Gail Boyer utilizes the Suzuki Method of cello lessons because it is the best way to keep students focused and motivated to learn. Students should be eight years or older. Gail is really good at helping 8 year old students play cello very quickly.
More than forty years ago, 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 apprpach. The ideas of parent responsibility,loving encouragement, constant repetition, etc., are some of the special features of the Suzuki Approach.
As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as “Home teachers” during the week. One parent often learns to play before the child, so that he/she understands what the child is expected to do. Parents work with the teacher to create an enjoyable learning environment.
The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth: formal training may begin at age three or four, but it is never too late to begin.
Children learn the words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows them immediately.
Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire gradually using it in new and more sophisticated ways.
In addition to private lessons, children participate in regular group lessons and performance at which they learn from and are motivated by each other.
As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his or her own rate, building on small steps so that each one can be mastered. Children are also encourged to support each other’s efforts, fostering an attitude of generosity and cooperation.
Children do not practice exercises to learn to talk, but use language for its natural purpose of communication and self-expression. Pieces in the Suzuki repertoire are designed to present technical problems to be learned in the context of the music rather than through dry technical exercises.