’ll play them all. The real matter is how you play, while you play.” The idea of cooperating instead of competing with the person playing next to you allows for a child’s musicality to expand.
Benefits to the Suzuki Method
While learning music in general is an incredible endeavor that has many benefits, the Suzuki philosophy is a popular choice for many unique reasons.
- Memorization Skills
Because of the unique habit of Suzuki students to include daily listening, they often develop a highly trained ear for mimicking, as well as memorizing. Music reading is introduced, but not at the very beginning of the training to help students develop other skills before then. In the meantime, their brains create the necessary pathways to begin memorization skills early on.
2. Tone Quality
The Suzuki method contains several classical pieces of music that students will begin to learn immediately. While it is important to acquire a collection of mastered pieces, the method focuses much more on quantity over quality. It means that teachers trained in the Suzuki method help students feel comfortable and confident in their current piece before moving on to another. In the Suzuki method, tone, dynamics, and expression are highly prioritized and it allows the student to play at a much higher level.
3. Lifelong Love of Music
Suzuki focused his teaching on nurturing the child and their love of music. It is Suzuki teacher’s goal to do the same. Through a caring environment and active encouragement, students learn confidence and discipline that allows them to carry the lessons of a musical instrument beyond the music studio.
Dr. Suzuki with a group of young students
Daphne's Violin Studio 
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