Parent Resources

Tuning

For those having any trouble tuning, we suggest purchasing an electronic tuner to assist you. It is very easy to use and will help to ensure that the violin or cello is in tune for daily practice

Practicing

According to Suzuki you should practice only on days that you eat - in other words often! You should discuss the length of time that you practice with your individual teacher who will also give you guidance in specific practice techniques and games that you can use with your child. This is and opportunity for the parent to be creative and imaginative.

Lessons

It is important to be organized at your lesson.

Have a dedicated “Suzuki bag,” in which you keep all the essentials: music, notebook, rosin, shoulder pad, and anything else your teacher suggests.
Observe and understand what your child should be practicing for the week.
Keep a journal of what you did that day and plan your practice for the week accordingly.

- top -

Frequently Asked Questions

What are group classes for?
Why does my teacher want my child to play an old piece for their solo at a recital?
When do children learn to read music and why?
Why do we have string quartets?

What are group classes for?
Group classes are an important part of the Suzuki experience. An ideal class has 10 - 15 children. That size produces a solid sound and enables the stronger students to help the weaker students along. The purpose of a group experience is many faceted.

The group provides an opportunity to work on playing together (much like an orchestra does). Following the conductor, working on a common sound, accurate pitch, dynamics, phrasing and style.
Pieces stay in a child’s mind and fingers if they are played often. The group gives children another chance to keep review pieces fresh.
The child becomes a member and participator in a musical team; it is fun to be doing the same thing with other kids.
Through group experiences and musical games, students develop their concentration and memory. Because knowing the notes is only the first step to playing a piece well, these games ask children to focus on other aspects of playing. Besides developing concentration and memory, these games might help achieve a specific musical result like an improved sense of phrasing or reinforce a bowing or left hand technique.

Some final thoughts concerning group classes: the intention of the class is not be playing the child’s most advanced piece. The concepts that the teachers wish to reinforce are best done with earlier pieces. Of course, since there is a range of levels in every class, there may at times be a child playing his/her most advanced piece. Students should feel comfortable and competent in the group class so that they can have an enjoyable experience.- top -

Why does my teacher want my child to play and old piece for their solo at a recital?
At the Hudson River School of Music, we believe that solo performances make up an important part of the curriculum for the following reasons:

Performing gives children a goal to work toward.
In a solo performance children have the opportunity to express themselves and share that expression with an audience.
Performances challenge a child to play a piece at a higher musical level.
Through performances, children experience the joy of making music.

Quality is the most important factor in a solo performance. In a quality performance, the notes and bowings are correct; the piece is played in tune, with a good tone and some musical expression. When choosing a piece for performance, a child should be encouraged to go back to an earlier piece. Since the notes and bowings are already established, the child can concentrate on musical effects like dynamics, phrasing, style or different bowing techniques. The result will be a performance that the child will be proud of.

As parents and teachers, we should encourage our children to see that a fine performance has to do with the quality of the piece played and not the book level of the piece. - top -

When do children learn to read music and why?
When children first learn the violin, it is important for them to become comfortable with the instrument and playing posture as well as developing the ear/finger connection and intonation. Learning to read music at this critical time could actually interfere with learning to play the instrument. At the second grade level most children are physically ready, comfortable with the instrument and advanced enough in the reading of their own language to be able to learn to read music with ease. - top -

Why do we have string quartets?
Chamber music is a very satisfying activity for musicians. Unlike playing in an orchestra where there are many string players on the same part, a string quartet requires each player to carry her or his part alone. This demands a great deal of precision:

Rhythmically, All of the players in the quartet have to listen and cooperate on the rhythmic characteristics and tempo of the piece.
Tonally, Pitch is even more crucial in a group of four players, not only the tuning but the intervals as well. And,
Musically. All of the players get to contribute to the musical shape of the work.

Musicians are always looking for the opportunity to play chamber music.

In our school we don’t have enough junior high and high school students to field an orchestra. Most of our students play in the Westchester Youth Orchestras, so having an orchestra would duplicate what they already experience. Our quartet program gives them an opportunity to play in different type of ensemble. - top -

Useful Links

Instrument Rental/String Supplies/Sheet Music & CDs

Ardsley Musical Instrument Service (Ardsley) - http://www.ardsleymusic.com
Bramson's Music (Mount Kisco) - http://www.bramsonsmusic.com
Ginès Cano Music Corporation (Eastchester) - www.ginescanomusic.com
Shar Music (Ann Arbor, MI - excellent mail order) - http://www.sharmusic.com
Great Neck Music Center - http://www.greatneckmusiccenter.com
Westchester Strings. 260 Washburn Road. Briarcliff Manor, NY (914 923-4966)
Frank's Musical Exchange. 500 North Ave. New Rochelle, NY (914 632-5072)
Mamaroneck Music Center. 2094 W. Boston Post Road. Larchmont, NY (914 834-6233)
Ossining Music Center 144 Croton Av Ossng (914 762-0877)
- top -

Music Organizations/Youth Orchestras

New York State School Music Association -www.nyssma.org
Westchester County School Music Association - www.wcsma.org
Greater Westchester Youth Orchestra Association - www.gwyoa.org
Rockland Youth Philharmonic - P.O. Box 161 Tallman, NY 10982. 845-357-7011 (no web site listed)
Suzuki Association of the Americas - www.suzukiassociation.org
- top -

E-mail Chat Groups/Other Resources