About Us
ONE MAN'S VISION
Shinichi Suzuki, a violinist and teacher, carried his lifelong
interest and sympathy for children into postwar Japan.
Encouraged by their ability to assimilate the mother-tongue,
he saw a great opportunity to enrich children's lives through
music. His primary goal was not then, nor is it now, to teach
young people only how to play musical instruments. Rather,
he champions the unique contribution music can make in the
total learning process.
Suzuki believed that talent is not an accident of birth, but that
the potential of every child can be highly developed if he is
given the proper training and learning environment.
Because Suzuki was himself a violinist, he applied his theories first in
teaching very young children to play the violin. The Suzuki
Method now includes cello, flute, piano, viola, and harp.
Each instrument has its own repertoire but the basic teaching
techniques and the philosophy that "every child can learn"
are the same.
WOULD YOU LIKE TO HELP THEM GROW TO LOVE MUSIC?
In the same way as your children learned to
speak, they can learn to play a musical instrument.
The learning process is most natural if you surround
them with music at home, help them with their
practicing and encourage them in every way. They
will learn by watching, listening and imitating.
LEARNING FROM PARENTS:
When a child learns to talk, it is the parents who
function most effectively as teachers. One of the
child's parents is therefore expected to learn the
instrument along with the child, to attend lessons
and supervise home practicing.
ENCOURAGEMENT:
When a child first begins to speak, he receives
plenty of praise and encouragement from his
parents. This same encouragement is necessary for
the child who is learning an instrument.
LEARNING FROM OTHER CHILDREN:
Children learn a great deal by imitating their peers.
Frequent group lessons are therefore held along with
the private lessons, so that the child will learn from,
and be motivated by other children. Students also
benefit from observing each others' private lessons.
READING:
No one has ever suggested that children should
be taught to read until after their ability to speak has
been established. In the same way, children should
have established a basic technical competence on
their instrument before being taught to read music.
However, reading preparations are taught from the
start.
ABOUT SUZUKI NIAGARA
Suzuki Niagara Teachers:
George Cleland - Music Co-ordinator - Violin and Viola Teacher
Gordon Cleland - Cello
Terry Ball- Violin and Viola Teacher
Andree Simard - Violin
Danielle Oegema - Violin
Suzuki Niagara Executive for 2008/09:
Co-President - Valerie Merlo
Co-President - Lorraine Vermeer
Registrar - Cecile Lecompte
Secretary - Natalie Botts
Bingo/NYO Rep - Bala Tharmabala
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