Victoria's Musical Development

However, she was well prepared since her parents’ musical influences coupled with clarinet lessons led to her development of a “good ear.” According to constructivist theory, “learning and development depend upon experience (Triplett, 2016). Victoria’s musical development and capacity to learn to play an instrument were strengthened by her early exposure to music.
Lastly, Victoria had to maintain her position in this group by practicing and honing her skill. Neuroscience supports that during adolescence, “windows of opportunity”, or periods of time when “particular kinds of learning and associated neural network strengthening can take place aggressively (Triplett, 2016), provide for greater access to mastery of a particular skill. Triplett
In school Victoria described the social scene as “clicky”. Upon entering the cafeteria at lunchtime, one would see many groups of students seated by associations such as band, sports, technology, popularity, academic, etc. The fact that she explained that she feels well rounded within her groups and not compelled to remain with any single group constantly is reflected in Vygotsky’s higher mental functions, or conscious completely new complex ways of thinking (Ratner, as cited in Vygotsky, 1998). The theory explains that only once an individual reaches the higher mental functions of cognitive, conscious, and conceptual, can the person then develop a personality (Ratner, 2003). Victoria knows her identity well enough to have started developing a personality of her own in the midst of combatting influence from her social
She admitted that she did not feel successful in this area but did say she usually gets the work done whether it is during a study period, on a bus ride to a game, the morning before class, or after lunch. Victoria makes the effort to get the work done in any way she can because school is important to her (Victoria, 2018) and she cares about her grades. She is aware that doing well overall in her classes will better prepare her for life after high school. Embedded in the third principle of Constructivist learning theory is the idea that reflection on learning is an important aspect of knowledge construction (Triplett, 2016). Victoria is able to make sense of her high school experience in the greater context of her future. Additionally having the support of her teachers and school staff fuels her to reciprocate the care and effort in her