Group Classes and Recitals
Group classes are an important part of the Suzuki Method (in both Modified and Traditional versions). These lessons provide:
* A standard of performance expectations
* A time to play with and for peers
* An opportunity to experience broad musical ideas in a fun environment
Every child is expected to perform at every class. Performance selections are often still in the "working" stages, however, the regular act of performing in front of peers can help reduce performance anxieties across all situations, musical or other.
In addition, group classes are used as an opportunity to explore the wider world of music. Students become familiar with composer histories, stylistic traits, great masterworks, and basic theoretical concepts, in addition to building some of the basic skills that will serve them well in ensemble settings. Emphasis is always placed on listening and responding.
Fifth Saturdays of any given month are also reserved for regular group classes. Classes are formed according to level of advancement. It is important to note that these classes are not mandatory, but are strongly encouraged. For a current schedule of upcoming classes, please click here.
Once in the fall and once in the spring, every child in the studio is asked to participate in a joint recital followed by a reception for the students, family, and friends. Because this is a formal musical performance, rehearsal time is arranged for students to work with an accompanist.
Book Graduation Recitals
Upon the completion of any Suzuki volume, students are asked to give a solo recital in order to "graduate" to the next level. These recitals may be performed in front of the student's group class, at home with a pre-set number of friends and family in attendance, or, in more advanced cases, at a local retirement community. These recitals do not require an accompanist, however, one can be provided at the family's request.
Special Occasion Performances
Students may be requested to participate in smaller group recitals as the opportunity arises. Locations for these events include private homes, churches, retirement communities or other venues, and often incorporate ensemble and chamber work interspersed with solo performances. Students and parents alike agree that these more intimate settings create fun and memorable associations with the violin or viola, and are likely to fuel a student's desire to participate in or support the arts at an older age.