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Författare: Shinichi Suzuki.
Titles: Adagio, from Sonata in C Major, Op. 1, No. 2 (Francesco Barsanti), When Daphne the Most Beautiful Maiden (Doen Daphne d'over schoone Maeght) (Jacob van Eyck), Grave, from Concerto in F Major (Antonio Vivaldi), Affetuoso, from Sonata in D Minor (Georg Philipp Telemann), Air a L'Italien, from Suite in A Minor (Georg Philipp Telemann), Adagio ma non tanto, from Sonata in F Major, BWV 1035 (Johann Sebastian Bach), Allegro, from Sonata in F Major, BWV 1035 (Johann Sebastian Bach)
This article contains content that is written like an advertisement. A group of Suzuki method students performing on violin. I want to make good citizens. If a child hears fine music from the day of his birth and learns to play it himself, he develops sensitivity, discipline and endurance. The Suzuki Method was conceived in the mid-20th century by Suzuki, a Japanese violinist who desired to bring beauty to the lives of children in his country after the devastation of World War II. He pioneered the idea that preschool age children could learn to play the violin if the learning steps were small enough and the instrument was scaled down to fit their body.
Suzuki believed that every child, if properly taught, was capable of a high level of musical achievement. This includes attending local classical music concerts, developing friendships with other music students, and listening to recordings of professional musicians in the home every day, starting before birth if possible. Deliberate avoidance of musical aptitude tests or auditions to begin music study. Suzuki believed that teachers who test for musical aptitude before taking students, or who look only for „talented“ students, are limiting themselves to people who have already started their music education. Just as every child is expected to learn their native language, Suzuki expected every child to be able to learn to play music.
Suzuki believed in training musicians not only to be better musicians but also to be better teachers. Suzuki Associations worldwide offer ongoing teacher-training programs to prospective and continuing Suzuki teachers. Suzuki observed that children speak before learning to read, and thought that children should also be able to play music before learning to read. To support learning by ear, students are expected to listen to recordings of the music they are learning daily. The focus on memorization continues even after a student begins to use sheet music to learn new pieces. Music theory and note reading are left to the teacher. Suzuki created the method in a culture where music literacy was routinely taught in schools.