“All children are born with the desire and the ability to learn.” – Aletha Solter, Ph.D.
THE ABILITY TO LEARN
Young students come to lessons at Kennedy Violins with minds like blank slates. From the start, children are born with brains like sponges—you’ve heard the comparison before. Sounds, sights, movements, and smells engage the brain as it makes neurological connections. Every experience is absorbed, defining a growing child’s understanding of the world around him.
Music is a language, so the ability to learn, read, and make music can be compared to language acquisition. From birth, and even in the womb, infants are extremely cognisant of sounds. A baby recognizes the specific tone of her mother’s voice. Pitch recognitions allow a child to recognize high and low tones.
The sound of music, which does not have to be deciphered, decoded, or read, can absolutely captivate a child of any age. Children stop in their tracks to identify the sounds around them like a bird chirping, a plane flying overhead, or the playing of a piano upstairs. Musical sounds are expressed in a universal language of melodies, to which language humans are programmed to respond from the very beginning.
A DESIRE TO LEARN
Because music is inherently fascinating to children and adults, it can be introduced and immediately engage a child’s interest, filling him or her with an intrinsic desire to hear, learn, and experience more. A parent or teacher can take this golden opportunity to feed a child’s natural interest in music by recognizing his or her specific desires and creating a learning environment to satisfy the child’s hunger for more — more music, of course!
A child’s natural curiosity leads to questions like
- What happened?
- What is this?
- What was that sound?
- Who is that?
- Why? Why? Why?
- Are we there yet?
Kids want to learn. As parents and teachers, we have the great opportunity and responsibility to provide an education to satisfy a child’s thirst for knowledge. Hand a child an instrument, and they will want to play with it and on it.
Therefore, music need not be forced upon a child to produce interest—in fact, forcing children typically repels their interest. Read more about imposed learning with Principle Two: “Self-Initiated Learning vs. Imposition,” coming soon.