Robertson String Studio

Every Child Can Learn

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 approach.  The ideas of parent responsibility , loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach.

Parent Involvement

As when a child learns to talk parents are involved in the musical learning of their child.  They attend lessons with the child and sere as home teachers during the week.  One parent often learns to play before the child, so that she/he understands what the child is expected to do.  Parents work with the teacher to create an enjoyable learning environment.

Early Beginning

The early years are crcial for developing mental processes and muscle coordination.  Leitening to music should begn 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 bby others.  Listening to music eery day is important especially lstening 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, gradally 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 co   operation.

Learning with other children

Some of the ways children learn from one another are through group lessons, shared lessons, ensembles and concerts.  Learning with others creates a motivation to practice, gives a model for learning and fosters a desire for playing through the friendships that are made.  

Graded Repertoire

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.

Delayed Reading

Childre learn to read after their ability to talk has been well established, in the same way, children should develop basic technical competence of their instruments before being taught to read music.