Contemporary learning theories and the Suzuki Method
1. THE PARALLELS OF
THE SUZUKI METHOD
AND
CONTEMPORARY LEARNING THEORIES
Shawn Riley
Psychology of Music Teaching
2. Dr. Shinichi Suzuki
• B. October 17, 1898
• D. January 26, 1998
• Son of the founder of Japan‟s
largest violin factory
• In his early adulthood, Suzuki
became familiar with Western Music
and studied the violin in Germany
• Mentored by Freud and Einstein
• By end of WWII, he decided to
devote his life to the musical
education of children in Japan
• Dr. Suzuki founded Talent Education
in 1945 at the Matsumoto Music
School in Matsumoto, Japan
3. PHILOSOPHY AND TEACHING:
THE SUZUKI METHOD IS BORN
Designed a structured and
effective method of violin
instruction
His method of teaching is
based on his own life
experiences, philosophies
and intuition
Suzuki put into practice
independently created
theories
These theories parallel to
the educational theories of
modern researchers and
psychologists
4. HIS PHILOSOPHY “The destiny of a
“All children child is in their
have talent.” parent‟s hands.”
“Once the
„seed‟ of ability
“What does not is planted, it
exist in the has to be
environment carefully and
cannot be patiently
developed.” tended.”
“Why do all children possess the
marvelous ability to speak their “First character,
mother tongue quite effortlessly? then ability.”
Therein lies the secret of how to
educate all human ability.”
5. NURTURED AT A YOUNG AGE
Wolfgang Amadeus Mozart Tiger Woods, age 3
6. Howard Gardner states in his book “Frames of Mind” that “one will not become
a great chess player…in the absence of a chessboard.”
7. BENJAMIN BLOOM
American Psychologist and Researcher
Addresses issues of relevance that supports the Suzuki Method
regarding the effects of the environment and parental support on
talent.
Does genetics effect one‟s intelligence and talent?
Research conducted where identical twins were separated at birth
Findings: The environment, not genetics, can influence IQ up to 20 points
What is the common thread among individuals of outstanding
achievement?
Research studied the life histories of 100 outstanding people including
musicians
Findings: Human beings born with enormous talent and promise demonstrate
the extraordinary power of parental support.
8. EARLY CHILDHOOD
MUSICAL DEVELOPMENT
There is significant research in biology and neurophysiology.
The research supports Dr. Suzuki‟s philosophy of the importance
of an early musical education.
A child‟s brain from age 0-3 is 2.5 times more active than an adult
brain.
There are critical periods of growth where learning can be easily
obtained.
Proper stimulation at the beginning of life forms ability that can
never happen again after the first few years of life.
9. JEAN PIAGET: EARLY MUSIC
DEVELOPMENT
Sensorimotor Stage (0-2) Preoperational Stage (2-4)
Learns through curiosity Time for language development
Imitates sights and sounds
In the Suzuki Method, a child is
Learns kinesthetic skills
most ready to begin violin
Child‟s intelligence is formed lessons during this stage.
The more the child is exposed to a
musical environment at this stage, Violin instruction is deeply
the more musical ability they will rooted in language
develop. development.
In the Suzuki Method, at this
stage the child is listening and
observing. The mother may begin
to start her violin instruction and
daily practice while the child
observes.
10. SUZUKI TEACHING METHOD:
THE MOTHER-TONGUE APPROACH
Every child learns their
language.
Music can be taught in the
same way!
Early exposure
Imitation
Rote Before Note
Daily practice and listening
Review
Positive Reinforcement
Repetition
11. SIMILARITIES:
SUZUKI METHOD AND MUSIC LEARNING THEORY
Edwin Gordon‟s research finds that music learning is parallel to language
learning.
Children should be surrounded by music at an early age
A positive, reinforcing and repetitive environment nurtures aptitude
A child must listen and observe before introduced to a musical
instrument
Rote learning before music reading, for this is developmentally
appropriate
12. JEROME BRUNER‟S THEORY OF
INSTRUCTION:
KNOWLEDGE REPRESENTATION
A body of knowledge should be structured so that it can be most
readily understood by the learner
Knowledge can be represented in a variety of ways that
represents the cognitive development of the person
Music can be represented in enactive, iconic and symbolic
modes: simplest to most advanced representation
The Suzuki Method is similar
The student’s knowledge can first be represented through listening,
playing and imitation (enactive mode) before a student is ready to
comprehend their understanding in iconic and symbolic modes.
