Founded in the 1950s by Shinichi Suzuki, the Suzuki Method grew out of his observations that children were universally successful at learning their mother tongue. He recognized that such learning was successful because the child was totally immersed in the sounds and rhythms of the language, because the child was expected to learn only in steps appropriate to their age level, and because loving and caring parents reinforced and encouraged the learning process.

By applying these principles to musical instrument study, Suzuki developed a method of teaching that focuses on developing the whole child. With the active involvement of their parents, children are immersed in the music at home by listening to recordings of the repertoire to be learned. Children are motivated by the demonstrated interest and involvement of their parents, by seeing other students their age performing and having lessons, and by their individual experiences of success at learning, step by step, a creative and complex skill.

Teachers are trained to create a learning environment at the lesson that enables a child to learn at their own natural pace and that fosters an attitude of self-esteem that is based on real accomplishment. The learning environment centers itself around the belief that to become a fine artist or musician, one must first become a fine person. Student, parent and teacher work together in a 'triangle' of communication, supporting each other in their endeavors.

Highlights of the Suzuki Method:

• fosters a concern for the whole child — physical, social, emotional and cognitive
• emphasizes individual appropriateness while offering a challenging curriculum, allowing children to operate on the edge of their developing capacities
• is child centered, rather than teacher centered
• takes "one step at a time": consolidates what the child knows and is able to do, and encourages acquisition of new skills built on a strong foundation of positively experienced "success events"
• tailors skills acquisition "steps" to match the individual learning pace of the child, thereby guaranteeing the experience of successful learning
• develops a positive sense of the child's own self identity, while fostering respect for others
• creates an environment where children feel safe and valued
• actively involves the parent in the learning process, establishing a reciprocal relationship between teacher and parent

    Features of the Suzuki Voice
    program are:

• everyday singing
• development of a natural voice & healthy vocal production
• development of listening skills
• supports linguistic ability, including singing in different languages
• performing SOLO vocal repertoire at an early age
• individual lessons from age three and group lesson interaction with the child's peers
• parental involvement in the learning process throughout

The Suzuki Voice repertoire and teaching techniques have been developed by Dr. Päivi Kukkamäki (in Finland) under the personal direction of Dr. and Mrs. Suzuki over a 17 year period (1986-2003). The Suzuki Voice Program has only one internationally accepted repertoire curriculum which is used everywhere in the world; no other material is authentically Suzuki Voice, although supplementary material is possible. Official publication (Alfred Publishers, Inc.) of repertoire book and CD (in English, Spanish & Finnish) is anticipated in the near future. Suzuki Voice repertoire materials are protected by law and are only available to accredited Suzuki Voice Teachers, accepted Teachers-in-training and their students. The Suzuki Voice curriculum currently operates in 19 countries in Europe, in Japan, in Latin-America, in Australia and in North America (United States and Canada).

The Suzuki Voice Program teaches children aged prenatal to adult. It builds on the understanding that the voice is an instrument and is committed to addressing each student's individual needs. The voice is recognized to be the primary human instrument for music making and instantly accessible regardless of age. Because of this, technical training can occur earlier than for any other instrument. Private individual lessons begin at age 3, with under-age-3 instruction focusing on developing the child's listening and singing skills through heavy parental involvement.

The program begins with simple folk songs and graduates to more challenging levels of classical songs, including Art Song & Opera. Throughout the process the student learns both musical and technical skills while being introduced to a wide range of classical vocal repertoire. Classical repertoire is the foundation of all the Suzuki instrument programs, since the technique required to perform classical repertoire gives the student the most extensive and complete technical base possible on any instrument.

The Suzuki Voice approach to technique is designed to awaken the unique sound of the individual voice. It does this in a manner appropriate to the individual's physical development potential, ensuring a 'safe' means of producing the singing voice from a very young age.

In keeping with the Suzuki principle of teaching appropriate to the child's age and capacity, reading the musical score is introduced as a separate skill when basic vocal skills and musical concepts are well grounded. Singing first; reading second. You cannot read what you do not understand. Vocal sight-reading skills are introduced at varying levels of singing competency dependent wholly on the age and readiness of the individual child. Based on the repertoire, this would normally occur when the child begins part-singing (Book Two level), but may occur later if the child is very young.

More detailed information regarding the Suzuki Voice program: www.suzukivoice.com/english/

The Suzuki Piano Method was one of the first instruments to be developed by Dr. Suzuki and, therefore, has a long history of experience in developing and refining the repertoire and teaching techniques.

The piano is an immediately accessible instrument; the child is able to play a simple melody, in tune, usually at the first lesson. As lessons develop and as the student develops the ability to play both hands at the same time, the music becomes naturally full and satisfying because it includes both melody AND harmony — more than one pitch played at a time.

Keyboard study enhances eye to hand coordination, a skill that profoundly impacts all areas of brain development. The Suzuki Piano program is able to teach young children at an age when eye to hand coordination is in "primary acquisition mode," thus greatly enhancing brain development at a critical time in the child's learning process.

How early a child can begin to play the piano is dependent on two criteria: 1) the individual child's motor development, and 2) the individual child's readiness to creatively interact with the teacher on a one-to-one basis. The teacher generally determines suitability on a case-by-case basis. In nearly all cases, the child is ready to begin private study by age four.

In keeping with the Suzuki principle of teaching appropriate to the child's age and capacity, reading the musical score is introduced as a separate skill when basic keyboard skills and musical concepts are well grounded. Playing first; reading second. You cannot read what you do not understand. For the average 4-year old beginner reading would normally begin at the start of the second semester of study, but might begin sooner depending on the child.