{"id":2199,"date":"2016-05-11T17:33:29","date_gmt":"2016-05-11T21:33:29","guid":{"rendered":"https:\/\/www.musikalessons.com\/blog\/?p=2199"},"modified":"2023-01-25T16:08:02","modified_gmt":"2023-01-25T21:08:02","slug":"suzuki-practice","status":"publish","type":"post","link":"https:\/\/www.musikalessons.com\/blog\/2016\/05\/suzuki-practice\/","title":{"rendered":"Suzuki Practice: A Daily Event"},"content":{"rendered":"

In Suzuki<\/a>, students\u00a0often begin lessons at a young age – say 3 or 5. So the immediate caregiver (usually one of the parents) is in charge of making sure the child has time and space\u00a0to do a Suzuki \"suzuki<\/a>practice. Sessions don’t have to be long – it’s based on what stage the child has reached in his or her ability development and how much material the instructor is able to cover during a lesson.<\/p>\n

 <\/p>\n

Set Your Routine Early On<\/strong><\/h2>\n

If you have started Suzuki lessons with your child, where will you begin in your practicing journey? Start by setting good habits early on. Ed Kreitman, Suzuki pedagogue and author of the book Teaching from the Balance Point<\/em>, writes that, \u201cPractice<\/em> is the \u2018work\u2019 part of developing technique on the instrument\u201d (75). In other words, when a student practices, he is developing a skill, whether it is the physical element of holding up the violin comfortably, or refining his ear to be able to tell when something is \u201cin tune.\u201d<\/p>\n

 <\/p>\n

The Parent\u2019s Role<\/strong><\/h2>\n

The parent is in charge of making sure that a Suzuki practice session is set up well \u2013 especially for young children. The parent is an attentive listener during the child\u2019s lessons, taking notes, perhaps snapping a photo or shooting a video of what the teacher is asking the child to do.<\/p>\n

Then, the parent becomes the \u2018home coach\u2019 or \u2018home teacher.\u2019 The parent looks up the notes, sets the agenda for the Suzuki practice session, and then sees that the child is able to successfully complete the exercises. Now, with very young musicians, this could include setting up the foot chart, placing the bow in the child\u2019s hand properly, or even doing a clapping rhythm with the child.<\/p>\n

\"practicing<\/a>For older students, the parent is still an important figure, helping to identify when something is correct, or perhaps giving pointers on posture tips the teacher suggested. (For example, \u201cCan you balance the marble on the f-hole? Let me watch.\u201d) The parent also becomes an expert in telling when a piece is \u201cready\u201d for a performance \u2013 or in letting the teacher know if the child is having some frustration with a certain passage or technique.<\/p>\n

Because the parent is such an integral part of the practicing session, he or she becomes a key support of the child\u2019s musical lifestyle. Parents pick up on children\u2019s needs, in and outside of the music world \u2013 and this is an important element that teachers appreciate. Face it \u2013 students don\u2019t always tell the teachers when something is hard or it hurts. But a parent can have a \u201csixth sense\u201d feeling about it when something is really serious, and will be able to express that to the teacher.<\/p>\n

 <\/p>\n

How Often Do You Practice?<\/strong><\/h2>\n

Shinichi Suzuki suggested the following regimen: \u201cPractice only on the days you eat.\u201d<\/p>\n

Practicing every day is a truly positive method for encouraging a child\u2019s skill development. When a child gets into the routine of daily practice, he will come to expect success and progress \u2013 and practice time. He\u2019ll remind you, sometimes, \u201cMom, are we going to practice?\u201d And yes, you will. Daily. If all you did this week was get his bow to stay straight on the violin, that is still a major victory. Why? Because you\u2019ll be using that skill for the rest of your musical life.<\/p>\n

 <\/p>\n

Review: Why It Is Important in Suzuki Practice<\/strong><\/h2>\n

 <\/p>\n

\"reviewing<\/a>Suzuki practice sessions are usually founded on the concept of review. You review the skills you have learned so that you can build upon them when you reach a new element. For example, let\u2019s think about the straight bow on the strings. If a child learns to control his bow at the very beginning, it will make \u201cTwinkle, Twinkle, Little Star\u201d sound and look very good. But it will also enable the child to do tougher things, like bow circles in \u201cAllegro\u201d or, further down the line, up bow spiccato in \u201cCountry Dance\u201d in Book 5.<\/p>\n

The nice thing about using the Suzuki method is that review of techniques is usually not done by using many exercise books. Instead, you use different musical pieces to refresh your technique. Does your teacher want you to work on deep tone? She might pull out the \u201cWaltz\u201d from Book 2. Are you struggling with staying in a certain position? Perhaps the teacher will ask you to play all the \u201cTwinkle\u201d variations in fifth position. You take something you can do well, and try it in a new way to create a new learned technique.<\/p>\n

 <\/p>\n

Nuts and Bolts of Technique Refinement<\/strong><\/h2>\n

Many teachers \u2013 especially at institutes \u2013 will have dice that children toss, to figure out how many times they work a technique every day. Other teachers will just say, \u201cHow old are you? Okay, you need to practice this (eight) times perfectly every day.\u201d Maybe it sounds daunting \u2013 or perhaps it\u2019s easy. But it is important.<\/p>\n

