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Parent as home teacher of Suzuki cello, violin, and piano students: observation and analysis of Suzuki method practice cessions

O'Neill, Alice Ann Mary

Abstract Details

2003, Doctor of Musical Arts, Ohio State University, Music.
The primary research question of this observation and analysis study was “What does a Suzuki practice session look like?” The study involved the home practice sessions of 30 Columbus, Ohio, Suzuki students (cellists, violinists, and pianists) under age 12 and their home teachers/parents. Trained Suzuki teachers collected the data and recorded it on SCRIBE, observational software that records activities by frequency and/or duration. The data was then analyzed (using SPSS statistical software) based on three separate observation sessions: Session activities, Home Teacher activities, and Student activities. The participating students, with their parents, practiced 30 to 40 minutes on average 5 to 6 days a week as reported on a parent survey. 36% of the practice session was spent learning new skills (approx. 10 minutes), 31% reviewing previously learned skills (approx. 10 minutes), and at least 5 minutes devoted to reading music. Other notable results include that the Suzuki students spent 54% of the practice session playing their instruments and 2% in off-task behaviors. The Suzuki pianists in this study spent more time than Suzuki cellists and violinists in the practice of reading and technique. The Suzuki students in this study used repetitions approximately 12 times per practice session. The parents are trained to be Suzuki method home teachers and function similarly in the practice sessions as do Suzuki teachers in private lessons. The home teachers exhibited high frequency of positive verbal reinforcement and directive cues or instructions. The home teachers in this study also used touch and singing regularly to demonstrate or assist the Suzuki students with understanding or accomplishing their goals. The home teachers model home practice sessions on the structure of Suzuki private lessons in terms of content and pacing, including warm-up or technical exercises at the beginning and the practice of new skills, review, and music reading, with very little time spent in off-task talking.
Patricia Flowers (Advisor)
110 p.

Recommended Citations

Citations

  • O'Neill, A. A. M. (2003). Parent as home teacher of Suzuki cello, violin, and piano students: observation and analysis of Suzuki method practice cessions [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070376603

    APA Style (7th edition)

  • O'Neill, Alice Ann. Parent as home teacher of Suzuki cello, violin, and piano students: observation and analysis of Suzuki method practice cessions. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1070376603.

    MLA Style (8th edition)

  • O'Neill, Alice Ann. "Parent as home teacher of Suzuki cello, violin, and piano students: observation and analysis of Suzuki method practice cessions." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070376603

    Chicago Manual of Style (17th edition)