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🎶 The Hidden Power of Listening & Review: How to Help Your Child Progress with Ease
Guillem Calvo
Wow, there's a lot of people here. Nice to see, lots of lovely faces. I'm also gonna maybe we'll wait a couple of minutes before we start, just in case. It's nice to see people I haven't seen for a while,
Guillem Calvo
and lots of new faces for me as well. Could you in? Could you write in, just to see if it works? Can you check? Can you write in the chat which country you are at the moment? Will be quite nice to see where people are. I don't think I can see everyone.
Guillem Calvo
Well, UK, Ukraine, Switzerland, South Africa. Nice, very nice. I'm going to start recording now so that we have it for later as well, in case there is something that we want to review later. Okay.
Guillem Calvo
Recording,
Guillem Calvo
sorry, I don't know what happened to too many gadgets. Okay, okay, I think we could start now, otherwise it's gonna go to for to learn. Welcome everyone to this talk and thank you for being here. Thank you for taking your time. I know everyone's super busy, and it's really nice to see that you value as much as we do. This the importance of this parent education. And also, you know, we are trying to bring something to the community. Business to the community is engaging as well, and in that way, I wanted to also say that this talk, I don't want it to be one way. Well, first of all, it's not just me talking, thankfully, is me and Christina and David, which we all have different perspective from different countries, from different instruments. But with all Suzuki and we all have the same principles, if that makes sense. So with that said, what I'm trying to also imply is that, because it's not just us talking to you, I would like response also from everybody who is here, as much as possible. I don't mean you have to unmute and talk. I mean it more like sometimes you can just write something in the chat. Or if you have any questions, you can write them at any time, and then later on, we can, we can either respond at the end, or is there something that we are talking about, and then somebody asked the question about that, we can just continue with that thought process. Is that okay for everyone? Excellent. So I just, I'm just gonna share, take me a second as you can share the screen for a second only, because I have a couple of things that they wanted to say. If I don't show you, I don't remember what I'm saying. Okay, hopefully this will work. Yeah, okay, let's see. Okay. I can you will see? Yes, I think you can, hopefully. So I just wanted to say, welcome to everyone to this talk. And also that is very interesting when we first started, when we first met, the three of us. It was at the Royal Albert Hall, which was this massive event in England. Having said that, we didn't interact so much, but we did all take part of this big concert together. So if you look carefully, you probably find us in this big picture. And the other thing I wanted to say, before we go into the topic, which is listening and review, which I think is super important, is that that very important quote by Dr Suzuki, which is that knowledge is not skill, but knowledge times 1000 or 10,000 times is skill. So what I mean with this is whatever we say today is going to be great to remember, to understand things, but I would like you to put at least one thing in practice, take action as soon as you can from this, because I think it's that's when you're going to get really the value of this talk. So having settled this, I'm going to go back and I'm going to send my wife to Kristine, because I think Kristine, well, maybe you can introduce yourself before you say anything, anything else. But I think you have something very important to say about review and listening together. So I'll let you take over.
Kristine Ravina
Thank you. Guillem, first, I want to say it is amazing we are now having a talk on those two major principles of Suzuki method as 10 days ago, on 21st of February, it was UNESCO's international mother than day, and that's a great link between this and this talk Today about myself, I'm actually coming from conventional background, because because before I became a Suzuki teacher, and also coming from a country where Suzuki method didn't exist before we the first teachers traveled abroad to study. So that was very important for me to search about the Suzuki method and its elements in the deepest because we first teachers, we also needed to set in Suzuki environment in our country, and probably that became a habit. So I'm still keeping doing this. And what I want to share was the last year I was volunteering to find the Suzuki article for essays, teachers newsletter, and I found a new resource, which was international Suzuki associations, journals in talent education, journals in international Suzuki Association, website, and there were articles from Japan, journals from Japan, from late 70s till late 80s, around 35 volumes, and I started reading and found that in every journal there were two, three articles written by Dr Suzuki, and two of them probably on philosophy and thought, oh, that will be nice way to find these articles. For many years and starting reading, I slightly discovered that whatever he was focusing on philosophy at the end, he always came back to two things. And that day, I spent long time because I read all the 35 Williams. And those two things were, please let your children listen to the recordings every day. And another one was repeatedly practice the pieces child already can play. And this is the essence of mother tongue language, listening and review. So listening is being immersed in environment of spoken language and review actually is constantly growing vocabulary. And that was actually mind blowing, that Suzuki himself. Yes, we could read it in 10 years time, in a decade, he kept repeating it in every single article he wrote about mother tongue method.
