The Philosophy of Shinichi Suzuki: “Music Education as Love Education”

Hendricks,

doi:10.2979/philmusieducrevi.19.2.136

Cited by 13 publications

(10 citation statements)

References 8 publications

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“…Through this exploratory study we hoped to provide further insights into the ways in which the eudaimonic idealflourishing of self and others (Smith and Silverman, 2020) might be encouraged within music learning settings. We studied the interplay of children's empathy, family music values, and commitment to group music learning in the context of Suzuki instruction, a music learning approach that is explicitly intended to promote character development and human connections (Hendricks, 2011(Hendricks, , 2015. This study expands upon prior research by adding the element of shared musical values to the growing body of literature investigating relationships between shared music making and empathy.…”

Section: Discussionmentioning

confidence: 99%

“…In the current study we chose a structured educational setting that explicitly focuses on both individual and group musical skills using Suzuki pedagogy, an approach that has clear and stated aims to develop personal and interpersonal skills in addition to musical ones (Hendricks, 2011(Hendricks, , 2015. The Suzuki approach extends beyond musical goals of knowing and doing, to include goals of "learning to be, and learning to live together" (Menghini, 2020, p. 172).…”

Section: Group-based Suzuki Instructionmentioning

confidence: 99%

“…In relation to music's potential to influence empathic characteristics specifically, Suzuki taught that "the heart that feels music will feel people" (Suzuki, 1969(Suzuki, /1981). Because Suzuki believed that the tone quality a person produced on a musical instrument was a means of communicating the nature of a person's moral character, Suzuki emphasized the development of resonant tone, and the ability to discern differences in tone quality, as one means of fostering person-to-person understanding (Hendricks, 2011;Thompson, 2016).…”

Section: First Character Then Abilitymentioning

confidence: 99%

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Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents

et al. 2021

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An investigation of the relationships between empathy, music learning, and shared music values may provide new insights into the ways that musical meaningfulness and the symbiotic eudaimonic ideal – “flourishing of oneself and of others” – might be cultivated. We investigated the relationships between parent perceptions of children’s empathy, parent beliefs and values about music, and formal Suzuki training over a period of 6 months, to understand ways in which shared music learning experiences might relate to emotional and musical connections between parents and children. Participants were parents of 48 Suzuki students at a structured Suzuki school in the Midwestern United States. We designed a survey containing an adapted version of the Griffith Empathy Measure for children with additional questions regarding family demographics and values regarding music education. Participants completed the survey at the start of the lesson year, and again 6 months later. Children who persisted in group lessons throughout the study began with significantly higher empathy scores, compared to those children who did not participate in group lessons. Children’s initial empathy scores were significantly positively correlated with parents’ ratings of the importance of music instruction generally, and of Suzuki instruction particularly, to their family. A significant but moderate correlation was found between initial empathy scores and the belief that music would help the child succeed in other areas. This exploratory study highlights potential relationships between family music values, children’s empathy, and participation in group music-making. Our findings are consistent with research demonstrating that child and parent personalities predict the duration of formal music training for children. They also support the philosophy of musical meaningfulness, by suggesting ways in which meaningful connections may be forged simultaneously between people who care for one another, and between people and the activities they care about. Our results point to the importance of providing a variety of music learning activities and structures that reflect the personality, needs, and interests of children and parents. We offer specific recommendations for future research to draw further insights and implications about these relationships.

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Section: Discussionmentioning

confidence: 99%

Section: Group-based Suzuki Instructionmentioning

confidence: 99%

Section: First Character Then Abilitymentioning

confidence: 99%

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Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents

et al. 2021

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“…However, as Hendricks (2011) argued, this can be avoided by regular, systematic reflection aimed at selfimprovement (which also happens to be quite central to the philosophy of Suzuki). In this way, a teaching method can be adapted to the needs of the student and teacher as they unfold from moment to moment and can therefore contribute to long-term growth rather than hindering it.…”

Section: Teaching Style and Methods As Constraintsmentioning

confidence: 99%

“…Besides individual lessons (which were studied here), students also take part in group lessons (Suzuki, 1969). The Suzuki method is based on a philosophy of teaching that emphasizes the early and positive stimulation of natural abilities in children (each child can learn to play the violin just like all children learn to speak their native language), with a significant role for parents and teachers (Hendricks, 2011;Suzuki, 1969).…”

Section: Teaching Style and Methods As Constraintsmentioning

confidence: 99%

Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach

Kupers

Dijk

Geert

2016

Journal of the Learning Sciences

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Music-experience-related and musical-error-dependent activations in the brain

Sakai

Horisawa

et al. 2021

Cerebral Cortex

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Although music is one of human-unique traits such as language, its neural basis for cortical organization has not been well understood. In the present functional magnetic resonance imaging study, we tested an error-detection task with different types of musical error (pitch, tempo, stress, and articulation conditions) and examined three groups of secondary school students having different levels of music experience. First, we observed distinct activation patterns under these music conditions, such that specific activations under the pitch condition were consistently replicated for all tested groups in the auditory areas, as well as in the left language areas under the articulation condition. Second, music-experience-related activations were observed in multiple regions, including the right sensorimotor area under the pitch condition, as well as in the right premotor cortex under the articulation condition. Indeed, the right homologs of the language areas were specifically activated under the stress and articulation conditions. Third, activations specific to the group with the highest proficiency in music were observed under the tempo condition mostly in the right regions. These results demonstrate the existence of music-related signatures in the brain activations, including both universal and experience-related mechanisms.

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The Philosophy of Shinichi Suzuki: “Music Education as Love Education”

Cited by 13 publications

References 8 publications

Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents

Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents

Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach

Music-experience-related and musical-error-dependent activations in the brain

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