Suzuki Piano School New International Edition CD, Volume 4: Piano CD

Azuma's recordings anchor the Volume 4 repertoire with performances that students can trust and learn from. His playing models the expressive depth possible at this level without overshooting what young pianists can reasonably aim for, making this CD an essential reference for understanding how these pieces should sound.

This collection spans intimate keyboard writing (the Bach Minuets and Gavotte) to early Classical architecture (Mozart's Rondo and Sonata forms) to early Romantic gesture (Beethoven's Bagatelle). Azuma's approach reveals the structural clarity beneath each style while honoring the gentle, exploratory quality appropriate to repertoire that bridges intermediate and intermediate-advanced playing.

Students working through Volume 4 of the Suzuki Piano School who benefit from hearing professional performances of their assigned repertoire. Teachers and parents will find this recording invaluable for demonstrating interpretive possibilities and helping students develop listening skills alongside their technical progress.

• Listen to Azuma's phrasing in the Mozart and Bach works to internalize period-appropriate articulation and breathing, then experiment with subtle variations that suit your own hand shape and musical intuition.
• Use the Beethoven Sonata recording as a study tool for tempo relationships between movements; Azuma's tempo choices inform how to balance the Allegro ma non troppo against the Minuet that follows.
• Compare your interpretations of the Burgmüller pieces against the recording to identify where your pedaling and tone production differ, adjusting based on musical intent rather than simply matching sound.
• Return to this CD periodically as you advance; what sounds complete and finished now will reveal new technical and interpretive layers as your playing matures.

Use this recording as a reference resource throughout the Volume 4 year rather than as background listening. Students preparing for recitals can study specific pieces one week before performance; teachers can reference sections during lessons when discussing interpretive questions that extend beyond technical execution.

• Listening for period-appropriate articulation (Baroque versus Classical versus early Romantic style)
• Understanding phrasing architecture in multi-movement works
• Recognizing how tempo choices affect musical storytelling
• Developing interpretive choices informed by but independent of a reference recording