motivation intrinsic motivation: intrinsic motivation: 1. use good music – the music itself should...

MOTIVATION MOTIVATION • INTRINSIC MOTIVATION:INTRINSIC MOTIVATION:

1.1. Use Good MusicUse Good Music – the music itself – the music itself should be the central motivating should be the central motivating force for any musical learning, force for any musical learning, though it is rarely the only factor. though it is rarely the only factor. Music must be of high quality, for Music must be of high quality, for poor music soon becomes poor music soon becomes tiresome and boring.tiresome and boring.

Use Good Music Cont.Use Good Music Cont.

a. Teachers are tempted to make a. Teachers are tempted to make one of two mistakes one of two mistakes

regarding regarding the quality of the quality of the music to be usethe music to be use

1.1. The first is that of using popular The first is that of using popular commercial music on the grounds that commercial music on the grounds that it will interest the student it will interest the student

1.1. The fallacy in this approach is that The fallacy in this approach is that the basic goal – without a the basic goal – without a developing a discriminating love of developing a discriminating love of it music – can never be reachedit music – can never be reached

Use Good Music Cont.Use Good Music Cont.ii. Setting unrealistic high ii. Setting unrealistic high standards standards for the music used. for the music used.

1.1. To use good music does not To use good music does not necessarily mean the use of necessarily mean the use of great music. A skillful teacher great music. A skillful teacher begins where the student is – begins where the student is – selecting music that will selecting music that will appeal to their present level appeal to their present level of understanding – gradually of understanding – gradually introducing them to better introducing them to better music as they become ready music as they become ready for it.for it.

Intrinsic Motivation Intrinsic Motivation Cont. Cont.

2.2. Use Wide Musical RepertoireUse Wide Musical Repertoire – New – New music is the most obvious way to music is the most obvious way to maintain interest. Nothing brings on maintain interest. Nothing brings on boredom faster than working boredom faster than working consistently on the same few pieces consistently on the same few pieces trudging wearily over the same trudging wearily over the same exercises until all is perfected. exercises until all is perfected.

1.1. If a long period of time is needed to learn If a long period of time is needed to learn a piece well, the selection is probably too a piece well, the selection is probably too difficult.difficult.


3.3. Have A GoalHave A Goal – each student should – each student should know why they are practicing and know why they are practicing and what their objective are. The what their objective are. The teachers should make clear in teachers should make clear in rehearsals where they are leading rehearsals where they are leading the group.the group.

a.a. for the greatest effectiveness, a goal for the greatest effectiveness, a goal must be fairly specific. If the group is must be fairly specific. If the group is working toward the concert working toward the concert performance, members will put forth performance, members will put forth more effort if the date has been more effort if the date has been selected and the amount of selected and the amount of rehearsals been established. rehearsals been established.


4.4. Relate Technical Drill to Real MusicRelate Technical Drill to Real Music – – Scales, study is, and exercise Scales, study is, and exercise material should be used in material should be used in anticipation of the difficult spots in anticipation of the difficult spots in music being learned. Until the music being learned. Until the students encounter a particular students encounter a particular technical problem in a piece of technical problem in a piece of music, they will see little reason for music, they will see little reason for practicing exercises designed to give practicing exercises designed to give them that facility.them that facility.


5.5. Develop Musicianship Skills and Develop Musicianship Skills and Factual KnowledgeFactual Knowledge – factual – factual knowledge about music and the knowledge about music and the ability to perform some of the ability to perform some of the musicianship skills, such as musicianship skills, such as transposing, reading several clefs, transposing, reading several clefs, and improvising, are both goals of and improvising, are both goals of the music program and real the music program and real motivators. Like good music, skill and motivators. Like good music, skill and knowledge are of intrinsic value and knowledge are of intrinsic value and furnish valid ends of motivation.furnish valid ends of motivation.


6.6. Develop a Tradition of ExcellenceDevelop a Tradition of Excellence – – music programs with a reputation for music programs with a reputation for quality provide a momentum that quality provide a momentum that motivates students to practice and motivates students to practice and minimizes discipline problems. minimizes discipline problems.

a.a. When there is an established standard to When there is an established standard to measure up to, students usually accept measure up to, students usually accept the challenge. the challenge.

b.b. High school students are idealistic, and High school students are idealistic, and they take pride in doing things well, even they take pride in doing things well, even though they often talked to the contrary.though they often talked to the contrary.

c.c. A tradition of excellence is not A tradition of excellence is not established overnight. With a beginning established overnight. With a beginning teacher these traditions start with the teacher these traditions start with the younger students.younger students.