Guillem Calvo
Yes, thank you, Kristine. Yes, I completely. It's quite amazing. You know, keep repeating as in basically reviewing the same principles of mother tongue and what means yes, which is what we're talking about today. Excellent, good. David, would you like to continue with some of this? Yes?
David Zipperle
Yeah. Thank you very much, Kristine for this interesting input, so that directly from Dr Suzuki, written over 10 years, the essence is the two points we are speaking today. So this is a great thing. In my opinion. It is also very important that we always keep in mind, in all educational things, in the all educational questions, that human development must be viewed as something organic. And to explain this better, I want to share an image with you. So daily listening to the repertoire is located under the roots of the tree. Here we have listening to the repertoire, and the same goes for review. In a way, they are the nutrients, the minerals the soil without which the tree cannot grow. Listening and review are practically the foundation for the musical development. The roots of the tree are posture, sound and expression. Of course, the tree also needs rain, individual, lesson group, lesson camps, concerts, listening to concerts, listening to other teaching, exchange and so on. And of course, the tree needs sunshine daily practice
David Zipperle
at the beginning of the Suzuki way, therefore I recommend from volume one to five simply running the recordings, the more the better, in the background while driving as Good Night Music, as Kristine said, daily listening. So we know busy days, but if we continue to make the recordings go more than once a day. It means that, okay, at least once a day the recording was, was played, let's say, grow to love the same recording and this I found also as a parent with two Suzuki children. So my son now is 21 but I remember 1516, years ago, always the same, the same, the same, the same, the same. Also as a musician, okay? And try to love, always the same. And since now I in my education, I discovered the quality of the recording by Dr Suzuki, Volume 123, and also the little development in interpretation or in style, or I appreciate Yes, to grow to love the same recording for the first five volumes, then, In my opinion, there is a change in listening from volume six onwards. In most cases, the child has now become a teenager. The child wants to be involved and would also like to have a say, so to make the recording go over for a teenager all the day does not work. So what to do? The child wants to be involved. Yes, we can and should take this into account targeted listening to the piece that is being learned, preferably in different interpretations, we should ask, What do you think about this or that interpretation? Which do you like better and why? This trains the teenager to listen carefully, and also helps to develop a language for talking about music, and then just one thought about listening in general. So how well you listen to yourself is crucial for the musical performance. You are constantly reacting to what you have just played heard, and trying to harmonize the emotion of the piece with it. This is a highly complex process, and the ear is the radar that monitors this process. And then I have an idea for for an exercise I do with my students sometimes, and I notice they are very sensitive on this exercise or on this idea. I ask them, oh, let's imagine the following. A baby has just been born. You greet the baby with this piece. How should it sound? This inspires to practice unbased listening. So listen without great conception, yeah, this is an exercise I do sometimes, yeah, and also for myself,
Guillem Calvo
yeah, I think that's a very important point to just listen, listen without any thoughts or any preconceptions, like you say, and that we could apply to anything in life, trying to listen to the other person without trying to get to a solution or judging or anything like that. So as you all know, all these principles that we talk in Suzuki are principles to life. So we are learning a lot more than just playing the instrument. I just wanted to ask everybody if they have, if you have any, any tips that something that has worked for your children or for your students with listening, whether it's a habit that you have created sometimes, as you probably know, attaching the habit of listening to something else, like listening while having breakfast or before, before or after brushing your teeth or going to school or in the in the car, but sometimes can be something more specific, that, for example, you struggled with listening on a daily basis, and you found something that's made a difference. So if you could share that in the in the chat, it would be good to have more ideas from everyone, because the three of us will say some things, but it's always better to hear from experienced, from all the parents and teachers about things that have worked for you, so please keep writing the comment whenever you have a moment. There's also this idea that David, you were just saying about teenagers, about wanting to have an opinion, or wanted to have a choice. And I think in teenagers, is more obvious, is they're more outspoken about this, but all children want to have a choice. And I think that's one of the reasons why having games and challenges