Music education

Our training is based on the Suzuki method, which is widely used in violin lessons, only that we transfer it to wind instruments. It cannot be compared at all. This, then, in the Suzuki method, they must also be repeated at home with a parent. We don't do that as we don't have extra instruments for the parents to use. 

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In Blås i Skolen we use 3 types of instruments at the same time. Cornet, alto horn and baritone all have 3 valves. It becomes two-part when they play by pressing the same way as the course leader does. All three types have the same way of forming tone and we then get a rapid progression. This will not impair the possibilities of choosing drums or woodwinds (clarinet/flute/saxophone) later if you wish to play in the band as an ordinary member. 

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We also believe that it should be enjoyable and not "homework/practice-based", so that it is nice for the children to play for you, for example, what they have done on the course, but not call it practice or homework. You get access to audio files to play along with. We also do not use notes or note names during the short duration of the course.

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Some additional information about Suzuki, clipped from the Norwegian Suzuki Association's website:

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The educational starting point of the Japanese violinist Shinichi Suzuki (1898 – 1998) is that all children are born with many talents and potentials, but the child must have a stimulating upbringing in order for these qualities to develop. It is important that the child is stimulated early on, and that he develops a positive relationship with knowledge.

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The children learn music as they learn their language - via the ear. By listening to and imitating the language of adults, the young child learns to speak. This requires a lot of repetition, but the child learns to speak his language perfectly, long before he learns to read.

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By listening to music, every day, the young child learns musical phrasing, rhythm and intonation.

Suzuki himself called his music pedagogy the mother tongue method. Like the mother tongue, music is present in the child's environment from birth. The child listens to music early on, and will eventually imitate it on his instrument. In the beginning, the child will not be bound by a sheet of music, but will use the music he has listened to as a guideline. Later, when the child becomes symbolically mature, he learns to read sheet music, and will use the sheet music to a greater extent as he gets older.

The musical literature used in the methodology is children's songs and classical music. In addition, some folk music is used whose tradition is not dissimilar to the idea behind the mother tongue method.

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Repetition of old pieces is central to the methodology. The parallel to language is clear. The children further develop old pieces in terms of musicisation, sound and practice. In this way, repertoire and memorization skills are practiced, which benefits them in all situations at school and later in life.

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We clarify that we are not part of the Norwegian Suzuki Association, but use a lot of their pedagogy   - and we really cheer for them and give information about them to those who would rather play a stringed instrument after finishing brass at school. It's just great when children get excited about music. 

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