| Volume 17 Number 36 | December 30, 2016 |
Powerful Learning Experiences and Suzuki Music Teachers
Carrie Reuning-Hummel
Ithaca College, USA
Allison Meyer
Ithaca College, USA
Gordon Rowland
Ithaca College, USA
Citation: Reuning-Hummel, C., Meyer, A., & Rowland, G. (2016). Powerful learning experiences and Suzuki music teachers. International Journal of Education & the Arts, 17(36). Retrieved from http://www.ijea.org/v17n36/.
Abstract
Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: Experiences that stand out in memory because of their high quality, their impact on one’s thoughts and actions over time, and their transfer to a wide range of contexts and circumstances.
Ten participants were each interviewed twice. All were Suzuki music teachers who had PLEs through their exposure to Suzuki and his philosophy. The second interview was the first in the series of studies to focus on teaching. Though the contexts of the PLEs were more similar than in any previous study, there appeared to be a unique set of factors for each individual’s experience. PLEs appear to be co-created in a complex system and display what can be described as liminal thinking and attunement.
Visual Abstract