13. Images that Read and Write
Play The Violin
Represent Music Music
14. Suzuki Parental
Role
To create a nurturing
learning environment at
home by acting as the
HOME TEACHER
with the use of
POSITIVE
REINFORCEMENT
&
SCAFFOLDING
15. POSITIVE REINFORCEMENT
According to the research of B.F. Skinner:
Behavior that has positive consequences will reoccur
Punishment is not effective in eliminating or reinforcing a
behavior
These same principles are used within the role of
the parent as the home teacher in the Suzuki
Method.
Responsible for creating a nurturing and stimulating home
environment
If practice is fun and rewarding the child will be more likely
to accomplish and enjoy practicing
Parent should not focus too much on a child‟s mistakes
and always reinforce the good
Parent should value and praise their child and notice the
everyday accomplishments
16. SCAFFOLDING
Developed by Jerome Bruner
Child learns to become a member of a community by
learning from more knowledgeable members of the
community
This happens within the Suzuki Method
Parent learns the violin before the child does to become the expert
With the guidance of the private Suzuki teacher, the parent becomes
the home teacher and practice partner of the child
As the child becomes more knowledgeable, the parent will step in
and help less
The ultimate goal is for the child to become independent in playing
and practicing
17. THE SUZUKI METHOD:
THE CURRICULUM
Built on an anthology of musical works spanning through 10 books
The scope and sequence is exceptional spanning from “Twinkle Variations” to
Mozart‟s “Violin Concerto No. 4 in D Major,” or from simple to most complex
The Suzuki student keeps an active repertoire in place.
They will consistently learn new works while reviewing the old in their daily
practice.
The foundational concepts are always reinforced and strengthened as the
student progresses
The teacher adds advanced and new concepts to works that the student has
already mastered.
The curriculum builds the foundation for mastery by continuing to return to
learned works with a new understanding as the student‟s knowledge and
experience grows.
18. THE SUZUKI CURRICULUM AND
BRUNER‟S SPIRAL CURRICULUM
A teacher‟s goal is to give instruction that
prompts cognitive development that matches a
student‟s cognitive ability
Content should be first taught in a simple
fashion and then taught in a more complex
fashion when the student is developmentally
ready
The foundational content should always be
revisited to strengthen knowledge and to ensure
mastery
19. Schema Theory with in the
Suzuki Method
In Third
Meaningful learning occurs in the Position
Suzuki Instruction that can be
explained by the Schema Theory. Rhythmic With
1. When a student engages in a Variations Vibrato
new experience, they will seek
understanding through prior
experience
Twinkle
2. Alteration to a student‟s schema
will occur in a minimal way.
3. Over time their knowledge will
grow!
20. SUZUKI METHOD:
STUDENT CENTERED CURRICULUM
Similar to Thorndike‟s findings
If the student is ready to accomplish a task, it is pleasurable.
If the student is ready to accomplish a task, not to do so is annoying.
If the student is not ready to accomplish a task and is instructed to, it is
annoying.
The Suzuki Student is allowed to progress at his or her own rate
Building a foundation and learning with high comprehension and
mastery is more important than to get through all of the songs.
“Education is more important than instruction.” – Shinichi Suzuki
21. THE SUZUKI METHOD:
CONSTRUCTIVIST APPROACH
Group Class
Learn to play with others
Review materials presented in private lesson
Opportunity to lead group and show leadership
Opportunity to play games while reviewing, violin is fun!
Consists of students of many levels, novice and expert
Lev Vygotsky: Social
Constructivism
Students, novice and expert, learn from each other in a social context
Zone of Proximal Development
Teacher alternates works students play in three levels, mostly focusing on pieces in
the zone of proximal development
All are engaged, all benefit from the social context.
Students will play if they know the work and observe if they do not.
