Do Suzuki Students Learn To Read Music?
Many people who have seen Talent Education students perform in concert or on television come away with the misconception that training is all by rote because all the children on stage play from memory. While ear training and memorization are key elements of Suzuki training, students are also taught to read music. Because Talent Education is built on the model of language learning, students learn to play before being introduced to reading music (just as children learn to speak before learning to read words). Many factors are considered before children are taught to read music. These factors include the child’s sense of ease with the instrument, fluency of playing, age and general reading readiness. In preparation for learning sight-reading skills, students work with specially-designed pre-reading and theory games in lessons and in group classes. When deemed ready by the teacher, students begin a structured program of sight-reading training that parallels the memorized Suzuki repertoire.
Children definitely learn to read simple to very advanced pieces, as they continue through their Suzuki repertoire. Depending on their age, reading isn’t started until they have learned to balance well at the piano. The Suzuki method emphasizes mastering one learning ability at a time, which means if they are young they may not start their reading book until they finish their Suzuki Book 1. At that point, they start some reading books (Methode Rose) while continuing their Suzuki repetoire, and may learn some reading in their Theory Classes, which meets about once a month.
Suzuki teachers are expected to develop music reading skills for all students. Although Suzuki students begin with ear training, they also learn to read music. Many SMSA string and wind students are involved in orchestral and other ensembles that require and refine reading skills. A significant number of piano students participate in festivals and competitions that test their abilities in reading and knowledge of music theory.
Reading is taught, but only after basic playing skills, good posture and good tone have been mastered. This does mean that for some years the child’s playing ability is ahead of reading skills; eventually the reading ability develops to the same level. Exactly the same process is found in the language ability of primary school children, whose fluency in spoken language is normally considerably in advance of their reading and writing skills. Is it musical to play in large groups? While Suzuki students are often observed playing from memory in large groups in unison (possible because of the common repertoire), this does not indicate unmusical playing. After all, in orchestras, large groups of string players play in unison without their individual musicianship being called into question. In fact, Suzuki students, when heard singly, all have their own individuality of tone, their own understanding of the music, their own personal expression. Frequently, a remarkable maturity of musical exp
The skill of music reading is a very high priority with Maxine Casper. Students learn rhythm reading from the first lesson through the use of the Kodaly system of music shorthand on cards. Yes, it is so easy even the two and three year olds love the rhythm cards and read and play rhythms well! Then later the Reading Keyboard Music (RKM) series, a place specific method of reading notation is used. RKM features delightful pieces with easy duets for most pieces. With rhythm reading well in hand, reading standard notation is logical and very quickly learned. It is a very natural progression to learn to read. The Suzuki student develops reading skills easily and quickly because playing skills are in place. Because the ear is so well trained and in use in playing, Suzuki students also have the ability to transfer music to memory with great ease and in an amazingly short time. FEES AND MATERIALS Fees are based on student level and are paid quarterly in advance. A list of fees, materials and o
