Independent Practicing & Lessons: A Brief Guide for Suzuki Families

Note for MH readers: This is a handout I provide for parents whose children are embarking on independent practice and lessons. In my private studio, students begin lessons between the ages of 3-5 and we integrate a hybrid approach of Suzuki Method, making parent participation an essential ingredient. I love, love, LOVE working with parents. However, there comes a time when this chapter arrives at its end, and a new one, that of independent learning and study, begins.

I hope these notes offer some guidance on this tricky topic. If done well, we’ve developed students who can not only organize a practice session independently, but also arrive to a lesson confidently by themselves. I don’t recommend doing this overnight, but in a step-by-step process I’ve outlined below.


Reason:

Children between the ages 3-7 are not developmentally ready for independent lessons or practices and, therefore, require the perpetual help of a parent for all aspects of the process. However, as the child matures and develops as a musician, they will naturally take steps toward independence. Our final goal is a student who can both practice independently (with parent joyfully present and being “cheerleader”) and attend lessons alone. 

Age Range: 8-12 
(In rare cases, 7, when lesson environment works more optimally without parent) 

From Co-Dependent to Independent (Stages): 

  • Practice with parent - parent directs entire practice and fills in practice schedule 

  • Practices with parent - child pencils in practice schedule

  • Practices with parent - REVIEW PIECES independent 

  • Practice with parent - REVIEW PIECES + WARM-UP (SCALES) independent 

  • Practice with parent - REVIEW PIECES + WARM-UP + READING independent 

  • Practice ALONE: REVIEW PIECES + WARM-UP + READING + NEW PIECE 

Once alone practice has been established, the child may begin attending lessons alone. 

Order of Independent Practice Skills:

1) Review Pieces (easiest to practice alone); once this is established, add: 

2) Warm-Up; once this is established, add: 

3) Reading; once this is established, add: 

4) New Piece 

Flow of Lesson: 

Sit down with child as usual until the end of the practice session, then leave (but remain in the vicinity) to listen to review/repertoire pieces (my students play 2-3 each day). 
(Participate with heartfelt, encouraging, and specific commentary; i.e. “I loved the way you were closing all the phrases in Happy Farmer.”) 

Next, the parent may ask the child to begin the practice with scales/warm-up and then join for reading and the new piece, and then excuse themselves before the repertoire review

Finally, the parent will only overhear a practice. 

*Students will often need help with new pieces for years to come. However, they should be able to read hands independently and count aloud, or play through sections with the metronome alone. In other words, partial practice of a new/working piece should be possible.


Lessons Alone: 

Independent lessons must be handled with care and are a big step for both student, parent and teacher. The dynamic will change forever as the parent is no longer part of the lesson “triangle” and will be less aware at home of what the child is working on. This process should include frequent communication between the parent and teacher to ensure that the triangle, though shifting, is still secure. Child must be aware that parent and teacher are in communication and discuss all pertinent issues for the entire duration of lessons.  


Final note: the best phrase you can say to your growing child (again and again): “I love hearing you play.” (Credit to teacher trainer Jane Reed for this one!)

FOR TEACHERS, Learning Lab, Parent EducationSamantha Steitz