Parental Involvement in the Musical Education of Violin Students: Suzuki and 'Traditional' Approaches Compared

Abstract

This article investigates parental involvement in the musical education of violin students and the changing role of the parents' across the learning process. Two contexts were compared, one emphasising the Suzuki methodology and the other a 'traditional' approach. Students learning 'traditionally' are typically taught note reading from the beginning of instruction, and sit independent music examinations. Two case studies were carried out involving a student and parent from each approach, with recollections spanning up to fifteen years. Despite parental involvement in 'traditional' approaches not being defined, the parents interviewed undertook a very similar role regardless of approach. Results appear to indicate that across all approaches, students and their parents may benefit from proactive parental involvement in musical learning.

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