Frequently Asked Questions

More than fifty years ago, Japanese violinist Shinichi Suzuki realized the implications of the fact that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are just some of the special features of the Suzuki approach.

You DO NOT need an instrument for the first lesson. We ask that you do not give your child an instrument before starting formal lessons. Once they can complete a set of activities, they will start learning their instrument. At that time your teacher can help with sizing information.

Most students decide to rent instruments, though some decide to purchase. WTC does not rent or sell instruments. We recommend instrument rentals and purchases from Robertson and Sons Violin Shop. Please do not purchase an instrument online unless it is from a reputable string retailer that has been approved by your teacher. Always check with your teacher before purchasing an instrument.

Your child will need to be measured and fitted for the proper size of instrument. We will ask you to visit Robertson and Sons Violin Shop to learn more about the fractional violins and cellos.

Parents do not need to have previous musical experience in order to be successful practice parents for their children. The only prerequisite is a willingness to learn and a commitment to take great practice notes during lessons! Parents learn along with their children during lessons and group classes. Even parents with previous musical experience often find they are learning new things about the instrument or how to work with their children.

Students begin their note reading journey with rhythm flashcards during the “pre-twinkle” phase of learning (this phase can last anywhere from 6-18 months). After the students twinkle graduation, and when the teacher has ensured that the student has mastered the basics of violin-playing ie. The student has developed good posture, tone, musicality, technique and ease of performing repertoire as well as sufficient eye-brain development, the student will begin using the I can read music book. By the end of book 1, the student should have acquired the basics of note reading and will begin working on fluency.

For one day of the week we are the teachers but for the other six, parents are the teacher. Parents will be asked to attend all lessons so that they can be guided by the teacher as to how to best help their child at home. They ensure that their child hears the Suzuki audio every day. Parents take notes at lessons and set aside regular time each day to practice with their child. We ask parents to attend lessons until the student is in Suzuki Book three or four or until their teacher deems them ready.

Forever! Welcome to your new life as a Suzuki parent. Twinkle is a foundational song to the method and is used in review for many books to come. The early stage of suzuki learning is commonly referred to as the “Twinkle Phase.” Students spend anywhere from 6-18 months learning the basics of violin through this piece of music. After Twinkle graduation, this piece will be used for weekly review.

Your teacher will craft a weekly practice sheet with the parent and student that will vary based on the specific needs of the student. The teacher will both quantify and qualify the specific assignments. “Students should practice 5 beautiful bow holds daily.” The teacher will give an appropriate amount of assignments that should be completed daily. The time can vary but can be accomplished quickly if done diligently. Practicing all assignments is the minimum expectation but more practice is always welcomed.

As a rough guide, depending on the child’s age, rate of learning, and commitment to practice, etc, it is possible between 1-4 years. Occasionally a student may take longer. There may be very good reasons for this, and it does not necessarily mean that future learning will progress at the same rate.

A core concept of the suzuki method is learning NEW ideas with OLD music. Using our old songs gives our brain a chance to focus on the new idea being introduced and take a break from thinking of notes and rhythms. Review also gives us a chance to develop an ease of playing due to the familiarity of the piece, comfort in the posture of our body and instrument and building confidence of the player allowing them to fully master a piece.

Students will be ready to move to the next piece when they demonstrate that they are ready to enter the polishing phase. This happens when the student has a satisfactory understanding of the piece and its trickiest spots and can play the piece to a high standard in its entirety. It is the role of the teacher, not the parent or student, to determine when it is the appropriate time to move to the next piece.