7.7. Help the Student to Arrange Help the Student to Arrange Enjoyable, Independent Musical Enjoyable, Independent Musical Activities Other Than the Private Activities Other Than the Private Lesson and the Large Group Lesson and the Large Group RehearsalRehearsal – try to arrange schedules – try to arrange schedules and assignments to make it possible and assignments to make it possible for students to work together toward for students to work together toward a common goala common goal

a.a. practicing alone can be boringpracticing alone can be boringb.b. working on parts that other students can working on parts that other students can

be enjoyablebe enjoyablec.c. supply duets trios and other kinds of supply duets trios and other kinds of

ensemble music to interested studentsensemble music to interested students


8.8. Encouraged the Establishment of Encouraged the Establishment of Small EnsemblesSmall Ensembles – a small chamber – a small chamber group presents the greatest musical group presents the greatest musical challenge, the best training, the challenge, the best training, the heaviest individual responsibility, and heaviest individual responsibility, and the highest musical pleasure of any the highest musical pleasure of any activityactivity

a.a. some special problems are involved in some special problems are involved in establishing small ensembles: establishing small ensembles: scheduling, proving students of similar scheduling, proving students of similar levels of ability, and helping the groups levels of ability, and helping the groups become independent of teacher become independent of teacher supervisionsupervision

b.b. this is likely to be more possible in a this is likely to be more possible in a larger schoollarger school


9.9. Select Music in Which Supporting Select Music in Which Supporting Players Can StarPlayers Can Star – the second-chair – the second-chair viola player and a third snare drum viola player and a third snare drum are likely to lead humdrum existence are likely to lead humdrum existence is musically. The teachers should use is musically. The teachers should use music where they give solo passages, music where they give solo passages, when possible, to the little heard when possible, to the little heard supporting players.supporting players.


10. 10. Hear Good PerformancesHear Good Performances – players – players should not play all of the time. They should not play all of the time. They should occasionally listen.should occasionally listen.

11. 11. Obtain Good Equipment and Obtain Good Equipment and FacilitiesFacilities – Good tools help to – Good tools help to produce good results. Poor produce good results. Poor instruments affect both the group instruments affect both the group and the individual; and inferior and the individual; and inferior instrument handicaps the student instrument handicaps the student and may embarrass them as well.and may embarrass them as well.


12. 12. Develop Favorable AttitudesDevelop Favorable Attitudes – – Students will accomplish little Students will accomplish little without the proper attitude. Attitudes without the proper attitude. Attitudes are contagious – especially among are contagious – especially among teenagers –and so the attitude of a teenagers –and so the attitude of a few may set the pattern for the few may set the pattern for the group. group.


13. 13. Build Esprit de CorpsBuild Esprit de Corps – Pride and – Pride and responsibility are least successful responsibility are least successful when they spring solely from teacher when they spring solely from teacher inspiration, though in the beginning it inspiration, though in the beginning it may be necessary for the teacher to may be necessary for the teacher to be the main source of inspiration. be the main source of inspiration.


14. 14. Use Student LeadersUse Student Leaders – Esprit de – Esprit de corps can be enhanced through the corps can be enhanced through the selection of the right students selection of the right students leaders. In addition, some of the less leaders. In addition, some of the less talented students can find talented students can find recognition and satisfaction in recognition and satisfaction in performing organizational tasks or performing organizational tasks or becoming student officers. Student becoming student officers. Student government not only aids in government not only aids in developing morale but also in developing morale but also in lessoning the load for the director.lessoning the load for the director.


15. 15. Treat All Students and Student Ideas Treat All Students and Student Ideas With RespectWith Respect – Students need to feel – Students need to feel that their ideas contribute to the that their ideas contribute to the selection of music, procedures, selection of music, procedures, organizational rules, and even the organizational rules, and even the amount of practice expected of every amount of practice expected of every member of this. It must be clear that member of this. It must be clear that the director makes the final decision the director makes the final decision in all matters but that they are also a in all matters but that they are also a good listener.good listener.