for children at any age is super important, because when you have the game attached to something like listening or review or whatever it is that makes the whole thing fun, but also it gives them the choice. They have a choice to do it one way or do it another way. And sometimes, for example, you saying, for teenagers, it could be also, you know, you need to listen to this at some point during the day. Can you, can we? Can you choose when you're going to do it, and you tell me later on which way you know you give them the thing. You give them the responsibility, it's not you telling them what to do, or the teachers telling them what to do, but they they choose when to do it. So I think that's very important. I don't know if we have one I'm going to read this, but if Kristine or David, you have anything that you would like to add, any ideas on listening to start with, it would be great. I'm just going to read this one. First, my son struggled with repetition of the same music and complained a lot about it. We have started playing Robin, been back in rhythm to the music, and he really enjoys this, and has has turned into fun. Yes, excellent. Oh, I got a direct message. I think it was a mistake, but okay, from Carrie saying it can be good to listen to for something. Yes, it longer, but basically, yes, that's the other. The other thing we need to talk about is how we listen. David was talking about listening with our preconceptions, but sometimes it can also we can talk about passive listening, which is just fabricating the background. But it could also be active listening, or more deeper listening, if we're learning a new piece and we want to really learn the nuances and the phrasing or the musicality. I know as a teacher, I say to my students, listen to this in particular or look for this. But it's something that as parents, I think we can also do at home. I definitely do it as a parent, but I have a teacher heart and parent heart same time. Kristine, is there anything that you would like to add to some of this?
Kristine Ravina
That is very good point, actually. David, you spoke about listening in the background and also focused listening. And you just mentioned it. Guillem, once one of my parents asked. She said, I put recordings in background daily, but how to make my children to listen to it? So what I said was that they definitely hear the music in in background, and that spoken language in our environment that we even don't notice it is there. So with the same it is same with the music in the background. And we have to understand that music in background, it is more unconscious process, and this doesn't always give immediate result, but background listening is very essential for feeling of music for its rhythm, phrasing, and very special thing as flow. So in the music learning with children, it is evident early enough, and like in a spoken language, when child start to put words together in sentences. But I said that another thought next to listening in the background could be that you quite early enough you should listening also in a more focused way, and probably trying out, including listening to the certain piece together with the child during practicing time that can help by breaking, practicing in parts, switching tasks, so giving child rest a bit, but also giving a special, special listening task, like listening to noticing endings or repeats, or listening to dynamics. Or for us pianists, when we have two lines in the music, melody line, an accompaniment line, which is a little bit more difficult, so and that focusing, focused listening, actually also is a tool for practicing, and if we use it regularly during practicing time, it starts to become habit, and child will internalize it as a tool, which is very important, because when maybe a little later on, when Children start to become independent in their practicing as parents, we wish that they inherit all the good habits we have worked on regularly together. So yes, so that the reasoning is both in a background, but also very much that focused one.
Guillem Calvo
Yes, thank you. Kristine. Completely agree. I think we need both. And also, like Carrie just mentioned it in the chat, we should also do, I think we either at least to share listening in the lesson with our students. But that's as per as teachers, something I do as a teacher and also as a parent, is, you know, put a recording and then talk about it, you know, go, have you noticed this? You know, just have a chat about music. I think that's makes them listen in a different way, because they're listening to different glimpses of it, or dynamics, or whatever it is, interpretation like, Oh, my God, that bit is so fast. Or it could be many things, but I think it's very important to have, you know, that kind of conversational part of part of daily life, talking about music. It makes a big difference. And I think they're still listening, even in the background, in a different way.
Kristine Ravina
It is also actually very good to demonstrate during a lesson that teacher are using listening as a tool, and sometimes we demonstrate some lot of things for children, but it is also good to demonstrate this example for a parent how to use how how much time does it take for me to put that recording on during the lesson. So how quickly I find that too. So that's very useful.
