Photos and video

Learning: Lessons and practice information

Individual Lessons: Beginning students enroll for a thirty minute lesson. This time is shared by child and parent, in order to instruct the parent in his/her role as home teacher. All new parents and students are encouraged to observe other student's individual lessons, as well as a group lesson, during the first few weeks of the term. During these observations, the Suzuki Triangle can be seen in action: parent, teacher, and child working, sharing, and having fun together. Success in the Suzuki approach depends upon this triangular relationship, rooted in a rich environment.

The parent is expected to be present at all lessons and supervise home practice until the teacher determines that the student is sufficiently mature to work without help. Using a cassette recorder to tape each lesson is recommended whether or not the parent is present at the lesson. Questions which come up mid-week are easily resolved, and reminders of special details result in a better-prepared lesson.

Parents are asked to take pertinent notes in a notebook which is brought to each lesson. The teacher's instructions should be written in this notebook each session, so that a complete record is available for review and reminders. The parent's role as home teacher usually continues for several years, with the student gradually assuming more responsibility. The teacher will guide the student toward working independently at the proper time.

When music reading is introduced (around Book Two or Three), it is advisable to increase the individual lesson time to forty-five minutes, and the daily practice proportionately.

The Preucil School welcomes students who transfer from non-Suzuki backgrounds during any stage of advancement. Regardless of the age of such students, it is helpful for their parents to observe lessons at first to gain an understanding of Suzuki learning ideals and any necessary technical adjustments.

Home Practice and Listening: Progress occurs during home practice and listening sessions. At lessons, the teachers take students from where they are and move them to the next step. If growth has not occurred at home during the week, the lesson remains at the same level. Similarly, careful practice and listening habits in preschool and elementary years can result in outstanding musical and academic accomplishments in high school and later life. An open understanding with the teacher about realistic practice and listening expectations is essential. While the discipline of regular practice is not always easy, children are always happiest when they do well. Suzuki challenges parents to "create the desire to learn" in their children.

Music Theory: Pianists are especially encouraged to supplement individual lessons with Theory. Theoretical study greatly aids the development of sight-reading on the piano. Studio study, as well as a six-week comprehensive course divided into six developmental levels is offered. Click here for more information.

Registration policies and forms

Thank you for your interest in the Preucil School of Music. If you have trouble downloading the forms, please install the latest version of Adobe Acrobat Reader.

To put your child or an adult student on our waiting list for lessons:

1. Please read the Enrollment Process carefully:
Enrollment Process for lessons
2. If your child is under 5 years old, please read:
Pretwinkle Partner Lesson Information
3. For information about lesson tuition and fees:
Fee Structure 2008-2009
4. Print and complete the Placement Form:
Lesson Placement Form
5. Print and complete the Observation Form:
Observation Form
6. Send the completed forms and the $35 placement fee to:

Preucil School of Music - Main Campus
524 N. Johnson St.
Iowa City, IA 52245-2840

Financial aid is available.

Piano faculty

Lauree Christman

Lauree is a graduate of Dickinson State University (Dickinson, ND) where she studied piano and bassoon. She also holds a Master’s Degree from the University of Iowa where she studied with Kerry Grippe and John Sims. Lauree completed her Suzuki Teacher Training at the American Suzuki Institute in Steven’s Point, WI where her teachers included Haruko Kataoka, Doris Koppelman, Loraine Landefeld, Carole Bigler, and Valerie Lloyd-Watts. She has taught at Cornell College, Viterbo College and at Suzuki Institutes in Korea. Lauree joined the Preucil School of Music faculty in 1981 and has been head of the Piano Department since 1986.

Debra Helene Hernstrom

Deb received her Bachelor of Music from Millikin University in Decatur, Illinois and her Master of Arts in Musicology from the University of Iowa. She was born in Moline, Illinois. Being blind since birth, she is always accompanied by her wonderful dog, Wade. She became a piano teacher at the Preucil School of Music in 1982 and is currently co-chair of the piano department. Since March 2000, she has been a keyboardist for St. Wenceslas Catholic Church in Iowa City. In her spare time, she enjoys traveling, cross-country skiing, power-walking, cooking, crafts, collecting compact discs, computing, reading and collecting hymnals.


Ruth Gambs Johnson

Ruth graduated with honors from Drake University with a Bachelor of Music in organ/church music and a Bachelor of Music Education. She received her Suzuki piano training from Harlow Mills and Carol Hendrixson in Southern California and from Sue Vasquez at the Greater Pittsburg Suzuki Institute. She taught privately in Pasadena and at the Claremont Community School of Music in Claremont, CA. For 15 years, she had a private piano studio in Fort Dodge, IA and was on the staff of Grace Lutheran Church. She joined the Preucil Music School in Iowa City in the fall of 2006, having recently relocated to the Iowa City area.

