musical as an incentive of intrinsic motivation through 4 perspectives of integral theory
TRANSCRIPT
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MUSICAL AS AN INCENTIVE OF
INTRINSIC MOTIVATION THROUGH
FOUR PERSPECTIVES OF INTEGRAL THEORY
Tena Čačić, PhD
Sandra Frančišković, Prof., Teacher Mentor
Nikola Habek, Prof.
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Content
• Objective, purpose, aim
• Integral theory – Ken Wilber
• Musical - extracurricular activity
• Motivation
• Creating musical and motivation
• Conclusion
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WORKSHOPS
PRACTICING QUADRANTSwithTena
PRACTICING MUSICALwith
Nikola
PRACTICING MUSICALwith
Sandra
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Objective - General
Educational System Emphasis
ExternalQuantitative
Objective
ExternalQuantitative
Objective+
InternalQualitativeSubjective
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Objective - Specific
• present a theoretical background that equallyemphasizes the importance of the internaland external dimensions of the participants inthe creation of musicals
• present the factors of intrinsic motivation
• intrinsic motivation factors in the process ofmusical creation
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Aim/Intention
Present Phases of the Musical Creation Process
planning
organization
realizationevaluation
Motivate Teachers to Create Musicals with Students
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Integral Theory – Ken Wilber
Resourse: integralfutures.com
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Holon - Whole
L
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Holon – Part
Letter
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Holon: Whole/Part
L is
whole and part
of aLetter
is a whole and
part of this
verse
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Whole/Part
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Whole/Part
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Whole/Part
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Whole/Part
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Whole/Part
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Quadrants - holonI N D I V I D U A L
C O L L E C T I V E
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Quadrants - scientific disciplineI N D I V I D U A L
C O L L E C T I V E
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Quadrants – educational momentI N D I V I D U A L
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Musical - Extracurricular Activity
• Teacher’s role in extracurricular activity
• Idea of creating musical
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What is Musical?
• Musical trace through history
• Musical vs. Musical Stories
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Musical structure
1.
Build up
2.
Adventure
3.
Resolution
introduction of characters
Intrigues, conflicts and psychologically turn
of protagonists
“The Eleven O'Clock Number“
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Richard M. Ryan Edward L. Deci
MotivationIntrinsic and extrinsic
70’s
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- motivated by an external motif
- exists outside the individual
- motivated by interest- exists within an individual
Intrinsic motivationExtrinsic motivation
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Competence and Optimal ChallengeFactors
- challenges in accordance with the students' abilities
- encourage individual abilities
- feel that they value their skills and develop them
- inclusion of students
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Autonomy, Choice and Control Factors
- choice and decision making
- encouraging students to explore, discover and present ideas and solutions
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Usefulness and Social Connectivity Factors
- make aware the contribution of each student
- inform students of their individual progress
- counseling how they can improve their abilities
- ask for stimulating questions
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Target Orientation and MotivationalClimate Factors
- the primary focus is self-promotion and successful completion of a task or activity
- students enjoy activities
- creates a positive motivational climate
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Phases in Creating Musical and Motivation
Planning Organisation Realization Evaluation
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PLANNING
• What motivates me to take first steptoward creating musical?
• Do I have people at school withwhom I work with pleasure?
• Have I students at school that I cancount on?
• What is the cultural identity of the school?
• Is there a collaboration with local community?
• What kind of professional atmosphere is present in school?
• communication process: how to successfully present a school project to the authority?
• Which story is attractive?• Which material resources I need in
the planning stage (books, equipment, instruments, supplies)?
• Do we have a space for practice?• What is the scope of our project?
I N D I V I D U A L
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ORGANIZATION
• What internal, emotional challenges I encountered in organizing musical?
• How do I motivate myself to proceed with the project?
• What is the key to overcoming personal challenges?
• How to maintain intrinsic motivation of children?
• Which communication challenges we encountered in organization stage?
• What we need in the process of organizing joint rehearsals?
• What is the intensity of rehearsals at early and later stage?
• What do we need to provide that the process of the organization goes smoothly?
• Which resources we need in the organization stage: finances, materials, equipment, space, time, stage, technical support…?
I N D I V I D U A L
C O L L E C T I V E
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REALIZATION
• How to deal with personal stressful situations?
• What is the key to overcoming personal challenges?
• What internal, emotional challenges students encountered in final stage?
• What was the core challenge in final stage?
• How did we manage team stress in final stage?
• communication process: how to become familiar with the concept of the theater, intendant, technical staff and feature support, media promotion...?
• Functional fit: how to manage stage positioning ?
• Which resources we need in order to finalize the project: stage reservation, timing, stage equipment, invitations, tickets, poster, media support and other promotional means
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I N D I V I D U A L
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EVALUATION
• Am I satisfied with success ?• What have I learned?• What is my next challenge?
• How audience accepted performance?
• How the students felt during and after performance?
• What was the reaction of parents, colleagues from school and a local community?
• Evaluation of overall activity:What is the course of musical creation from idea to realization?• What was good? What could be
better?
• What is the number of total performances?
• Where are performances recorded? (print, radio, TV, Internet portals, social networks, school media space, Event “Đaci glazbenjaci”, FDGS)
I N D I V I D U A L
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Conclusion
Practice of musical creation in primary schoolhas proven to be successful way of stimulatingintrinsic motivation and nurturing theinner dimensions of the student.
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Questions