The Suzuki Method in Primary Music Education: Cultivating Values, Motivation, and Musical Competence

Abstract

Music education plays a vital role in the holistic development of children, supporting not only artistic expression but also emotional, cognitive, and social growth. However, in many primary school systems, music is undervalued compared to core subjects, resulting in reduced instructional time and limited methodological innovation. The Suzuki Method, developed by Shinichi Suzuki in the mid-20th century, offers a powerful framework for addressing these challenges. Grounded in the belief that musical ability is not an innate talent but a skill that can be nurtured in all children, the method emphasises early learning, parental involvement, imitation, repetition, and positive reinforcement. This article reviews the principles and outcomes of Suzuki-based education with a focus on its application in primary contexts. Research evidence demonstrates that Suzuki training improves not only musical competence but also learner motivation, empathy, cooperation, and persistence. It also highlights the role of family engagement in supporting educational success, as parents are integral participants in the learning process. The introduction explores the historical and pedagogical background of the Suzuki Method, while the literature review synthesises empirical findings on its cognitive, affective, and social outcomes. The discussion addresses practical implications for primary classrooms, including alignment with the Spanish LOMLOE curriculum, challenges in teacher training, and opportunities for policy development. A table summarising key international studies provides a structured overview of evidence linking Suzuki education to motivation, socio-emotional development, and parental collaboration. The article concludes that the Suzuki Method represents not only a pathway to musical proficiency but also a holistic approach to nurturing values, resilience, and community in primary education.