SELF-DIRECTED LEARNING AND SELF-TRAINING PRACTICES IN MUSIC EDUCATION WITH APPLICATIONS TO VIOLIN STUDY

Abstract

Self-directed learning has become an essential paradigm in modern music education, emphasizing learner autonomy, motivation, and reflection. This article explores the concepts and practices of self-directed learning and self-training, drawing from theoretical foundations and applying them to violin study. Key elements include the development of intrinsic motivation, the ability to set learning goals, plan and monitor progress, and the use of self-assessment for continuous improvement. In practical applications, self-directed learning in music is demonstrated through strategies such as breaking down complex repertoire into manageable tasks, using self-reflection to refine technical skills, and integrating extracurricular activities like performance analysis and peer exchanges. Digital resources, including instructional texts, online platforms, and interactive applications, expand opportunities for independent study and enrich musical understanding. The article further examines self-training methods for elderly violin beginners, highlighting approaches such as observation and imitation, systematic progression, problem-based learning, practical training, combined audio-visual practice, and sight-singing with ear training. These methods account for physical adaptability, cognitive characteristics, and motivational needs, ensuring inclusivity in lifelong music education. By situating self-directed learning within the context of violin study, this research highlights its potential to foster independent musicianship, lifelong learning, and a deeper engagement with music across age groups.