Music Education

Assignement 2

Dalcroze and Suzuke approach to music Education

| Sound Technology |

Student ID: 2305199622

Student Name: Alexandre Itembu

Date: 18 October 2022

In this article I will be discussing and comparing the differences between the Suzuki approach to music
education and the Delcroze method and approach to music education. This thesis will also include their
methods, philosophies and historical backgrounds to help further explain their approaches and why they
were relevant for teaching music. The article should also be able to explain the influence and impact these
approaches had during their time and their impact on people today.

According to Encyclopedia Britannica's editors article recently revised and updated by Amy Tikkanen,

(Jul 02, 2022) Jaques-Dalcroze was 

born in Vienna, Austria, on July 6, 1865. Dalcroze had expertise writing music, and by 1892, he was 
a professor of harmony at the Geneva Conservatory, according to the same Encyclopedia.
He created his own system of rhythmic training after concluding that the harmonic education nee
ded to be modified.

Suzuki on the other hand had a different beginning, born on October 17, 1898, in Nagoya, Japan,

Suzuki was one of 12 children whose father managed a factory that produced violins. When Suzuki and hi
s siblings played nearby the factory and watched the instruments being built, they were unaware of the vi
olin's capacity of
amazing tones. According to the article on Suzuki, he "Suzuki" had believed the violin was only a toy, the
refore he was amazed that it could generate such a nice tone(Suzuki.org2022).

The connection between music and movement is the Dalcroze method's main idea(philosophy). Dalcroze 
thought that teaching pupils to appreciate music physically would help them to develop a better sense of r
hythm, harmony, and melody (the Vault. 2019).
The article goes on to say that Young children could gain from the Dalcroze method's multidimensional a
pproach to music teaching.
Dalcroze found that a more active approach to music education was well received by students, especially 
younger ones. Their improved engagement
also led to them enjoying learning and playing music more, which eventually assisted them in improving 
as musicians (2019).

For Suzuki’s school of thinking the claim

was that, most people can learn to play an instrument given the right environment and circumstances, acc
ording to “Master Class”, another website that was cited. The founders (of Master Class) also mentioned t
hat via listening, imitation, and repetition, teaches
people how to play an instrument as if it were their natural speech. Dr. Suzuki's philosophy, which he also 

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referred to as "talent education," is based on the idea that music has the power to improve people's spirits 
and shape them into well-rounded people with an appreciation for beauty. (Lecture Notes - The Vault)
(Lecture Notes - The Vault)

The Suzuki method is described as an educational programme that tries to teach kids how to play music 
with the same ease that they learn to speak their native tongue (the Master class). It is
also known as the mother-tongue approach and with consistent practise and gradual exposure to classi
cal pieces, practitioners start young and establish strict habits. 
Children learn by memorising facts, listening to organised music, and attending regularly planned practise
s. The kids will eventually learn how to read music, and as they get better at music, they'll be able to perfo
rm using increasingly complex skills.

(Anderson, W. T.)
The Dalcroze method of music training includes improvisation, solfège, and eurhythmics, all of which ha
ve had a considerable influence on modern music education. 
According to Anderson, W. T. (2011), Dalcroze's method of training is centred on actively fostering kines
thetic abilities and the notion that there is a close relationship between music and movement.  It is
incredibly intuitive; kids learn social, motor, and critical listening skills in Dalcroze sessions from an
early age without even realising it. However, it can also motivate artists to strive for better performance
levels as they advance in their careers (May 11, 2019).

Delcroze approach to music Education provides benefit for performers, actors, teachers, dancers, Young
children, seniors and people special need. From dalcrozeusa.org. The same page cited from went on to say
that,
Playfully explore musical principles while using your complete body as a musical instrument. Dalcroze E
ducation encourages all musicians to learn deeply when combined with private music instruction.
Numerous participant benefits are supported by scientific studies. The Dalcroze method has even been us
ed in a wide range of sectors, such as music therapy, team development, and coordination.

"We ought to realise that youngsters may use that skill to quickly absorb other things if we first assist
them establish remarkable competence in one area." Doctor Suzuki. His music education combines
teaching the instruments with a view on the child's overall growth (Business Profile of Nurture Music,
Suzuki Violin Lessons). It is not just about producing excellent musicians or about giving kids the tools,
they need. Its objective is to foster kind, compassionate people and aid in the character development of
each kid by encouraging a love of and interest in music. Following the Suzuki method helps kids not only
develop their musical skills but also their tenacity, attention, all-around learning ability, creativity,
appreciation of beauty, and listening skills. Students frequently demonstrate a high level of ability in
music (2018)

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All children learn to speak their mother tongue through exposure to language from an early age, learning i
n small, sequential steps, and receiving encouragement and support for their efforts, according to Dr. Shin
ichi Suzuki. He created a joyful and kid-friendly method to introduce string instruments to very young chi
ldren by masterfully applying these principles to the study of instrumental music (silvermusic.org).

Young students struggled with the traditional study of rhythm and theory, but Emile Jaques-Dalcroze also
observed how joyfully and naturally these same kids could walk, run, skip, and leap
from (silvermusic.org). Children may develop a rhythmic awareness of music that is transferred to the
instrument when they experience the rhythmic pulse with their bodies in space while walking, running,
and skipping naturally. Children develop self-assurance in their musical voice through improvisation and
creative music-making (2012).

To sum up, the research was compiled and conducted to improve understanding of the most effective appr
oaches to music education for bringing up children and fostering discipline while still allowing for the ex
pression of emotions and feelings through tried-and-true methods that have been shown to have an impact 
on people.

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https://www.britannica.com/biography/Emile-Jaques-Dalcroze

https://dalcrozeusa.org/about-dalcroze/what-is-dalcroze/

https://nurturemusic.com.au/suzuki-music-education/benefits/

https://suzukiassociation.org/news/author/

https://silvermusic.org › ... › Our Programs

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