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.

摘要

这一定性主题分析探讨了家长对铃木音乐学习的看法。尽管父母与孩子和老师一起属于“铃木三角”，但很少有研究调查铃木家长的角色。这项工作探讨了父母在孩子第一年与专家教育者一起上课期间的经历、期望和需求的自我报告。对来自美国的六名新手小提琴和大提琴学生的家长进行半结构化访谈，得出四个主题：(1) 家庭在开始与孩子上课时接受的初始家长教育的重要性，(2) 父母支持孩子的方式在课程之外，(3) 家长在“家庭教师”角色中面临的挑战，以及 (4) 家长与老师建立的牢固伙伴关系。有针对性的准备，