ERIC Number: ED254464
Record Type: Non-Journal
Publication Date: 1984-Oct-17
Reference Count: N/A
Cultural Continuity in an Educational Institution: A Case Study of the Suzuki Method of Music Instruction.
As the Suzuki method of music instruction has spread from Japan to other countries, its methods have been modified to adapt to the culture of those countries. In this paper the Japanese cultural background, and the principles and methods developed in Japan are discussed and compared with the adaptations made in the United States. The Suzuki method is grounded in the Japanese mother-child relationship. Japanese culture has traditionally stressed early exposure to the arts, the importance of motivating the child, lengthy practice sessions, the use of role models, encouragement, and the development of a supportive group environment. For the Suzuki method in Japan, this has meant playing recordings of the music and having the child observe classes before participating, teaching the mother before the child, group teaching, and teaching by ear. In the United States motivation is viewed as more individualized, mothers are less involved in children's activities, children are less willing to practice for lengthy sessions, novelty is valued more than repetition, and music instruction has traditionally emphasized individualized instruction and reading musical scores. Because of these differences, the Suzuki method in the United States has moved from its original methods toward methods that accord with American cultural practices. (IS)
Descriptors: Adoption (Ideas), Anthropology, Case Studies, Child Development, Comparative Analysis, Cross Cultural Studies, Cultural Differences, Educational Change, Educational Philosophy, Elementary Secondary Education, Folk Culture, Foreign Countries, Higher Education, Japanese Culture, Mothers, Motivation Techniques, Music Education, Parent Child Relationship, Parent Influence, Preschool Education, Sociocultural Patterns, Student Motivation, Teaching Methods
Publication Type: Reports - General; Opinion Papers
Education Level: N/A
Sponsor: Bernard Van Leer Foundation, The Hague (Netherlands).
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.
Identifiers - Location: Japan; United States