My entire philosophy is built around exploring the capabilities of young musicians. I believe children can and should begin learning as early as possible based off the fact that babies begin processing information immediately when they’re born. In my learning manifesto I detail both my authentic desire for others’ success, and my passion for beginning musical development early. While core education majors spent early years studying Piaget and Skinner, I was building my philosophies from music education learning theorists. A healthy portion of my philosophy derives from the great, yet controversial teachings of Shinichi Suzuki. Suzuki was a Japanese composer and violinist but is most importantly known for his learning philosophy and teaching method. He and I share the same belief that musical ability is something that can be developed. You don’t have to be born with natural talent in order to be successful. “Any child who is properly trained can develop musical ability, just as all children develop the ability to speak their mother tongue. The potential of every child is unlimited.” It is because of Suzuki’s innovative methods, that the term ‘traditional method’ even exists in music education. Why is my take on children learning music early so important? Because the knowledge can be applied to any learning situation. I use music as a precipitant for education.
Rote Learning
One aspect of the Suzuki philosophy that traditionalist disagree with is the rote learning. Rote learning is a memorization technique based on repetition. The Pledge of Allegiance, tying shoes, and the ABCs are examples of rote learning that most of us have experienced. If you have ever learned a song by someone saying “repeat after me” then you have experienced rote education. Of course, rote is very useful in quick-learning situations, but traditionalists would argue if the learning is authentic. The reason you watch what you say around babies is because young children learn by imitating what they see and hear. In the Suzuki method, children begin learning music as young as possible. He understood that children pick up on things much faster by them repeating as opposed to explaining logic them and incorporated it in his teaching. The typical result is a 3-year-old being able to play the violin without knowing how to play the violin. To clarify, these students can reciprocate full songs and display proper technique, without knowing music theory and how to read music. While some consider this an abomination, I understand both sides of the argument. Traditionalists fear that if the developmental stages aren’t used to properly educate music theory then students grow up with proficient technique, but lack of musical knowledge needed to participate at a certain level. I have witnessed this case to be true a high number of times which is why I cannot advocate for rote learning. I have to agree with the traditionalists on this one.
The Transition
The relationship between teaching and learning varies through different situations, although the concept remains the same. The concept is guidance, but the learning is not the direct byproduct of teaching. If the teacher absolutely teaches, does the learner absolutely learn? In my opinion not necessarily, but can the learner learn if the teacher does not teach? I believe so. In fact, I believe it is necessary that students take as much control over their learning as possible. Jean Piaget’s 4 stages of cognitive development begins to focus on how children develop, as did Shinichi Suzuki. But as students get older, my philosophy caters less towards Suzuki and more towards constructivism. They begin to take more responsibility for their learning and construct new ideas based off their prior knowledge. This is why constructivism and Suzuki fit well together in terms of education in the long run. An effective learning method is exposure then education. (short term example: before I teach a new note, I’ll teach a game or song that contains that note, then during the lesson I’ll refer to the game/song as an example) At younger ages, I play a heavy role in building musical knowledge and focus on the end product, while at older ages I become more of a facilitator and key in on the process of learning.
Conclusion
The grade level that my innovation plan is targeting is the age that experiences the transition from Suzuki to constructivism. The students still experience Suzuki methods during regular instruction. However, they are taking major control of their learning by constructing electronic portfolios. The guidelines I put in place are just to ensure safety and promote ownership of learning, but I am strictly a facilitator in the students creating their own learning profile. Personally, I believe that I am a learner that succeeds by failing. I have developed a growth mindset over time due to the fact that I actually learn by making mistakes. Knowing this about myself is important for facilitating because I am to promote the growth mindset to students when they run into obstacles.
Annotated Bibliography
Connectivism: A Learning Theory for the Digital Age. (n.d.). Retrieved December 01, 2020, from http://www.itdl.org/Journal/Jan_05/article01.htm
-This article details the learning theory, connectivism and how it breaks the limitations of behaviorism, cognitivism, and constructivism.
Dweck, C. S. (2019). Mindset: The new psychology of success. Random house audio.
-In this book, Carol S. Dweck teaches the difference between a fixed and growth mindset and how to embrace challenges.
Harapnuik, D. (n.d.). COVA. Retrieved December 01, 2020, from http://www.harapnuik.org/?page_id=6991
-Dr. Harapnuik outlines the important of choice, ownership, voice, and authentic learning in creating a significant learning environment.
Mcleod, S. (n.d.). Jean Piaget's Theory and Stages of Cognitive Development. Retrieved December 01, 2020, from https://www.simplypsychology.org/piaget.html
-This article details Jean Piaget’s 4 stages of cognitive development.
Schreef:, S. (2020, January 12). Education Needs a Humanistic Approach . Retrieved December 01, 2020, from https://trenducation.wordpress.com/2016/04/25/education-needs-a-humanistic-approach/
-This post details why educators should focus on emotional aspects of the learner
The Suzuki Philosophy. (2016, December 09). Retrieved December 01, 2020, from http://www.suzukitalented.org/suzuki-music-learning/the-suzuki-philosophy/
-This post keys in on Shinichi Suzuki’s connection between children’s ability to learn music and their native language
Suzuki, S., Selden, K. I., & Selden, L. (2012). Nurtured by love: Translated from the original Japanese text. Van Nuys, CA: Alfred Publishing.
-This book goes into the life of Shinichi Suzuki and his development into a music educator and philosopher.
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