Guillem Calvo
Yes, David, is there anything else you would like to add about this
David Zipperle
in lesson? We do also often the ping pong we play and then the student play. So the listening also for us to imitate the student. Or it could be a ping pong. This means also to listen and yeah,
Guillem Calvo
yeah, no, no, completely agree that part of play and response, yes, invitation is very important as well. Just to finish with the listening, something that I found quite interesting recently with my students is there is this piece in in Volume One, violin called etiud. And for many years, especially when I wasn't so experienced, and also talking to other teachers, finding strategies and songs and names and ways of learning this piece and striking, you know, cutting it down, all these things. And apparently, once Suzuki was in America, and he was, you know, attacked by all these different Suzuki teachers telling him, I found this new way of teaching at you Oh, I found this new lyrics to it. And after listening to all of them talking about it, he just said two words, listen more. And you know that just basically changes the way that we understand, the way to learn. We just need to listen more. We listen more. Most of those problems are going to go away. So what did I do now? And I know I'm not the only person is okay. Etude is a particularly difficult piece to learn because of the structure many things. So I told my students, if you want to start learning this piece, you need to listen to it 100 times, like you need to actually count 100 times before you you start. So you can start listening. Now tell me what you've done 100 listens of this piece, and then we can, we can learn it, and they learn it in one or two weeks before it would took forever, because you have to teach the notes. They don't. You don't have to teach the notes to listen to it. So obviously, this is an extreme situation with a difficult piece to learn in early stages. But it it, obviously, it means if you listen more to any piece, you're going to learn it straight away. And this is going to be, you know, the children who listen don't actually need to be taught the pieces. They just learn them. They just learn them automatically, you know. So if there's one thing that I would recommend everyone is, is just to listen more. So if you can remember one thing today, I think listen more is a good one. I wanted to move on to review, because otherwise we're going to run out of time. There is one one quote, but it's by Suzuki as well. But Helen Branagh says all the time. So if you don't know Helen Branagh, she's one of these, one of the first Suzuki teachers in in London. And she always says, we don't review to remember, we review to refine. So what does she mean with this? And it many times we think that reveal is about trying to remember all the pieces that we learned before, and that's part of it. We do need to remember them so that we can play them with with friends. We can play them in group, lessons, whatever it is in the concert. But the real, the real reason we review is to refine our technique, to refine our musicality and to to become better musicians and better people, obviously nurturing. So I just wanted to open review in this way, because I think it's very, very important that we understand review not as something that we have to do to be able to play all the pieces by memory. But is it is in review. During our review time is when we actually learning how to play the instrument. Is where we are learning how to become a musician. We've never, we're gonna, never gonna become better musicians by learning a new piece, is always by working on the pieces that we already know and and it's a little bit like the layers of the cake, the first time we play something is the base level, which is landing notes. We can get it really well. We move on to another piece, but then we review, and we keep adding layers, and it get better and better and better until at the end we get, you know, like in this case, a very nice topping, you know, on a cake, and it just sounds delicious. So I just wanted to start the review with this. So if either David or Kristine you want to continue about review, I think that's I just yeah, I hope you can continue with this one.
Kristine Ravina
Maybe I will. I will start. Okay, yeah, well, actually review. It is vocabulary. If we speak in terms of language, it is the vocabulary we use to express what we want. What do we feel? So if we just learn new words and we don't use the previous ones, we don't build that vocabulary, right? So knowing something doesn't amount to ability. So how about, however, how well one can do it is a measurement of one's ability. So review builds ability and ability to speak grows by daily speaking practice. So I think that's very important when we when we think about review. And I think that there is element like review, in a review concerts that we can play in a playful way, the old pieces, what we can play with joy and ease, and which can give us happy performance, joy of sharing, satisfication, feeling of safety, so and give more advanced musical level. So it is very rare to feel all of this with a new piece or piece we just learned to play. And also when we include review pieces in a group lessons, then actually we can see how how flexible children are to use old pieces. So if they still don't feel comfortable of it, or they are smiling and laughing, and still can play the piece. So we feel it is like a second skin for them. So we feel that they have acquired some kind of ability to develop further. I very true.
Guillem Calvo
David, would you like to continue? Yes.
David Zipperle
From, from for my point, from my point of view that the review fulfills 2.1 we had the refinement. He was speaking with that, with the cake, great picture of it. And the second for me is the flow, the experience of a flow. So because music should be a flow activity, playing an instrument should be a flow activity. And for sure, this cannot be experienced with the new piece, struggling the new difficulties, but with the review of the of our beautiful repertoire. So could be with any piece so and for me, the two points, the technical or the path to technical mastery or refinement and the flow are, of course, related together. So however, in review, I always focus on the so called flow, so that the children experience themselves as effective. They flow. And now I want to share my ideas, how I do it with my my students. So more practically, I want to one possibility is to do it with a review sheet, a weekly review sheet. So for example, something like this, I have to share one second share.
