Best Guitar Lessons in North York, ON

At our school, we request that the new student and parent observe lessons at least 4 times before registering. To assist this process, we provide observation forms for the parent. These forms list specific points to keep in mind while observing. This process informs the parent which teacher would be best for the family so that a successful and solid Suzuki Triangle of Teacher, Parent and Student can be formed. Once you have done the observation, schedule permitting, you can choose which teacher you feel best about. These observations may also help you and your child to determine which instrument you wish to focus on.

The parent's role starts with creating a musical environment for the child to absorb. However, the parent should never give the impressions that they are doing this for the child's benefit only. Enjoy the music yourself and your child will join in. The parent comes to every lesson and takes careful notes to ensure that the exact assignment is practiced at home. The parent need not be a musician to be a good "practice partner". With your teacher's guidance each parent can learn the basics required.

Listening to the Suzuki repertoire is part of the foundation of the Suzuki Method. Repeated listening helps the student to be familiar with the repertoire and thus the learning process is facilitated. The student will absorb the language of music just as they do their mother tongue language. Whether in an active or passive listening state, their musical environment directly influences children. Listening to beautiful music on a regular basis as opposed to one that is discordant, vapid or full of rage, can only help to encourage the child towards Dr. Shinichi Suzuki's goal. As he said, "Teaching music is not may main purpose. I want to make good citizens, noble human beings. If a child hears fine music from the day of his birth, and learns to play it himself, he develops sensitivity, discipline and endurance. He gets a beautiful heart". All families of our school receive a list of recommended repertoire to help them build a musical library.

Our teachers determine their lesson schedules on a yearly basis. Towards the end of the school year, the teachers work with parents to set lesson times for the following fall. Some changes do occur during the school year, however, most of the prime lesson times get booked quite quickly. Someone starting mid-way through the school year may or may not have many choices for available lessons times. When arranging observations with the teacher(s), discuss scheduling opportunities for new students. If your preferred teacher is booked and cannot accommodate your schedule, you can either get on her/his waiting list, or if possible make the needed changes to your personal schedule.

Violin teachers strongly urge all new violin students not to buy an instrument until your teacher has said they are ready. In the Suzuki approach, we usually start the child with a pre-violin, or box, to prepare the child for the real violin. When the child is given the box, they are not tempted to rush into doing activities on the instrument for which they are not physically or mentally prepared. This process is followed to insure that child's physical comfort with their violin and bow, and thus allows them to develop at their own pace. Once the teacher has determined the readiness of the child, parents can purchase or rent their instruments.