Private Lessons begin September 2!
The Suzuki Program provides lesson instruction following the Suzuki Method. Individual teachers offer private lessons and combine students for group classes, which are an important supplement to the individual instruction.
TUITION INCLUDES:
18 weekly private Suzuki lessons at your specified lesson length (30, 45, or 60 minutes)
15 (approx) Suzuki group classes (30-45 minutes each)
Participation in TMA Solo Recitals, Suzuki Group Concerts, as well as public community performance opportunities announced throughout the semester
Private Lesson Rates
30-minute lessons: $47/ private lesson for 18 weeks + $155 for Suzuki Group Class Participation = Total of $1,001/semester
45-minute lessons: $63/lesson for 18 weeks + $155 for Suzuki Group Class Participation = Total of $1,289/semester
60-minute lessons: $84/lesson for 18 weeks + $155 for Suzuki Group Class Participation = Total of $1,667/semester
REGISTRATION FEE (due once per academic year; applies to new and returning students):
$50 for first family member
$15 for second family member
Waived for any additional family members
FAQs:
Your weekly private lesson time will be established with your instructor. If you do not yet have an assigned instructor, please reach out to us at info@scmusicacademy.org before completing this form.
The Suzuki Group Class schedule will be arranged after the start of the semester, once we have collected all enrollment forms. Our Suzuki Coordinator Nicole Felker will be in touch to schedule your group class.
Financial Aid Available
Enrolling Late?
Prorated Tuition is available, please contact us!
A $20 administrative fee will be applied
Changing Lesson Length?
Discuss request with your teacher
Teacher will contact the Director
A $20 administrative fee will be applied
Suzuki Coordinator; violin and viola
cello
Suzuki Intern
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 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 s/he 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 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.
As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each other’s efforts, fostering an attitude of generosity and cooperation.
In addition to private lessons, children participate in regular group lessons and performance at which they learn from an are motivated by each other.
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.
Children learn to read after their ability to talk has been well established. in the same way, children should develop basic technical competence on their instruments before being taught to read music.