David Zipperle
Now, can you see the sheet? Yeah, okay, so this is an organized, as it's called in German, ich flee gemein repertoire. So I care about my repertoire, so I'm caring about my pieces somehow. And this is organized like this. We have the whole repertoire, book one or volume one to volume nine, so that so it works also for volume 10, student, so day one, you repeat the pieces. You know this means, for a book or volume two student, it's about three minutes, three, four minutes a day. For a book 10 students, it means 45 minutes a day. So this would be very organized. Day two, day three, day four, day five, and you have two days off, so it's some like weekend also in review, somehow to organize, so you have the whole repertoire in five days here. And yes, this is one possibility. What I like about this, and I do sometimes also in lesson, is that we begin always with a variation, second theme or easy song book one. So it's like warming up from the easy one, build up the technique, the expression, and so on. Okay, this is one possibility then the other, because this The difficulty is always then with the teenagers, no book, six, seven, that okay, play all the books a week. It's quite hard to make them play. So I have another variation of this sheet. It's without days, and it works with two magnets. We have a magnet here, and the magnet behind. And then you can tell, or you can say, Okay, let's do it for 10 minutes. You could put also the timer, 10 minutes of review, okay, and then let's see how far we go. Okay, after 10 minutes, you go till here, and next day. 10 minutes you continue, depending how far you learn the pieces. And then you continue here. So you couldn't also deal, for example, with a teenager. Teenager says, no, no, I'm not willing to do half an hour of repetition or review a day. Okay? How? How long do you want? Five minutes. No, no. Five. Okay, 15, okay, 10. Let's do that, and then the timer is something that controls. Could be this would be a second possibility. I do sometimes, also in Lesson, if you have 10 minutes of review, we put a timer and we just play. And the important thing, also at home and also in my lesson, when we do review, we can say before the piece, okay, we focus on this or that, or we play together. Mostly we play together, or I play some compaignment, or so on, but never correct. So this also, I think it's hard sometimes for parent review is done, or review is done. Not so nice. We would like also don't correct your child, because this would but oh no, again, wow, I'm book three or volume three student, and now mother is correcting me for book one. Crazy. Now this don't do it. Never correct in video. Just focus before or it could be also at home, let your child play, if it's violin with Dr Suzuki together or with other instruments with other so let play. They them with the recording. For example, this could be also good thing listening and review. Yeah. Another option is the Wheel of Fortune app. Perhaps you know this is can be fun, and sometimes they're asking for it also in lesson. So I can show you i i have to connect a second. I
David Zipperle
this 
is the decision roulette app here. And for example, here we have volume one. And the good thing in this is, then you can say, okay, child says, No, I don't want to do review today. Okay, so let's do only three of them, three. Okay, so quickly done, and it's random. So, okay, variation A and the good thing is, if it comes out, it's, it's never, it's, it's not anymore, in the in the Fortune, in the in the wheel, then the next, and so on. And if they all are gone, you can click to Rick sets and back. And all back in the in the app. So this can be fun. It can be also personal design. Mostly they like it. Another option is to review a volume every day. This. This works sometimes, and this is a good thing also to play about volume every day. See what suits you and your daily routine best, no matter what kind of review or method of review you choose, not participating in you review is not an option. And this this, you have to clarify to your child as well.
