Theory, History and Piano Lessons

  

The ultimate aim for any student is that he or she will enjoy their music-making for a lifetime, having learned the skills necessary to make this possible. In addition, through solo performances in the program as well as group ensemble experiences and achieving the on-going individual lesson goals, the students gain so much more than the actual musical skills—self-esteem and self-confidence, organizational and disciplinary skills, social skills and so on. Participation in music festivals, not necessarily in a competitive situation, is a further source of developing self-confidence and learning how to achieve the discipline and organization of long-term practice involved in setting such a goal.

There are also naturally a number of specific musical skills that should be evident. It is important for the students to develop their ear enough that they feel comfortable figuring out songs they hear by ear and also have some exposure to jazz styles and improvisation; it is important for the students to develop their reading enough that they feel comfortable playing in ensembles; it is important for the students to develop their musical knowledge enough that they have a lifelong appreciation of composers and their music with an understanding of how to listen with theoretical appreciation.

At a certain level of playing, it is essential that some basic theory is learned to understand how the music is composed and in order to bring out all the character and musical points contained in that music. However, a certain age of general schooling is needed to be successful at doing the theory homework required. On the other hand, it is important to plan carefully so that by the time the student finishes high school, when formal lessons may have to stop, that certain minimum levels of theory and music history studies have been completed.

It is also not clear at the beginning of lessons, when students are at a young age, whether the student will want to pursue music at the university level. Hopefully, as they progress, it will become clear whether such a path is desired and/or possible. Even though some university entrance requirements state that a Conservatory Level 8 is necessary, the reality is that a Level 10 is needed to be accepted—this then means a corresponding higher level of theory is needed as well as piano ability.

Here is my suggestion:

Theory ideas will become part of the lessons by Book 2 with Level 8 completed by the end of high school. Students will have a solid skill set of music theory (scales, rhythm, basic harmony and compositional techniques) as well as understanding of musical history including selected composers and compositions.

As the students progress through their Suzuki and other repertoire, Royal Conservatory examinations could be seriously considered. The above theory levels correspond with Level 8 Conservatory examination. The student can use Royal Conservatory Levels 7 and 8 examinations with Level 7 and 8 theory for 2 credits on their graduating record. They are highly regarded on university entrance transcripts and scholarships, no matter the faculty one is entering.

If a student is thinking about university music, then the high school years should be devoted to Levels 9, 10 and possibly ARCT level of playing and/or examinations as well as piano lessons (Preparatory A and B as a second instrument available starting Fall of 2019) and completion of corresponding history, harmony and analysis. It is also possible that a gap year is necessary for the student to be ready for the university auditions that are required. Experience in solo performances should not just include Thornhill Suzuki recitals and concerts and Royal Conservatory examinations, but also should include participation in music festivals in a competitive situation. 

Theory from Preparatory to Level 8, and History Levels 9, 10, and ARCT are taught at Thornhill School of Suzuki String Teaching.  

Of course, there are always exceptions—some students are capable of doing these suggestions sooner—some students have other studies and situations that take more priority and thus these suggestions are not possible in the timeline suggested.

It is important that on-going discussions of each student’s goals and progress take place!