How Repetition Develops Mastery

We all know the definition people throw around about insanity . . . doing the same thing over and over and expecting a different result.  I think this is how many adults feel in general about repeating something over and over again – no matter what the results.  It can be a little crazy making.

It’s important to remember as parents (and communicate well as teachers) that not only does repetition feel totally different to young students and play an important role in the way they learn, but often they actually enjoy it. Can you think of that book or song that your child wanted (or currently wants) to hear over and over again?

When my own children were young they had a few favorite books that came out every night to be read & I dare not skip a page or two in the interest of time – they always noticed.

Repetition was something they craved – and it wasn’t only books. Certain Raffi songs and movies were requested over and over again as well. The repetition might have made my skin crawl at times, but they ate it up and it was exactly what they needed.

In fact, research shows that repetition plays a huge role in learning language, vocabulary, physical tasks and music.

The great thing about teaching young children is that right when they need to be making 100 bow holds, and playing 100s of twinkles – they are often at the stage of development where they actually crave and enjoy the repetition. It’s the perfect set up for building technique.

In Daniel Coyle’s Book The Little Book of Talent: 52 Ways for Improving Your Skills he explains some of the research on building Myelin in the brain.

Myelin is a material that acts as insulation around the wiring in our brain – “wrapping the wires of our brain in exactly the same way that electrical tape wraps around an electrical wire: It makes the signal move faster and prevents it from leaking out” explains Coyle.

How do we build this Myelin? Research shows that doing a physical activity over and over lays down layers of Myelin in our brains and helps make actions quick and easy to perform.

So all those repetitions of bow holds, scales and review pieces are building the ability to play with skill and ease right inside the brain.

One clear example I’ve seen is in my Suzuki Early Childhood Classes.

We have a curriculum that rotates every two weeks but stays consistent. This is different than other Early Childhood programs that usually take the approach of exposing children to many different kinds of music. I’ve taught this type of class & they’re great classes.

But, this research about the brain is exactly why Suzuki ECE classes are not run this way. Repetition = mastery and that is what we are all about as Suzuki teachers. After teaching in both types of ECE classes I have seen a striking difference in the mastery of skills that I see very young children demonstrating in the Suzuki ECE classes vs others due to the focus on repetition & mastery.

It’s a clear example of this principle at work & a great eye opener to parents in the program that prepares them for the repetition they will see in instrumental study later on.

No matter the age of child or children you are parenting or teaching – this role of mastery is a great thing to keep in mind. We’re not just repeating things because the teacher wants to keep us busy. We’re repeating them because that’s how our brain works to build skills. Its one of the great things about the Suzuki Method –  current research is now showing why Suzuki’s ideas work so well.

So – review on!

Keep doing those repetitions and if you feel like all the repeating is getting to you remember what is going in your child’s brain and how it is helping them gain mastery.

*Links to books or products in this post may be affiliate links that add no cost to you but help support the costs of running this blog. You are always welcome to find these resources another way. Thanks for supporting the Suzuki Triangle*