+2
is the decision roulette app here. And for example, here we have volume one. And the good thing in this is, then you can say, okay, child says, No, I don't want to do review today. Okay, so let's do only three of them, three. Okay, so quickly done, and it's random. So, okay, variation A and the good thing is, if it comes out, it's, it's never, it's, it's not anymore, in the in the Fortune, in the in the wheel, then the next, and so on. And if they all are gone, you can click to Rick sets and back. And all back in the in the app. So this can be fun. It can be also personal design. Mostly they like it. Another option is to review a volume every day. This. This works sometimes, and this is a good thing also to play about volume every day. See what suits you and your daily routine best, no matter what kind of review or method of review you choose, not participating in you review is not an option. And this this, you have to clarify to your child as well. Guillem Calvo
Just a couple of things before maybe Kristine wants to add something else. The first one, I love all the games that you said, and David and I think for parents having as many options of games, many options of ways to get to do what they want to do, they can choose which way to do it, but they want to do it anyway. So I think it's really important to have options that are fun and options that are like, you know, okay, structured, so you know your children best, but always, it's good to have more than one option, because one thing might work one day, the other thing will work another day. So I think that's that's pretty important. So thank you, David for that. The other thing about review as teachers, for those teachers here, and I'm sure you all do it already, but I think it's super important that we do do the review in the lesson, because whatever that happens in the lesson is something the understanding is important. If you just tell them to review is not, it's not going to be as powerful as if you actually do it in the lesson, and then say, look the way we do today. Then you do it at home. This is how I want you to practice it, or how I want you to play it, or just pick up the phone to the roulette, you know, something quick like that. And then just, just written the lesson a little bit every every time, because then they will understand that review is very important, same as listening. You know, they are part of your practice. They're part of your learning. So essential. Kristine anymore. Yeah,
Kristine Ravina
so review definitely should be part of every practicing session at home, and it is up to the parent and child whether to start with it, which is very good thing, because you can revise all the musical and technical patterns child already has learned before we start to work on A new piece, or the opposite. So the another day we can finish with the review, which is like an award, because at the end, I'm playing it like a concert and and finishing with the most, most enjoyable, and the things actually I can do, I can play and I can Can, can perform. Another thing, David, you mentioned the list, review list. This can be very helpful. Sometimes children and parents have fight which pieces to play or not. But if you have a list, so the pieces are written for today, so you just play what is written, And if teacher has done lists like this. So this can be very helpful for parents. So they want you do this. They do you do this, and it takes five or seven minutes and you just go through but another approach could be, maybe when the child is bit older and more in upper level, that we can make like personalized lists for the certain week, because we are learning a new piece which have that musical elements or that technical points, and we can find them in earlier pieces. So during the lesson, we like make a personalized review list for this week. And of course, there is an ongoing list of review we can use when we just go go through the review pieces. But then there is that very special list which actually helps to learn the new and the work on the new piece, and those may be pieces in the same tonality, or pieces of the same composer of or era, or if we are using in piano music, if we are using peddling, then we are playing pieces With the peddling or the same accompaniment pattern, or whatsoever technical and musical point in it, yes, and sometimes also children like exploring things. So we can let them play early book one piece, but for example, in another tonality. Or like to have a game with that piece. The piece is still played, but child invents something new, or play major piece in the minor tonality or opposite. So to have a fun also with the music we can do, we can play.
Guillem Calvo
Yes, thank you. Thank you, Kristine. I think all of all of those are super important, and that's another role of review, which is repetition, basically repetition of the same skills over and over, but with variety, because you play in different pieces, but you're still working on the same skills. They use a peddling. But it could be bowing certain specific Boeing for the violin or or in the guitar, I'm not going to say with maybe it might be different, different positions, or different ways that we you know, patterns that we are doing on the on the fingerboard, it could be completely different things, or new techniques that we are learning, and we apply them to pieces that we know and we can enjoy, and we don't have to worry about the notes, and we can just really work on that new technique with a easier piece. I just wanted to ask if there's anyone else here. There's quite a few teachers, but also parents. Is there any other ways that you have found review that has been useful for you or for your children or for your students. Basically, the more games, the more options we have and we can give the parents, the better. So if, if you don't mind, writing in the comments, if you have like one that this definitely helps me a lot, or has helped my students a lot. It would be really helpful to have,
Guillem Calvo
