MULTI SENSORY LEARNING IN VIOLIN TRAINING

Abstract

It is known that there are more than a hundred billion nerve cells in the human brain. Impulses from the five known sense organs are received by these neurons and transported to the central nervous system. The received stimuli are interpreted by comparing them with the information coming from other organs and the information previously stored in the brain, and converted into perception. Brain; There are different areas where all visual, auditory and tactile stimuli are related. When more than one stimulus specific to these areas is received, different regions interact. Thus, interactive learning can take place by using more than one interconnected path. When playing the violin, at least two or more senses are used. In violin learning and individual studies, there are generally auditory, visual sense-based and numerous repetition studies. This method can minimize the existing problems of the player, but it can often prolong the solution time of the problems and even cause the problems to be reinforced. It is known that multisensory learning-based learning and teaching strategies have a different effect than the unisensory repetition method by activating more than one sense, presenting information in different ways, and activating the right and left hemispheres of the brain. Studies have shown that by activating many regions of the brain with sensory integrations, more robust and permanent changes occur in the sound, rhythm and movement components of violin performance. In this study, it is aimed to discuss the Multi-Sensory Learning Approach, which can be defined as using more than one sense while receiving information, within the framework of various disciplines, and to reveal the effects of MultiSensory Learning-based learning-teaching strategies on music and violin education, and to discuss and conclude the studies on this in the form of a review.

Keywords

• Violin education
• Multisensory Learning
• Music
• Music education
• Training

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