Doing a technique eight times in a row \u2013 perfectly \u2013 is really the best way to iron a skill into your mind. And, it\u2019s just good life experience. There\u2019s nothing like reaching the second to last repetition, and bombing it, and starting over. Life lesson \u2013 if you can survive repeating this exercise over at age six, then you can probably survive other disappointments that happen later in life.<\/p>\n

 <\/p>\n

Scheduling\u2026 and Breaks\u2026 and Dangers<\/strong><\/h2>\n

\"practice<\/a>Getting back to the daily practice theme, it is a good idea to have a set schedule for your practice time. For some families, practicing first thing in the morning is the best way to fit it all in. Get up a little early, practice, and then get to school or work or whatever is on your schedule. For other families, the best time to do a Suzuki practice session is after school, or in the evening, when everyone is somewhat more relaxed.<\/p>\n

Can you take weekends off, or skip practicing while on vacation? Well, that is up to you. Some families believe that it necessary to not practice on Sundays. You have to work with your own schedule and beliefs.<\/p>\n

However, it is a good idea not to \u2018make up\u2019 lost practice time with a super-long session over one day. Practicing is like dripping water on a rock \u2013 one drip won\u2019t make that much difference, and a whole bucket of water at once doesn\u2019t affect the rock, either. If you haven\u2019t practiced for a week, then spending three hours in one day is going to exhaust you and your child, and may lead to injury. But if you keep at it, in a slow and steady way, you\u2019ll work new learning grooves into your brain and you\u2019ll see your technique develop \u2013 without the danger of injury.<\/p>\n

 <\/p>\n

How Long Do You Practice?<\/strong><\/h2>\n

How long should you practice? It varies with each child. Most small children can\u2019t handle long sessions \u2013 so do something shorter. Have a brand-new beginner? Try five minute sessions. As the \"practice<\/a>child grows in her ability, you can add more minutes to each Suzuki practice session. Take it gradually \u2013 time is on your side. Your child is young, and is still growing.<\/p>\n

Sometimes, the practice session just won\u2019t go well. There are very few prodigies who beg to practice at a young age. Face it, the \u2018newness\u2019 of music will wear off, and your child will dodge it, just like brushing teeth or feeding the cat. And sometimes, it just won\u2019t be a good time to practice.<\/p>\n

What can you do? Number one, remember, you are the practice coach. A sports coach doesn\u2019t take \u201cI don\u2019t want to\u201d for an excuse to skip practice. You can\u2019t, either. Your job is to gently, yet firmly, guide the child into the practice session and get it done. Chances are, once your child is in the middle of the practicing, he\u2019ll forget his frump about practicing and will be just as excited as ever to finally play \u201cLightly Row\u201d without dropping the toy car off the violin.<\/p>\n

But if there is sickness or injury, or just a hard day, cut back. Many years ago, the Suzuki teacher Craig Timmerman said that even a five-minute practice session would count towards the daily practicing routine. If that\u2019s all you can handle on one day, at least you\u2019ve been able to do that much.<\/p>\n

<\/h2>\n

Practice Clubs \u2013 Why They Work and How You Can Do Them Too<\/strong><\/h2>\n

Practicing is definitely the surest way to encourage progress in your child\u2019s music ability. Some teachers like to implement a Suzuki practice plan for their programs. For example, maybe your program has a 100-day club, for kids who have practiced a hundred days in a row without missing one day. Or perhaps you\u2019ll see, at a Suzuki institute, a special time when students who have been practicing for several years in a row are honored for their commitment. That can be so inspiring. When you and your child see the kids who have been doing it for five or even ten years, that makes you want to do it too. You can be just as impressive as those \u2018big kids\u2019 who play such hard music. (And, it\u2019s fun to be on the other end, getting your picture taken for having been so dedicated to your sport of music.)<\/p>\n

\"cute<\/a>Now, what happens if your Suzuki program doesn\u2019t have a practicing plan? Volunteer to set one up. Chances are, the instructor will appreciate your efforts and will enjoy the success a practicing program can bring.<\/p>\n

Try a thirty day plan \u2013 set up charts to color in, or fill with stickers. Give thirty slots for the kids to fill in, one for each day of practice. Create a reward at the end of the contest \u2013 see if your local ice cream shop or pizza parlor will offer free coupons to music students who reach the point of success. (There\u2019s nothing like seeing rows of filled-in charts dancing up on the wall of the ice cream parlor, either. Good advertisement for the Suzuki studio, and a real sense of accomplishment for the child!) Then, let it progress from there. Take it from thirty days to sixty, for the hearty souls who want to continue. And from sixty, go to ninety \u2013 and 100 is just ten days off from there.<\/p>\n

Remember, when you set up a Suzuki practicing schedule, you are preparing your child for success. A child cannot attempt to play hard stuff until she has mastered the easy stuff \u2013 that\u2019s the way building block pieces work. Your daily practicing will build strength, skill, and endurance, both in the physical and in the emotional world. And these are really good life lessons to learn.<\/p>\n","protected":false},"excerpt":{"rendered":"

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