yeah, so any, any favorite review games that would be great. I also, I you, probably some of you already know that I every year. More or less, I do 100 year 100 days or 100 year 100 days practice challenge that is also quite inspiring, and that can be part of the overview. You know, if you can say, Okay, I'm going to do 100 days of reviewing certain things so that it really stays with me or listening as well. And the other point I wanted to make with this is that sometimes parents and some teachers, especially parents who probably are not so experienced, think that listening and review are not as important as practice that makes sense, and that is, I think that misconception comes from our society, the way that we learn things, but the revolutionary way of Suzuki is that, because it's a mother tongue, If we do those two things more, the listening and the review, everything else becomes much easier. And this is the one of the points of this, this talk that you know is, if you really try and do your review and do your listening, but do it in a fun way, don't do it, you know, something that you have to do, you know, find ways that is interesting, that is fun, for the for the students or the other children. I think it's they will notice in no time how you know, it changes. And whatever they learn, they learn a little much quicker. Whatever the new technique they have to do actually is not that new, because they've been working on it in the review pieces. So there is, there's so much that we can learn if we try to understand this philosophy of the mother tongue instead of I'm going to practice and practice and practice and so listening and review are possibly one of the most important parts of the practice. So please keep doing them. Keep trying to get them to the students, because they're really important. Maria you is saying we are doing a piano thorn in a piano shop from book one and so on. Parents who want to play will do recording introductions, and then they have practice at home. And in the lesson, great Carrie says cards to pick up a treasure hunt. Yes. Great. Another, amazing. Another. One with cards that have cards with attention points for review. Children pick a card from the box before they play the repertoire. It gives them kind of a choice, and usually met with less resistance. It could also be, you know, what are we going to work on the next review piece? You know we're gonna work on sound. Okay, this could be piece. Let's, let's do it, and let's focus on the sound. You know, focusing on something while we do in review, there's one more great, I know. I think there's one more before, yeah, there's lots of games that we can we can all do. So if you're a parent, feel free to ask your teacher, because the teachers do have quite a few resources and games, and you will need more than the ones we said today. So please feel free to talk to them. I'm sure they will be very happy. Final round for anyone who wants to say anything, David and Kristine, and if there's any question from anyone or any comments, please write them so we can finish with a quick, quick Q and A at all. David Kristine, yes.
David Zipperle
Thank you very much for invitation. Guillem, and thank you all the parents for attention. Also, Kristine was a pleasure to listen to your ideas and to come back to the imagine of the tree. So hopefully the tree is never there is no end for the tree. The tree can become two, 300 400 500 years. So also as teachers or as parents, we are never there's no limit, let's say, in development. So therefore we should not, yeah, just be examples and then love our children.
Kristine Ravina
Thank you. Listening and review actually are two elements which are undervaluated in conventional Music Learning, but they are revolutionary, actually in music education, because it they help learn music in a natural way with the ease For a child, and they help us to be fluent in the music like we can be fluent in our language, and if we want to help our children to learn with ease, how, how did you? How did Suzuki? Say, listen more or repeat, repeat the pieces you already know more. Yes, thank you Guillem for
Guillem Calvo
thank you both for being here. It's been lovely to hear your point of view and your ideas. It's so nice to have this community that we can just share what we know and what we have learned and what works for us. I think it's invaluable to have this and I think I would like to continue doing this parent talks, which is also for teachers, but this is mostly to empower parents. And I think it's super important, if you think of the image of the Suzuki triangle, we always have the child as the main point of the triangle, and all our efforts are always to get the child, the more benefits and getting, you know, as much as we can there. But I think it's as important that we take care of the parents, and we do parent education, not just in the first few weeks, but you know, we keep inviting parents to lectures, to talks. We do our own talks as well. We have a community. We can talk to each other, because that support between parents, support between digital parents is possibly also as important as the weekly lessons and the practice. So I hope that you enjoy today, and I hope that you will continue to join for more parent talks, empowering parents in the in the future. Is this anything else that you would like to ask me at any point after the talk, you can always email me as well. I know that Carrie asked for the picture of the tree, and I will ask the David to send me the actual picture so I can share it with all of you. If there's anything else that also you would like, let me know. Great if there's no more questions, or anybody would like to, you know, unmute and saying something, you're more than welcome to do it now. I think it's let's open the doors and let's see if there's anything else you'd like to say.
Guillem Calvo
Actually, there was one comment that about concerts review. As you know, reviewing by doing concerts to grandparents. I think that's a really, also really good way of making review valuable, because the children understand they have a lot of repertoire they can play. But also, you know, once they play the piece, that they're going to be so much more in flow playing that that piece later on. So concepts are another great way of enjoying the video. Okay, well, thank you all for being here, and thank you for all your thank yous, and hopefully I'll see you again soon, not have a great time. Enjoy. Thank you. Thank you.