Alert Driven Communications Management for Children Music Learning Based on Suzuki Method

Alert Driven Communications Management for Children Music Learning Based on Suzuki Method

Cheuk-Ting Chan (Department of Music, Hong Kong Baptist University, Kowloon Tong, Hong Kong), Kiko Tsz Lan Cheng (Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong) and Dickson K.W. Chiu (Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong)
DOI: 10.4018/IJSSOE.2015070105
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It is widely believed that parents' involvement in students' music learning is vital to their success. Shinichi Suzuki not only provided teachers with useful and logical teaching skills, but also stressed on the importance of the parents as a “home teacher”. To enhance the interactions among parents, students, and teachers as well as encourage parental participation, this paper proposes a Web 2.0 learning platform (WASSAP) with an Alert Management System (AMS) as a solution to tackle problems of busy parents who do not have adequate time to involve in students' music learning. The system can facilitate busy parents to pay more attention to students' learning progress, with the AMS managing the underlining communication among various parties involved.
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Suzuki advocated that parents’ participation in home teaching is decisive factor to students’ learning success. Their presence and participation constitute the primary motivation to the interests of music of their children (Cardany, 2004). Suzuki put much emphasis on building a strong partnership of parent, teacher and child, which is known as “Suzuki triangle”, in which he enlisted the aid of parents as home teachers and emphasized the strong influence of parents in motivating and helping children’s learning in music.

Further, Hidi and Harakiewicz (2000) emphasized that learning environment affects students’ interest in learning music. Marjoribanks and Mboya (2004) suggested that teachers need to understand the relationship between family background and students’ interest in order to motivate students in learning music. Likewise, Ceci et al. (1997) emphasized that family background is the key factor in influencing children’s outcomes, which is also dependent on how well an understanding of family background is incorporated into children’s learning experiences. Coleman (1997) refined the definition of family background generally as parents’ opportunity of creating supportive learning environments and the relationships between adults and children.

However, Cardany (2004) believes that most parents underestimate their importance to their children’s music learning. Exhausting working hours bounded the involvement of parents in their children’s learning. Their limited spare time hardly enabled them to fully understand what their children had learnt in the lessons. Also, parents could possibly be laymen of music. They might have inadequate music knowledge and supplementary materials. All these were not in favor of fostering an ideal music learning environment. Therefore, it is important to enhance an efficient, seamless, and ubiquitous communication between teachers and parents.

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