H-E-B Suzuki Strings Booster Club

1. H-E-B Suzuki StringsBooster Club

2. Agenda • Welcome/Introductions • Director of Visual & Performing Arts • Special Musical Presentation • Overview of Calendar • Web site Update • Reports (Membership & Treasury) • New Parent Breakout • Information Booths

3. 2006-07Campus Reps • CAMPUS REPS • Bellaire Louisa Kersey • Bellaire Jennifer Goolsby • Hurst Hills/Chance Phyllis Almeida • Hurst Hills/Tomlinson Mark/Tonia Kline • Lakewood Brenda Baugh • Shady Brook Cindy Consolver • South Euless Lisa Oxentine • Wilshire/Pugh Sonja Allen • Wilshire/Tomlinson Mary Maldonado

4. 2006-07Board Members President Tami McLallen/Shady Brook Vice-President Jolana Hurt/Lakewood Treasurer Ellen Bearden/Lakewood Secretary Angela Carter/Bellaire Programs David Powell/South Euless Membership Lisa Oxentine/Wilshire Fundraising OPEN Newsletter Michelle Robinson/Lakewood Webmaster Mark Kent/Shady Brook Teacher Rep Vincent Pugh/Bellaire

5. Suzuki Strings Faculty Mark Chandler – Dir. Of Visual and Performing Arts/HEBISD Denae Chance – Hurst Hills Mary Margaret Haraden – Shady Brook Rachel Holt – Lakewood Amy Tomlinson – Hurst Hills/Wilshire Susan Pugh – Wilshire Vincent Pugh – Bellaire Patricia Purcell – South Euless Tara Truex – Central Jr. High Orchestra

6. 2006-07Calendar • Kaleidoscope – Fall Master Class Festival • October 28 • Booster Club Meetings • Tuesday, November 14 • Thursday, February 22 • Tuesday, April 24 • Spring Festival • March 30 & 31 • 5th-6th District Honor Orchestra • Local Campus Events (including Jr. High Orch)

7. Communication • Newsletter • E-mails • Web site • www.hebstrings.org • Booster Club Meetings

8. Web site Swap Board & Performance Request -Mark Kent

9. Home Page

10. Membership Form

11. Booster Club By-Laws

12. Contact InformationTeachers

13. Contact InformationBoard Members

14. Meeting information

15. Event Photos (330+)

16. Newsletters

17. Links to related sites

18. Practice Tips

19. Instrument Care

20. Swap Board

21. Membership Report -Lisa Oxentine

22. Treasury Report -Ellen Bearden

23. Information Booths • Parent Orchestra • Membership • T-Shirts • Vendors • Mr. E’s • Williamson • Young Musicians • Frisco Strings

24. Wrap-Up • Thank you! • New Parent “Orientation”

25. H-E-B Suzuki Strings Booster Club

26. New Parent Orientation

27. What have I gotten myself (and my child) into? • History/Philosophy • HEBISD Suzuki Program • Triangle • Support System

28. History/Philosophy Dr. Shinichi Suzuki • Some fifty years ago Dr. Suzuki was in search of an understanding of the way children learn and in particular, how this could be applied to learning music. • Here are the main components of what makes the Suzuki method different from other traditional methods of teaching/learning music.

29. History/Philosophy Environment • Suzuki believed that talent is not inborn and musical ability can be developed to a high degree in every child given the right environment. According to Suzuki the 'right' environment has many components: • The earlier a child is exposed to a rich musical environment, the more chance he/she has of developing to a high standard. Starting young means children are more willing to accept help from parents. • The parent becomes teacher on a daily basis and acts as a strong motivator for the child. • Together with the teacher, child and parent form a triangle in the learning process.

30. History/Philosophy Listening • Children learn through imitation so they must be exposed constantly to what it is they are aspiring to. • Children should listen daily to fine recordings from an early age and if this is done with the parents and other family members, then they also learn by example.