16. 16. Plan a Sensible SchedulePlan a Sensible Schedule – The – The schedule should make it possible for schedule should make it possible for students to practice and to attend all students to practice and to attend all extra rehearsals. Performance goals extra rehearsals. Performance goals should be reasonable so that the should be reasonable so that the students are not disparaged.students are not disparaged.


17. 17. Take into Consideration the Take into Consideration the Motivational Force of the TeacherMotivational Force of the Teacher – – the teacher is the decisive element in the teacher is the decisive element in providing inspiration, motivation, and providing inspiration, motivation, and learning. The teachers level of learning. The teachers level of musicianship, technical facility as a musicianship, technical facility as a performer, command of musical performer, command of musical knowledge, leadership, and depth knowledge, leadership, and depth and breadth as a human being can and breadth as a human being can inspire students to imitation and inspire students to imitation and emulation.emulation.

MOTIVATION MOTIVATION • EXTRINSIC MOTIVATION:EXTRINSIC MOTIVATION:1.1. Praise is Effective When Properly Praise is Effective When Properly

UsedUsed – Most students will respond – Most students will respond to a deserved complement from a to a deserved complement from a teacher with a respect, and they teacher with a respect, and they will work to earn one. The praise will work to earn one. The praise must be honest and must not be must be honest and must not be so frequent as to become so frequent as to become meaningless.meaningless.

Extrinsic Motivation Extrinsic Motivation Cont. Cont.

2.2. Criticism and Disapproval Also have a Criticism and Disapproval Also have a Place in MotivationPlace in Motivation – Being – Being inspirational should not imply that inspirational should not imply that the teacher is the “Good Humor the teacher is the “Good Humor Man”. They should use praise Man”. They should use praise liberally when it is merited but be liberally when it is merited but be firm when the situation demands it.firm when the situation demands it.


3.3. Keep Parents Informed Regarding Keep Parents Informed Regarding Practice Requirements and Practice Requirements and ObjectivesObjectives – Enlist parents’ support – Enlist parents’ support but never allow home practice to be but never allow home practice to be used as a form of punishment for any used as a form of punishment for any student. Emphasis on a regular time student. Emphasis on a regular time for practice may help serve as a kind for practice may help serve as a kind of motivator for the student.of motivator for the student.


4.4. Grades are as valid in Music as in Grades are as valid in Music as in Other AreasOther Areas – Some teachers – Some teachers recommend grading as a disciplinary recommend grading as a disciplinary measure – that is, the student who measure – that is, the student who manages to avoid breaking the rules manages to avoid breaking the rules receives a high grade. It seems more receives a high grade. It seems more psychologically sound to accept the psychologically sound to accept the traditional view of grading as every traditional view of grading as every ward for good work.ward for good work.


Grades are as valid in Music as in Other Grades are as valid in Music as in Other Areas Cont…Areas Cont…

► Practice Charts – students are required to Practice Charts – students are required to practice a specified amount each day.practice a specified amount each day.

► Progress Charts – students are graded for Progress Charts – students are graded for completing specified objectives.completing specified objectives.

► Point System – like progress charts, the Point System – like progress charts, the point system rewards achievement and point system rewards achievement and in addition may cover a wide range of in addition may cover a wide range of other accomplishments. Can be used to other accomplishments. Can be used to award students of the organization.award students of the organization.


5.5. Competitive Seating Plans are an Competitive Seating Plans are an Excellent StimulusExcellent Stimulus – when there is a – when there is a competitive seating plan, the better competitive seating plan, the better players are encouraged to work for players are encouraged to work for the honor of retaining their positions the honor of retaining their positions as first-chair players, while those as first-chair players, while those beneath and strive to catch up. beneath and strive to catch up.


6.6. Challenge Systems are a Corollary of Challenge Systems are a Corollary of the Competitive Seating Planthe Competitive Seating Plan – – Students in the lower ranks may Students in the lower ranks may aspire to the higher chairs through aspire to the higher chairs through testing the occupant in a fair match. testing the occupant in a fair match. The teacher should make the The teacher should make the challenge as democratic and fair as challenge as democratic and fair as possible.possible.


