The implications of Ned Herrmann's whole-brain model for violin teaching : a case study

[摘要] This study is concerned with determining whether the application of Ned Herrmann's'whole-brain model would impact violin teaching in any way.Our educational system places great importance on what has become known as theleft-brain modes, that is, reading, writing and arithmetic, to the neglect of the socalledright brain's cognitive abilities, such as, music, art, intuition and dance. Wellintentioned,yet ill-informed teachers teach learners in ways that make learningdifficult or impossible, as they are unaware of how to determine and use the preferredlearning style of each learner. When a learner's learning style is not matched with themethod of instruction, the learner's discomfort level may be so great that it not onlyinterferes with the learning process but it could also ultimately prevent learning fromtaking place.The researcher, therefore, set out to determine whether the use of whole-braindevelopment would lead to any significant changes in the learning process. For aperiod of two school terms, case studies using action research were conducted on fiveof the learners that received instruction from the researcher. The research participantswere so chosen as to make the experimental group as homogenous as possible. Datawas collected qualitatively by means of diaries and was presented descriptively. Everyweek the learners received a printed copy of the homework exercises. They recordedtheir feedback weekly, in their diaries. The researcher, as the teacher of the learners,made weekly observations during lessons.During this research the process of triangulation was used. This process addedvalidity to the study as information about specific aspects was gained from threedifferent perspectives, namely, that of the learners, the teacher and the learners'accompanists. The accompanists gave their feedback before the start of the researchand again at the end. After applying Herrmann's model for two terms, the followingbecame apparent: • The learners practised more, were more motivated and there was a generalimprovement in their attitude.• The learners felt that having received a printed copy of the exercises, a wholebrain exercise in itself, had helped them to know what and how to practise.• There was a significant change in the playing of the majority of learners (threeof the five).• The learners, where significant changes were not apparent in their playing,indicated that their understanding of their practising methods and playing hadincreased.• The learners felt that they had benefited from the experiment as they allindicated that they would like future lessons to be conducted in the samemanner.In view of the positive outcome of the research, and given that this was a pilot study,the researcher suggests that similar studies using larger numbers of learners andinvolving a longer period of time, be conducted. The inclusion of a control groupwould also render the findings more conclusive. The researcher also suggests thatviolin teachers become knowledgeable about learning styles and whole-brain learningif they wish to reach all learners and enable them to achieve their potential.

[发布机构] Stellenbosch University