The Suzuki Strings Program at TMES

Google Classroom

We will be using Google Classroom to provide parents and students with access to extra (lost) handouts, music, and other resources. It’s not essential for students, but we’d like to consider it a resource. Here are the codes for our Google Classrooms:

• Violin/Viola
  • l77eg5p
• Cello 6-9
  • z77pytg
• Cello 9-11
  • sem25vn
• Cello advanced
  • ynjpvhs
• TMMS Orchestra
  • wwqkhvi

About Our Program

Lower Elementary

Beginning in second grade, all students choose between violin and cello. Our violin teacher is Ms. Megan and our cello teacher is Mr. Nick.

Students have strings twice a week for a master class and a group lesson. For master classes, students will have short individual lessons with occasional group instruction. In this class, students progress at an individual pace. Students also have the opportunity to observe other students’ lessons. During group lessons, the class plays in a large group where they work on ensemble skills, beginning note reading skills, technique, and shared repertoire.

Upper Elementary

Starting in fourth grade, all students have strings twice a week: one master class, which is the same as the Lower Elementary, and an orchestra class with their entire class. The orchestra teacher is Mr. James. In orchestra, students learn how to read music, follow a conductor, and play in an ensemble. Violin students also have the option to switch to viola starting in 4th grade.

Middle School

Students in middle school have the option to choose between Orchestra or Visual Art. Orchestra will meet four times a week.  Mr. James works with the Orchestra on more advanced ensemble skills, music literacy, and technique. Mr. Nick will help beginners catch up quickly, with occasional help from Ms. Megan.

TMES/TMMS Strings Teachers’ Teaching Philosophy

We believe in the child as an individual. We try to understand the different psychological and emotional needs of each child. For example, the Suzuki philosophy could be summed up by the phrase “Every Child Can”, and to fulfill that expectation, we strive to create a no-fail environment that includes introducing new material in small, easily mastered steps. The small steps are incremental and cumulative, and each child moves at his or her own pace. The steps can be broken down further according to the needs of the child. We believe that young elementary students and middle school students have very different learning styles and needs. The young student may need more steps to master a skill, while the older student may need an approach that honors an emerging sense of self and independence. We believe mastery breeds enthusiasm, so we do a lot of review to build confidence. We never force progress or participation, but we celebrate initiative and self-discovery. We strive to teach with joy and are always looking for new techniques and ideas to improve our own teaching.

The Suzuki Method

The Suzuki Method was developed in Japan by Shinichi Suzuki after the second World War. Initially, it was a violin pedagogy method, but was soon adapted to a variety of other instruments.  The Suzuki Method is now used worldwide to teach piano, cello, viola, flute, guitar, recorder, harp, and other instruments.  

    The Suzuki method is also sometimes called the "Mother Tongue Method". Dr. Suzuki made the famous realization that "all Japanese children speak Japanese". What was remarkable about that to him was that Japanese is considered a difficult language to learn, yet all children in Japan speak Japanese fluently. In fact, all children all over the world speak their native language fluently, regardless of the difficulty of the dialect. Suzuki realized that all children are born with the potential to master the intricacies of language and ultimately do, with very few exceptions. He developed a method of teaching an instrument that closely mirrors language development in very young children. What he discovered is that, contrary to the widely held belief at the time, all children are capable of musical ability with the right environment, not just those with "talent". This doesn't mean that everyone will achieve the same level of competence on their instrument, but that everyone has potential. The right combination of environment and hard work will result in success.

   The basic principles of the Suzuki philosophy are: 

1. Early beginning: Children's brains are at their developmental peak in terms of language up until around the age of seven. Studies show that children moving to a foreign country will have no accent if the move happens before age seven, but typically will carry a slight accent if the move happens after age seven. Of course, there are exceptions. Children should begin listening as early as possible (at birth, even) and students can begin formal training as early as 3-5 years old. This does not mean that after children reach age seven that the window is closed!! It is never too late to begin studying. At TMES, we begin Suzuki violin and cello at 2nd grade. Through trial and error, we have found that to be a good age to begin in this environment.
2. Immersion: When children learn to speak, they are surrounded by language all day, every day. Speech usually begins slowly; maybe a word here, a word there. Soon, however, sentences begin to emerge, and before long, children are speaking fluently. When learning an instrument, children listen to recordings of the pieces they will study for a very long time before actually attempting to play them. Constant repetition is used to internalize the skills needed to play. They are also encouraged to go to live local concerts. Group lessons create a sense of community with the students. They are constantly hearing, seeing and playing with their peers.
3. Parent involvement: Parents come to all lessons. They also practice with their children, according to the instructions of the teacher. At home, they become teachers themselves. The student then gets lessons every single day, not just once a week. At the same time, powerful bonds are created between parent and child that can last a lifetime. TMES parents do not attend lessons, but are expected to practice with their children every day.
4. Group lessons: Students learn universal, graded repertoire. Students gather on a regular basis and have group lessons. The class will work on pieces that the children have already played. The teacher will use the review piece to learn a new technique or review an old one. The children learn from and are motivated by the other children in a non-competitive, supportive environment. Each new skill they have learned is maintained and constantly reviewed. Children also learn advanced ensemble skills valuable in an orchestral or chamber music setting. 
5. Every child is accepted to study, not just a few. When Dr. Suzuki was developing his method, traditional teaching methods considered anyone who could play well  "talented". The pressure in this situation is off the teacher, because those who played badly were considered "untalented", not just poorly taught. Dr. Suzuki felt that every child has the potential to develop talent and it is the responsibility of the parent and the teacher to nurture the seeds of that talent in each and every child. 
6. Positive learning environment: Children learn best when encouraged and praised. Children need to know they have all the time in the world to learn what we are teaching them and that we will never force a timetable on them or make them feel rushed. Children learn at their own pace and progress when their own developmental readiness allows. 
7.  Delayed reading: Children learn to speak first and learn to read only when language becomes second nature. Traditional violin teaching introduces music reading at the same time the student is learning the fundamentals of playing the instrument. This can be overwhelming. More often than not, technique suffers. In the Suzuki method, students learn the basics of playing their instrument first. Children learn their pieces by listening daily to recordings.  When the teacher believes they have become technically proficient enough that intense concentration on the new skill of music reading does not interfere with the techniques they have worked so hard perfecting, a reading program will be introduced. 
8. Small steps: When learning to speak, children experiment with different sounds before the first word is uttered. Suzuki realized that if the learning steps were small enough, anyone could learn to play. The goal here is to create a "no-fail environment". The smaller the child, the smaller the steps needed. In this way, it may take a very long time from beginning to Twinkle, but each step along the way is celebrated and the child feels proud.  
9. Formal teacher training: Teachers who wish to teach the Suzuki Method receive training from teacher trainers approved by the SAA. Teachers are encouraged to share ideas with each other and continue their education on a regular basis. The Suzuki community is close-knit and very supportive. Many teachers collaborate with each other because they share the same philosophy. Also students and teachers can participate in Suzuki Institutes, which are intense workshops usually lasting a few days.