Barbara Michaelson

Barb studied piano with the Eugene Hudson at Wartburg College, and received her B.M. and M.A. degrees in Piano Performance and Pedagogy from the University of Iowa where she studied with Kenneth Amada. She was a winner in the IMTA Collegiate Piano Competition, and Wartburg College Concerto Competition. Barb received her Suzuki piano training from Cheryl Holmes in St. Paul, MN. She is featured as the pianist on the CD recordings of William Preucil’s “Suzuki Viola Book 7”, and flutist Claudia Anderson’s “American Flute”, and has appeared frequently as an accompanist in the Iowa City area.

Hikari Nakamura

Japanese-Australian pianist Hikari Nakamura was born in Yokohama and began her music lessons on the violin with her father, Yasuki Nakamura. Her family moved to Sydney in 1979, where she began learning the piano through the Suzuki Method. Ms. Nakamura holds degrees from The University of Sydney, Queensland Conservatorium of Music, Queensland University of Technology and The University of Iowa. In Australia, her teachers have been Nada Brissenden, Neta Maughn and Max Olding with additional lessons from Lev Vlassenko. Her studies abroad include Talent Education Research Institute in Japan with Haruko Kataoka and from Naoyuki Taneda in Karlsruhe, Germany. In 1996, Ms Nakamura taught at The Central Queensland University-Conservatorium of Music and in 2000 joined the piano faculty at The Preucil School of Music in Iowa City, Iowa. A recipient of the Becker Scholarship, Ms. Nakamura obtained her Doctorate of Musical Arts degree in 2005 from The University of Iowa, studying with Uriel Tsachor.

Aura Strohschein

Aura graduated from Ball State University in Muncie, IN with a Bachelor of Music in piano performance and a Bachelor of Arts in French with university honors. She studied piano at the Conservatoire National de Region de Lille in France for three years under the direction of Bernard Lerouge. She obtained her Master of Music degree from the University of Toledo, studying piano with Dr. Michael Boyd. She is currently pursuing doctoral studies at the University of Iowa under the instruction of Dr. Rene Lecuona.

Pre-twinkle piano

“Enjoyment of the moment” is a key phrase that describes our program’s philosophy. It is our hope that parents will enjoy their children’s development as they move through these important learning years. Never will children learn so much and seem to move so slowly! But with trust in what is to come, parents can find immense satisfaction in the mastery of each step and observe first-hand a solid foundation being formed.

All new parents and children are asked to observe a minimum of two private lessons. At these times the Suzuki Triangle can be seen in action: parent, teacher, and child working, sharing, and having fun together. Success in the Suzuki approach depends upon this triangular relationship, rooted in a rich environment. Additional observations of group classes, recitals, and play-ins are strongly recommended. Observing students already playing will give new students and parents confidence that they too will learn to play.

If the Pre-Twinkle student has to miss a class, this will not be made up; rather, the parent is asked to come, take the lesson, observe the other children, and participate in the discussions. Children develop at different rates and are not expected to move at the same pace. Each child will develop as an individual, not in competition with others, but sharing with each other.

The Suzuki Philosophy is one based on love, yet we know that discipline is a part of love. As children begin lessons, training is directed toward helping them understand behavioral expectations. The parent’s help and cooperation in this area will aid in the child’s progress and contribute to the overall learning atmosphere of the class.

Finally, parents with questions, problems, or just the need for some reassurance are urged to call the teacher. The Pre-Twinkle experience is a time for planting the “musical seeds.” If we give them time and proper nurturing, they will begin to grow, a little at a time!

To ensure the best possible start, we prefer to schedule beginners under the age of five for two lessons per week. The piano lessons are taught in a class of two (thirty minute) or three (forty-five minute) children and their parents. Lessons include discussion of Suzuki philosophy, questions, parent lessons, and individual time with each student. All children and parents are expected to be prompt for the lessons and stay until their conclusion. Parents can learn more by observing someone else's child than their own; likewise, children gain much from watching and listening to their friends, as well as being observed by others.

This class situation is most beneficial and highly recommended. However, if scheduling in a group setting is impossible, the three or four year old beginner and parent can enroll in a thirty minute private lesson.

After the first year in the PreTwinkle program, the teacher advises whether to stay in a class or move to a thirty minute individual lesson, according to the age and attention span of the student