Individual cello lessons take place once a week. We work on bow technique, sound, intonation and general musicianship.
An individual cello lesson lasts between 30 minutes and 60 minutes, depending on age and concentration span of the student.
Individual lessons are only available together with ensemble lessons.
It is crucial for the parent to learn and understand what it entails to teach the cello to a very young child, what the parent is expected to do and contribute and whether the parent is ready for the commitment.
It is important for a child to watch other children's lessons before they start with their own lessons as they can see and learn what is expected from the student, how the lessons work and what they have to do at home in order to progress.
It is necessary for the teacher to observe the child over a certain amount of time in order to know when the child is "ready" and whether the parent has understood the principles of the method.
Please note: we can not accept children over the age of four as beginners.
We do accept older children after who are advanced.
The process of the first year learning the cello:
- Cello class observation
- The parent needs to think about their own work schedule: how to fit in daily practice with child plus 2 lessons per week (one-to-one and group lesson)
- It has to be the same parent who attends the one-to-one lesson
- 4 concerts per year (participation expected)
- After the first term of lessons: regrouping with the parent to discuss routine of practice
- After 6 months: practice routine should be settled
- After 6 months: reassessment of development. Reassessment means a decision to be taken by the teacher on the continuation of lessons based on progress to date, reflecting the parent's role.
“In twenty years of teaching the Suzuki method, I have never met a student who had not learned the notes to the piece he or she was working on. I have, however, met many, many students, who had learned the notes and bowings to their pieces but who had not learned to hold the instrument and bow properly, to produce a beautiful full sound on their instruments, or to play in tune.
My concern is that some teachers and students are spending valuable lesson and practice time learning how to play the notes and bowings of pieces, leaving no time for refining the skills necessary for artistic performance of the piece after it is learned.”