7.7. Tryouts for Chair Positions or Tryouts for Chair Positions or Ensemble Membership are ImportantEnsemble Membership are Important – As in other subjects, the music – As in other subjects, the music teachers should make specific teachers should make specific assignments and then test all assignments and then test all students and the preparation of the students and the preparation of the assignments. Whether such assignments. Whether such tryouts/tests affect seating is up to tryouts/tests affect seating is up to the teacher.the teacher.


8.8. Competition on Technical Proficiency Competition on Technical Proficiency as a Placeas a Place – Students can derive a – Students can derive a great deal of fun and inspiration from great deal of fun and inspiration from an occasional contest for sheer an occasional contest for sheer technical proficiency. Such contests technical proficiency. Such contests should not be considered as a serious should not be considered as a serious part of evaluation.part of evaluation.


9.9. An Occasional Written Test May be of An Occasional Written Test May be of ValueValue – Tests of musical learning, – Tests of musical learning, used infrequently, may result in extra used infrequently, may result in extra effort from students.effort from students.

10.10. Various Methods of Evaluation May Various Methods of Evaluation May Add to the Perceived Importance of Add to the Perceived Importance of the Group and its Goalsthe Group and its Goals – Public – Public performance evaluation, properly performance evaluation, properly handled, can contribute both to the handled, can contribute both to the level of motivation and to musical level of motivation and to musical understanding.understanding.


1111. Membership Standards for all . Membership Standards for all Groups, Beginning through Groups, Beginning through Advanced, are DesirableAdvanced, are Desirable – Although – Although there must be some flexibility in there must be some flexibility in selecting members for each group, selecting members for each group, students should have a fairly students should have a fairly accurate idea of what must be accurate idea of what must be accomplished in order to gain accomplished in order to gain membership in the group. A clear set membership in the group. A clear set of standards is one way to encourage of standards is one way to encourage practice and achievement.practice and achievement.


1212. Awards Provide another Stimulus to . Awards Provide another Stimulus to EffortEffort – An award has no intrinsic – An award has no intrinsic value and of its own and is important value and of its own and is important only as a means to promoting greater only as a means to promoting greater musical growth.musical growth.

13. Scholarships are an Even More 13. Scholarships are an Even More Effective Incentive to Achievement – Effective Incentive to Achievement – For example, a scholarship for an For example, a scholarship for an outstanding student to go to summer outstanding student to go to summer music camp.music camp.


1414. Section Rehearsals are a Necessity . Section Rehearsals are a Necessity for All Good Bands and Orchestrasfor All Good Bands and Orchestras – – Sectionals provide additional Sectionals provide additional incentive for outside practice.incentive for outside practice.

15. 15. Summer Music Camp Offer Students Summer Music Camp Offer Students a Chance to Improve Their Musical a Chance to Improve Their Musical Skills in New and Stimulating Skills in New and Stimulating SurroundingsSurroundings – The inspiration of a – The inspiration of a music camp comes from excellent music camp comes from excellent teachers, the outstanding ability of teachers, the outstanding ability of other students, and the high level of other students, and the high level of performance. performance.


1616. New Instruments Provide a Reward . New Instruments Provide a Reward for Work Well Donefor Work Well Done – The teachers – The teachers should encourage the students to should encourage the students to own the best instruments can afford.own the best instruments can afford.


17. 17. Tape Recordings and Videotapes Tape Recordings and Videotapes Allow Students to Hear and See Their Allow Students to Hear and See Their Efforts and Point Up Shortcomings as Efforts and Point Up Shortcomings as Well as AchievementsWell as Achievements – Problems of – Problems of intonation, wrong notes, and poor intonation, wrong notes, and poor attacks and releases often show up attacks and releases often show up more vividly on tape than in actual more vividly on tape than in actual rehearsal.rehearsal.


1818. Social Activities can be any Easy . Social Activities can be any Easy Way to Develop Greater InterestWay to Develop Greater Interest – – Special dances, banquets, and trips, Special dances, banquets, and trips, etc. etc.

motivation intrinsic motivation: intrinsic motivation: 1. use good music – the music itself should...

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