Music education and the natural learning model Margaret Barrett

Tutor: Arvind C. Bhujun

THE NATURAL LEARNING MODEL

Learning is regarded as a natural behaviour.
Learning is not an occasional event, to be stimulated, provoked or reinforced. Learning is what
the brain does naturally. (Smith, 1980:80)
Holdaway 91979): Natural or developmental learning has a number of characteristics which are
apparent, regardless of skill to be acquired.
the most powerful of Natural Learning is perhaps that of the young child learning to talk.
Children acquire this skill with no apparent formal instruction and, provided there are no
physical or mental impediments, are competent and successful in acquisition and execution of
this skill.
Cambourne (1988) states: Learning how to talk..is a stunning intellectual achievement,
almost universally successful, extremely rapid, usually effortless, painless and durable.

A number of factors emerge as commonalities in the development of the skill of talking:

The child is in a supportive environment, surrounded by models of skill to be acquired, n
action.
These models occur in a natural and meaningful context, and are part of the fabric of the
childs life.
Attempts of the child to copy the skills are encouraged, even celebrated, however far from
the correct response the initial attempt may have been.
Such encouragement is interactional and non-judgmental, as the childs attempt at language
are responded to and at times extended.
The child is universally expected to acquire the skill with a result and diminution of feeling
of fear or negativity in the part of the learner.
The child is e4ncouraged to operate independently and to take responsibility for his
learning and is able to practice the skill at his own pace.

Holdaway describes this type of learning as:

highly individual and non-competitive; it is short on teaching and long on learning; it is selfregulated rather than adult-regulated; it goes hand in hand with the fulfillment of real life
purposes; it emulates the behavior of people who model the skill in natural use.
(Holdaway, 1979;14)

Music education and the natural learning model Margaret Barrett

Tutor: Arvind C. Bhujun

The major characteristics of Holdaways (1979) Natural Learning Model are summerised as
follows:
1) The learning begins with immersion in an environment in which the skill is being used in
purposeful ways.
2) The environment is emulative rather than an instructional one, providing lively examples of
the skill in action.
3) Reinforcement contingencies, both intrinsic and extrinsic, approach the ideal of immediate
rewards for almost every approximation, regardless of the distance of the initial response
from the ideal response.
4) Bad approximation.are not reinforced.
5) Practice of the task is largely determined by the learner.
6) The environment is secure and supportivefree from any threat associated with the
learning task.
7) Development tends to proceed continuously in an orderly sequence marked by considerable
difference from individual to individual.

Cambourne (1988) has further refined this model of natural language learning and has identified
a number of conditions which are fundamental to the development of learning as a behavior.
While relating the natural learning model specifically to the acquisition of literacy, it is
Cambournes belief that these conditions are not exclusively those of language learning, but
provide a framework for learning in general.

Cambourne (1988: 42) believes:

that there is a single unitary very effective process of learning which is
exemplified by learning to talk, and that over the long period of human evolution, the brain has
evolve so that it prefers to learn this way and that most learning, especially language-related
learning, process most effectively under these conditions.

These conditions: Immersion, Demonstration, Engagement, Expectation, Responsibility,

Approximation, Use and Response have formed the basis of a number of literacy programmes.
Although the conditions which are characteristic of a natural development of childrens language
acquisition may not be replicated within the classroom, teachers may draw on the principles
which are exemplified in them.

Music education and the natural learning model Margaret Barrett

Tutor: Arvind C. Bhujun

RELEVANCE OF THE NATURAL LEARNING MODEL IN MUSIC EDUCATION

When the conditions described above are considered within the context of the music education,
the basis of development of a powerful curriculum model is provided. This curriculum model is
reflective of Cambourne (1988) belief in a single process of learning, is applicable at all levels of
education, and is not restricted to a specific range defined by age or ability. In the following
discussion, each of the conditions identified by Cambourne are discussed and related specifically
to music education.
Immersion
Immersion is an environment which is rich in musical experiences is perhaps on the most
important prerequisites of developing the understandings and skills necessary for learning to use
and central the materials of music.
When considering the concept of immersion, it must be emphasized that the notations of
opportunities for the engagement in musical experience and availability of musical materials are
paramount. Musical experience may happen through listening to a performance, developing an
original composition or sharing a composition with peers.
Immersion needs to be sustained and sequential and sequential in order to be effective. Isolated
incidents which occur at irregular intervals throughout the childs learning experiences may be
regarded as transitory and ineffectual in developing understanding. Furthermore, children need
opportunities to talk about music, to learn about music from other cultures and become familiar
with the materials and process of music making.
Demonstration
Demonstrations may be regarded as the models of behavior we learn.
The world continually provides demonstration, through people and their products, by acts and
by artefacts (Smith, 1980:89)
When we engage with one of those demonstrations which surround us, we may begin to
internalize some aspect of that specific demonstration.
When the above is taken into consideration, theoretically everything that occurs in the classroom
is a demonstration. However, learners will only engage in those demonstrations that are
perceived to be relevant to their needs and interest.
When engaged in music experience, the individual takes up a number of roles, those of,
composer, auditor and audition and performance (CAP) (Swanwick,1979)
Swanwick includes two more areas to music experience, literature studies (literature of and about
music) and skill acquisition, (skill related to aural, instrumental and notation issues)(CLASP)

