13 M usic has always been a part of my life. I grew up in a multigenerational household where music was very important. I was often accompanied by my grandmother's singing, as she sang in a church choir. As a little girl, I would listen to my uncle playing the piano while I was playing with my toys. My favourite activity was playing my first melodies by ear. The piano keyboard had something magical about it and took me into a world of imagination and sounds. However, it was the violin that stole my heart! At the age of eight, I began studying at the music school in Tarnowskie Góry, a Silver Town with UNESCO-listed landmarks, which I invite you to visit. Throughout my musical education – high school in Katowice and the Academy of Music in Krakow – I was trained using traditional methods. I started teaching violin to children during my studies and discovered a deep passion for it. I sought out various courses and lectures to find more interesting and inspiring ways to teach children. However, a personal experience changed my perspective. In 2000 my son Wojtek was born with 1/10 point on the Apgar scale. The therapist who worked with him pointed out that listening to classical music has a significant impact on human development, especially for children who need special support. At the same time, I read about an upcoming course for violin teachers using the Suzuki method. The phrase "child development" included in that information inspired me to start the course led by Tove Detrekoy with the assistance of Anna Podhajska in 2001. I was in the first group of teachers learning the Suzuki method in Poland. Tove's patience, empathy, and kindness gradually revealed to us a different musical and pedagogical world, changing my perception of it. My son was my first student, and at that time, I didn’t think there would be others. The system of music schools in Poland has a long tradition, so I didn't think there would be people willing to educate their children using a different method. How wrong I was! The method fascinated not only me but also others. Students began signing up very quickly. Observing the method and its community of passionate people, I became deeply involved in learning the method and gradually completed further levels. Then, I became an instructor under Anna Podhajska’s guidance, and later a trainer. Being a trainer is a significant responsibility for me, but also a mission to pass on the philosophy of Suzuki and the methodology to other teachers. Today, amidst many technological stimuli, this teaching method is a fantastic way to strengthen family bonds, as it is based on the parent-child relationship. It develops emotional intelligence and builds social ties (through group playing, workshops, and concerts). I am happy that I can teach children to play an instrument, but the most important part is accompanying and observing their growth. In addition to teaching, I also organize small cultural events as a member of the "Dziedzictwo" (“Heritage”) association, which promotes local history and culture. I believe that cultural activities combined with quality music education support local communities and build strong relationships among people. “Man is a child of his environment”- S. Suzuki 2024 Teacher Trainer Appointments Barbara Plaza VIOLIN, POLAND
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