![]() Sue PS I'm teaching at Ithaca's ASTA camp this summer. Suzuki's choices, like the many printed fingerings, were in good part about involving parents, not intended as crutches for kids to avoid ever learning to read, for instance. But I have some questions about using Suzuki books as "tune books", especially if exclusively, without other key Suzuki method/ philosophy components. I am Suzuki-trained myself with many years in a school-modified Suzuki setting, and now teach privately. By comparison, someone who teaches a strict Suzuki regimen IS teaching a set course of study. I have heard of people who only teach pieces from the manual, and who are also so misguided as to begin next year's piece the month after this year's Festival, but I will never agree with that as an instructional choice. The list of pieces isn't an outline or course of study by any definition. Though someone with little string pedagogy could do worse than to build a curriculum that includes everything in a particular level. I don't know anyone who thinks that's it as far as level-whatever skills, thus those items are not an outline, per se. But it isn't quite correct to label it a syllabus, which my dictionary defines as "a summary outline, course of study or examination requirements." Those of us using the manual understand that the scales and sight-reading chart are to put some parameters on what will be tested at each level during a once-a-year Solo Festival presentation.
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