Music education and the natural learning model Margaret Barrett

Tutor: Arvind C. Bhujun

C - Composition
L - Literature
A -Audition
S - Skill
P - Performance
In order to develop, the skills and understanding associated with music education, children need
to be immersed an environment rich in musical experiences where all the skills are being used in
meaningful purposeful ways, and where they are encouraged to take on all the roles of musical
experience, that is, those of composer, auditor and performer.
Ideally, this environment should include lively demonstrations of the areas of musical experience
by professional, amateurs, peers and people who play a significant role in the lives of children,
such as parents and teachers.
Children should not be given opportunities to listen and observe professionals (performers and
composers) but also to interact with them.
Engagement
Immersion and demonstration may be consideredto be necessary conditions within the learning
environment. However, in themselves, they may not be sufficient to ensure that any learning
takes place.
Some children may be patient observers of numerous demonstrations and be immersed in an
environment rich in musical experience, and yet may appear to be unable to engage meaningfully
with any of these experiences, incapable of making them their own.
Prior to engagement children need to perceive themselves as potentials doers of whatever is
demonstrated. It is important that children have confidence in their ability to make a statement in
music which will be accepted, regardless of the sophistication of the response-finally children
should feel (it is safe to attempt the task and that the risk is endurable.
Expectations
Expectations are messages perceived by the teacher, that communicate the confidence the
teacher displays in the childs abilities to be ultimately successful. It is important that the teacher
conveys to the children that the skills they are learning and applying them in their meaningful
context are some of the most important things in their lives.
Children need to perceive that the skills and understandings that they are trying to master
valuable, relevant, functional and useful. They should also deeply understand that music is much
more than more entertainment.

Music education and the natural learning model Margaret Barrett

Tutor: Arvind C. Bhujun

Expectation is also closely related to the development of self- esteem in the child and the
establishment of a relationship founded in trust and mutual respect between the teacher and the
child. The teacher should also be able to know each individual in the class and ascertain
expectations which are pertinent to the individuals need.

Responsibility
It is the task of the teacher to ensure that the learner is provided with a safe and supportive
environment which is conductive for the learners to become independent so that they are able to
identify problems, determine the course of action and subsequently implement appropriate
strategies in order to seek a resolution to the problem.
To be able to promote independent learning children should be able to be placed in situations
where it is necessary to make decisions independently of the teacher. Moreover the teacher
should trust the child to make independent decision. But this does not mean that the teacher
abandon the child after providing the required material. Constant monitoring of the childs
progress should be maintained by the teacher to be able to ensure that the child is on the right
track.
Approximation
Approximation simply means have to go. It is important for the learner to have an opportunity
to evaluate his work and its proximity with the desired outcome. This enable the learner to refine
his skills to meet the desired outcome more accurately.
Approximation may also be termed as mistakes. When learning is regarded as a problemsolving experience then it becomes evident the approximation or mistakes are a vital part of
the process.
The expectation of providing the correct response down the beginning can be counter-productive
in promoting true understanding, thus mistakes should be accepted as a part of learning.
Freedom to approximate
Cambourbe,1988:70)

is

an

essential

ingredient

of

all

successful

learning(

Use
One of the most essential aspects of the learning process is the opportunity of the learner to put
into practice the skills and understandings that have been developed. Consequently the learner
needs enough time to put into practice the skills and understanding acquired. The music
education the term use can mean
i. Developing
ii. Practicing an already set place
iii. Performing
iv. Listening to music for a variety of purpose.
5

Music education and the natural learning model Margaret Barrett

Tutor: Arvind C. Bhujun

While engaged in any of these uses, the learner should be encouraged to evaluate their
experience in term of their developing skills.
Response
Learners need to receive feedback about their efforts from teachers, experts, etc. When the
teacher approximation, a response occurs. But all response provided should be relevant,
approximately timed, readily available and above non-threatening.
A response may take a variety of forms:
i.
ii.
iii.
iv.

Acceptance of the learners musical statement, regardless of the distance from the
correct response.
A simple celebration of the learners attempt and appreciation of the efforts that have
been made.
An evaluation in terms of the extent to which the stated goals have been achieved and the
degree to which the learner has demonstrated some mastery and control of the medium.
A demonstration of other possibilities and a more refined approximation if appropriate.

It is essential to bear in mind that evaluation should be a continuous component of the learning
experience and at some point the learner should be encouraged to rely increasingly on their own
judgments and develop the ability to analyze their own work critically.