Author: deborawrathall

• How is Suzuki culture sustained and transmitted?

  The Suzuki Method is often described as an educational approach, but for many families it becomes something more. It is a culture. Shinichi Suzuki believed that every child could learn…

• Pattern recognition in early book 1 Suzuki violin repertoire -a post for teachers

  Here’s a question I like to ask early Book 1 students: Which pieces go from open E to 3rd finger on the A string? Ask the student to think it…

• Parents as practice partners

  Practicing strategies that actively involve parents can be remarkably effective for young students. When learning a new piece or passage, there are often many skills happening at once: singing, rhythm,…

• Suzuki teachers learn IRL

  The Suzuki Method has never really gone digital. In a world of online courses, video tutorials, and endless content, Suzuki teacher learning remains delightfully old-fashioned. It is slow. Relationship-based. Human.…

• More than music lessons

  Lately, I have been rediscovering one of the most beautiful aspects of the Suzuki Method: the community it creates. Suzuki is more than a form of music education. It is…

• Parents as Learning Partners

  I am a Suzuki parent too, so I get it. If you are new to this, buckle in—it can be one of the most rich and rewarding parenting experiences you…

• Modeling technique and expression (wordlessly)

  THIS IS THE FUN STUFF. I like to open group classes with wordless demonstrations—where I play or demonstrate and the children follow without verbal instruction. It is surprisingly demanding for…

• Language shapes technique

  The right words can make an immediate difference in how a student organizes their body and sound. For example: A violin hand can be described as a “gentle hug” between…

• Go Slow to Go Fast (especially in violin playing)

  Foundations First: Why Technique Takes Time It really is best if students and parents take the time to carefully set up posture, bow hand, and left-hand shape. If we don’t,…

• Chain reactions in technique

  Last night, a wonderfully astute young student described her bow hand in a way that stopped me in my tracks. She noticed that if she begins with a bent thumb…