The parent role in Suzuki music lessons: experiences and perspectives shared by novice Suzuki parents

Abstract

ABSTRACT This qualitative thematic analysis explores parents’ perceptions of Suzuki music learning. Although parents are part of the ‘Suzuki triangle’ alongside the child and teacher, there is little research that investigates the Suzuki parent role. This work explores self-reports of parents’ experiences, expectations, and needs during their child’s first year of lessons with an expert pedagogue. Semi-structured interviews with parents of six novice violin and cello students from the United States yielded four themes: (1) the importance of the initial parent education families received upon starting lessons with their child, (2) the ways that parents supported their child outside of lessons, (3) the challenges parents faced in the ‘home teacher’ role, and (4) the strong partnership parents established with the teacher. Targeted preparation, together with ongoing teacher support, provided parents with the necessary skills and knowledge to support their child and to remain motivated in the face of challenges.