Adults find learning differently than children. While the child can take an authoritative figure in learning-related knowledge, adults do not.
Frequently published articles about musical education and play relate to children and their psychological and educational development compared to students who do not study music. As adult learners are an important issue to consider when formulating musical instruction.
Some areas to think about if you are studying music or teaching music to adults:
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Adults usually gain independence and expect participation in the process of developing instructions, as well as an active position in assessing their effectiveness. They prefer to work at their own pace in the areas they choose, and they believe that their “score” or result should meet their expectations of what they should receive.
The best way of learning for an adult then is not a large class with a teacher-author, but either through independent research, where in some sense they act as a student and the instructor himself, and one-on-one with a respectful teacher who facilitates the achievement of knowledge.
Level of physical comfort
Kindergarten students can sit in a circle on the floor or a high school student can make way for a small writing desk with a hard wooden seat, but adults prefer and require comfort. Some adults are set up to say they like “like the way they like”.
To satisfy the desired level of comfort for adults, both in the classroom and at school, or they hire a tutor to instruct in their home or they study on their own. They may also want to consider the instrument they choose in terms of how it is played. For example, a smoker who winds up quickly may have more success learning a guitar or piano, unlike a wind instrument, such as a saxophone or trombone.
Insecurity or embarrassment
Some adults are uncomfortable learning new things or not knowing how to do it. In their work or at home, they may feel confident in their abilities and problem-solving skills, but in a new situation they may feel inadequate or uncomfortable. To counter these feelings of insecurity, embarrassment or inadequacy of adults, usually overcompensation, trying to do everything perfectly, they ask the instructor many questions that ask questions in order to try to focus information and requirements, and spend time completing tasks to avoid mistakes.
In a musical instruction, an adult wants to get all the information they can get; they are smaller compared to trying without any knowledge base. Considering that a child can blow a pipe and not worry about how much it sounds, whether they know how to read music or where her fingers are, they do it just for fun, adults want to get hold of it, and not “fool” about myself. "
The instructor or training method must be able to respond to adults. intense need for details and confirmation. While an adult can succeed in formal education for music theory or in class history, when entering a game with a private teaching tool is the best choice to reassure the student and allow multiple requests.
Previous experience and application
Young students have little experience to allow them to imagine real life. application of knowledge. Adults may have a degree of knowledge and experience that they encounter in the classroom, and they can see how information can be applied to other aspects of their life or to other areas of study.
When an adult learns to play music, they want to be able to apply their knowledge and experience. So many adults don't want to study music just for the sake of it, but to play in their church or in a group or compose their own music. They come to study music with purpose and expectations.
Adults who want to study music are goal oriented, self-sufficient and require respect and comfort. Therefore, if you plan to learn a new skill, for example, play the piano, or you are a teacher planning your own curriculum, consider the unique requirements of an adult student.
Recommendations :
Kirsley, Greg. Studies in the field of education and training: theory in the Andragogy practical database (M. Knowles). http://tip.psychology.org/knowles.html>
Lieb, Stephen. The principle of adult learning. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm>
Smith, MK, planning your Malcolm Knowles curriculum, non-formal education for adults, self-direction and anadragogy, an encyclopedia of non-formal education. http://www.infed.org/thinkers/et-knowl.htm.>
