|
|
 |
|
|
Dr. Shinichi Suzuki and his "Talent Education"
By Nicolette Solomon
The musical and educational world was taken by storm in the 1950s when a young Japanese violinist named Shinichi Suzuki toured Japan and later, America with a group of very small Japanese children, all playing the violin. Every performance was followed by an impassioned talk, given by this experimental teacher, on the talent in all children. He spoke on the gift of "life force" that is hidden in each one of us and the vital importance of nurturing, unconditional love and the provision of an environment for all children where their talent and love of life can thrive.
Said Suzuki:
"Children all over the world were speaking in their own language; moreover, they were doing it fluently, which requires a very high level of proficiency. I started to study and observe the practicability of the "Mother-Tongue" method. I adapted this to music education."
The world took notice, albeit skeptically. Who was this Japanese man whose culture had no history of Western music, let alone violin playing? Every once in a long while, a genius is born and Suzuki was one of those inspired, ever-seeking, ever-learning individuals. His friends included people like the great cellist Pablo Casals, the violinist Fritz Kreizler and the scientist Albert Einstein, with whom he philosophized and played music.
Suzuki's Method is a holistic one, involving learning with a parent.(Click on the following link for more information):indexE He was adamant that a child should only learn to read music when he could read and write in his mother tongue and only when he had physically mastered some technique on his instrument. The popular myth that Suzuki pupils don't read music is not the fault of the method, but of sloppy teaching and a misunderstanding in the use of the Method. But this is changing fast, a consequence of excellent Teacher Training on all the continents of the world.
Dr. Shinichi Suzuki died in January, 1998 just nine months before his 100th birthday.
|
|
|
|
|
|
|
|
|
|
|
|
|