22. THE RECITAL: A SOURCE OF
MOTIVATION
Parallel to Albert Bandura‟s
The Recital
Self-Efficacy Motivational Theory
Joyous and motivational The child forms an
Variety of types from informal expectancy of how good they
to formal will be in the future
Milestone of achievement Forms the belief that one can
achieve the desired outcome
Graduation Recital
Help learners to set specific
Annual recital where all
and attainable goals
students in the studio
participate
23. THE SUZUKI METHOD‟S
HUMANISTIC APPROACH TO LEARNING
The end goal of the Suzuki Method is to help to nurture a kind,
giving and cultured human being.
A child will build valuable skills of work ethnic and dedication
while understanding the importance to always strive to reach their
full potential.
Finally, the child will develop an appreciation and love for music
that will last a lifetime.
This idea is parallel to Maslow‟s “Hierarchy of Needs” where the
ultimate lifetime goal is to reach self-actualization.
24. IN CONCLUSION:
A quote from Dr. Suzuki found in “Nurtured by Love.”
“My prayer is that all children on this globe may become fine human
beings, happy people of superior ability, and I am devoting all my
energies to making this come about, for I am convinced that all
children are born with this potential.”
Editor's Notes
Deeply moved by Mischa Elman’s recording of Schubert’s Ave Maria, at age 17. After this moment, dedicated his life to violin playKind, always giving, great love and respect for children, would give away the most prized possession to help someone else“give money, do not lend it.” “express gratitude but do not ask for favors.”
When a student in Germany, he was inspired by the fact that ALL CHILDREN SPEAK A LANGUAGE. Children can learn a sophisticated intricate subtitle cognitive process at a very young age. They are capable of so much! Why can’t we teach children other topics in the same way that they learn language!Was discouraged when he would teach students, would always have to fix bad habits. Began to be interested in early education.“I had learned to realize how precious children of four and five were, and wanted to become as one of them.” no thought of self-deception, trust and do not doubt, know how to love not hate, love justice and scrupulously keep the rules, known no fera, live in security. “I played with children so I could learn from them.”
ALL CHILDREN HAVE TALENT: potential to achieve, no test admittance are required, reach full potential with correct training and dedicationNURTURING ENVIRONMENT: rather than genetic background, stimulation, repetition, music development will occurROLE OF PARENT: crucial, nurutres a child to learn. Positive reinforcement, continues lesson at home, motivation, violin is valued, daily occurrence, fun and rewarding experience, help in practice skills and reinforce posture and technique, goal is to ultimately reach independenceEARLY EDUCATION: First few years are crucial, aptitude cannot be developed at the highest standard if child is not exposed early, critical periods of development, windows of opportunity, sets abilityCharacter first: the ultimate goal is to nurture a loving and good human being
Both had immense parental support: Mozart’s father, famous composer, performer and pedagogue. Earl Woods, golf enthusiast and teacher. Both dedicated to their sons educations.Both had an early education: Mozart, intensive training by age 3. Tiger, first metal club and putter by age 7 months. Tiger was set up in a high chair watching his father hit balls in a net for hours.They were not born great, they became great through a nurturing and stimulating environment. Golf and music were valued and practiced everyday, they continued in positive reinforcement and excellent training.
He would agree with idea that environment and early exposure has a crucial role in nurturing excellence.If a child is in the environment where chess is played, where the individual experiences stimulation, where they are exposed at a young age, it is more likely they will reach a level of high competence.Garnder wrote extensively on the Suzuki Method in his book “Frames of Mind.” Pros and Cons
Parent must: 1. value activity and include it in daily life 2. must believe in work ethic 3. there is no such thing as child prodigy, that talent is developed through instruction and attention
There are developmentally appropriate times to introduce music to a child.
A good example is how student’s learn to play Twinkle. At first their knowledge in represented in an enactive mode (playing, listening, singing). Later the teacher describes the form (ABA) by saying that Twinkle is a cheese sandwich, two pieces of bread and cheese (iconic) Not until later in the student’s development will a student represent their knowledge in a symbolic fashion.
Zone of Proximal Development: child is capable of solving problems on their own, but can achieve more with the help of another
Many students participate in these recitals. Graduation recital: last piece of a book. You will play the last piece of book 1 after you have finished learning book 2.Annual recital: all ten books are performed. Students join in playing when they have reached the piece they are able to accomplish
