That music our children love is something that nobody doubts, gives your child a drum or leaves a casserole near him and you can check it out. Many babies are attracted and calm down when they listen to certain types of music. And not only them, who doesn't like to relax listening to some of their favorite music (well, if they let you).
Today we want to talk about music with experts in it, in this case with Laura Dudley, that together with her friend, Laura Martin they transmit their passion for this art through Suzuki method, a method designed already in the last century to teach children the language of music, from their educational center Little Musical Steps.
Well, we went without further ado to our interview with Laura.
The first question is clear. What is the Suzuki method?
It is a method of musical teaching created by the Japanese violinist and pedagogue Shinichi Suzuki in the middle of the 20th century. It is based on a learning similar to that of the mother tongue and the idea that talent is not something innate: Just as we are all able to learn our language by imitation and hearing, we can learn the language of music.
At Suzuki method Children start at the age of three, accompanied by their parents, who participate in and out of the classroom and learn with their children. It works with memory, through intensive listening to music and reading scores is postponed (as we learn to speak long before writing).
Suzuki teachers do not seek to create small virtuosos of the instrument, but to ensure that children enjoy and nurture themselves with music, always adapting to their needs, characteristics and development.
As I understand the method is intended for young children, up to 5 years. Is it applicable to the elderly? At what age should start?
The sooner a child begins his musical stimulation, the better. In our early years, the brain is at an optimal time to absorb all this language with less effort, as is the case with languages. One of the benefits of the method is that
What is the point of memorizing music theory for them if they do not understand it and cannot put it into practice with their senses and emotions?
It is designed to start with children from three years, although it can be started at any age. In fact, it is common to find children of different ages who learn together in the Suzuki group classes: while the older one sets an example and helps the little one, he is motivated and tries to imitate him.The Suzuki method is based on the basis that every child has aptitudes for music. But I, for example, can tell you that I don't distinguish a fa from a sun and that I like music but it is better not to approach a karaoke. Is this solved with early music classes?
Yes, an untrained ear can wake up with classes and practice, even as adults! We are all born with extraordinary hearing abilities, in fact the ear is our most developed sense at birth (babies recognize melodies before words). It is about educating children's ears from early childhood, naturally and without difficulty, letting ourselves be carried away by the instinct and the somewhat forgotten tradition of singing to our little ones.
Education experts warn that it is a mistake to reduce hours of music in school calendars. What do you think of the reduction of hours dedicated to music in schools? What would be the optimal ratio for you?
Is a serious mistake, since they are eliminating artistic activity from teaching hours, so important for the development of every child. Where is the space to develop creativity? In addition, the approach to musical learning in schools must vary, taking a turn towards vocal and instrumental group practice, reducing the amount of theory to experience music.
He optimal ratio for me would be to be able to make some music every day (as in the US system, for example, that I have been fortunate to know and in this sense it works great), or, adapted to our system, guarantee at least two hours per week of instrumental or vocal practice and that the children have a place and some instruments with which to make music if they wish in their spare time. What is the point of memorizing music theory for them if they do not understand it and cannot put it into practice with their senses and emotions?
The Suzuki method is associated with instruments such as the flute or the piano, can it be applied with other instruments?
The Method was devised for violin and later it has adapted to the rest of the string instruments (viola, violoncello and double bass), to the transverse flute and peak flute, to the piano, to the harp and to the guitar, among others ... Recently it has also been adapted to the trumpet and Keep working on other instruments, such as the clarinet.
The saying goes that the music tames the beasts, could we use the method as therapy to reduce those times of more anxiety?
Of course, Listening to music and performing it ourselves is one of the best therapies to reduce anxiety or stress and feel good. The beauty of music itself causes us to generate endorphins and this sensation multiplies when we create it ourselves with our instruments or our voice. According to our mood, we will crave music of different character: calm or alive, light or intense, fast or slow ...
There is also talk that in the early stages of learning the child is accompanied by one of his parents in a way that makes everything easier. Could you improve communication parents children through music?
Yes, Learning music together reinforces the bond between parents and children, also improving communication. In this activity they are the same, they start from scratch and share all the experience, both in the classroom and in the practice at home. This greatly motivates the child and creates a special complicity: the child feels cared for and understood by the adult.
Listening to music and playing it ourselves is one of the best therapies to reduce anxiety or stress and feel good.
Can musical stimulation somehow help children with communication problems (e.g. autistic spectrum)?
That's right, musical stimulation is a great help for children with different problems and pathologies: It is an alternative way to convey our emotions, through a common music that we share with others or through an instrument that can eliminate the barriers that arise in verbal communication.
Laura Dudley and Laura Martín are titled by the Royal Superior Conservatory of Music of Madrid and completed the Level I of Suzuki Flute in Holland, getting the official title of the European Suzuki Association. Excited and committed to working with children, they have continued to expand their training with courses in Musical stimulation for babies and pregnant women and the Level II of Suzuki Flute.
They have been working for almost ten years in Music Schools, schools, kindergartens, maternity centers and academies as teachers of Flute, Musical Initiation, Early Stimulation, Piano Initiation, Musical Language and Chamber Music. Currently they are also partners in their role as interpreters, forming the flute section of the Philharmonic Orchestra of Spain.
Many thanks to Laura for approaching this method and for clarifying our doubts.
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