31. History/Philosophy Family Support • High levels of family support are all part of the nurturing aspect of this philosophy. • The Suzuki method emphasizes the importance of celebrating the child's achievements and advocates 'making a fuss' over his/her musical progress like a parent who praises a child's first words. • If there is an atmosphere of love, caring, and joy in the home, then children will be more motivated to practice.

32. History/Philosophy Making Learning Fun • Part of Suzuki's philosophy was to emphasize making learning fun. It is well-known that young children learn far more effectively when there is an element of fun involved.

33. History/Philosophy Practice • Suzuki did not believe that the correct way to teach a child to practice is by force. He advocated that practicing in small amounts and often, is better than long periods of fruitless effort. Good practice habits take a long time and, if started young, an older child will have these good practice habits deeply ingrained. • Repetition promotes speedy effective learning. Suzuki promoted the idea that a skills is not fully developed until it has been repeated correctly and can be performed without fail. Although this technique is not revolutionary in music teaching, such a practice routine cannot ordinarily be accomplished in young children without the careful guidance of a parent.

34. History/Philosophy Constant Review • A very important aspect of the Suzuki method is the emphasis on constant review. A Suzuki teacher will use old pieces to introduce new skills and this allows the child to develop higher levels of musicality while not having to cope with learning new techniques. Also, children usually love playing something they know and this is very crucial for building confidence in a child. • Dr. Suzuki believed that there are no failures. It is the responsibility of the teacher and parent to ensure that practice is done in such a way that there is always a success and that any progress is legitimate even if it only involves playing one bar of 'Twinkles' for that day. This principle is very important in developing confidence in a child. • Learning music is not a matter of pass or fail but a journey into self-discovery through a discipline.

35. History/Philosophy Constant Review • Every child should be encouraged to develop at his/her own speed. Usually this requires much patience on the part of teacher and parent who usually want the child to progress much more quickly than may be the case. • One other aspect of the Suzuki method which characterizes it from other methods is the emphasis on playing from memory. As children learn to play before they can read music, they develop high aural and musicianship skills early. Musical phrasing becomes second nature to Suzuki students, freeing them up to incorporate other things into their playing.

36. History/Philosophy • By the time Suzuki children learn to read music later, they already have deeply ingrained musical patterns learned from memory. Group Lessons • The observation of other students increases inspiration and children love to do what they see other children do. Sometimes in the group setting, students can offer and receive ideas from each other.

37. History/Philosophy Developing the Whole Child • All of these skills learned in a nurturing environment act as a springboard for developing the whole child into a 'beautiful human being'. • Barbara Barber states: "His [Dr. Suzuki’s] uniqueness lies in his impressive ability to develop these little ones and to enrich their lives". (American String Teacher, Autumn 1991). • Learning music in this way is probably one of the few instances where children are encouraged and allowed to develop at their own rate and so, when they become adults they have been helped along the way through music to be their own 'beautiful person'. It was this aim that Dr. Suzuki had foremost in his mind when he set out on his search for knowledge of the way children learn.

38. HEBISD Suzuki Strings Program • Began in 2001-2002 school year (K-3rd) • Grown from 180 students to roughly 350 • Shared 45-minute lesson during school • After-school group lessons • Twice-yearly report card

39. Triangle • The Suzuki teacher’s primary role is to be an example and role model for the child and parent. • Get regular practice to happen, and how to make the listening a regular part of the child’s day … models the home practice after the lesson and imitates the teacher’s positive attitude and teaching methods while applying their own knowledge and expertise regarding their child • Participate in the learning process – ready and willing to learn – receive instruction and encouragement from both parent and teacher Teacher Student Parent

40. Support System • You’re not alone • Web site • SAA • NTSA • Booster Club

41. What have I gotten myself (and my child) into? • The opportunity of a lifetime • Exciting musical adventure • Enriching learning experience • Special time with your child