Motivational strategies: the outcome starts here: motivating the adult student: we shall overcome - Pedagogy Saturday VII Lunchtime Discussion

American Music Teacher, Oct-Nov, 2003 by Lillian Livingston

The adult student comes to lessons highly motivated and with expectations of being able to perform repertoire beyond his or her ability in a short time. Sustaining this motivation, when insecurities are equally high, has always been a challenge for teachers.

At this session, attendees shared their successful experiences for maintaining students' enthusiasm and helping them realize the steps required to reach their goals. Everyone agreed that working with adults requires flexibility at all levels and a different set of expectations from teachers than when working with children.

Many teachers said they use these lessons as opportunities to work on ear training, improvisation, sight reading (by playing duets), technique and theory. In addition to reviewing current assignments, some teachers assign a short piece that was easier than the student's current level. The student could then go home with a sense of accomplishment, which is very important for the adult student to feel at all times.

It was agreed that the adult student must be viewed as a partner in the lesson process. Teachers and students together can experience the pleasure of setting goals and selecting repertoire.

Adult students were divided into the following classifications: artistic, analytical and leisure. Knowing the type of student helps when assigning repertoire and explaining the musical process in terms the students easily can understand. Auditioning students ahead of time was strongly recommended.

Students enjoy pieces that sound difficult, but are well within their skill levels. Teachers found success by assigning materials and adjusting their expectations to guarantee success. Adults will be more motivated to pursue technical requirements, learning a particular piece, if the reason for the assignment and the benefits they will receive are explained clearly. Using analogies to make a certain point also helps adult students.

Selecting the right repertoire for the right student is critical. It is important to explain that students' will serve as steppingstones for them to reach their goals, Everyone agreed that in today's market there is a wealth of material geared for the adult student. Music that offers a step-by-step explanation on practice ideas and musical interpretations was found to be especially helpful. Adults are independent learners and appreciate these helpful guidelines.

Teachers need to point out to students that taking lessons will increase their pleasure at concerts. They will never listen to music in the same way. Their listening skills will be enriched, and this will provide enormous enjoyment when listening to music.

Many teachers have experienced problems with students who wanted to wear acrylic nails or keep their nail,, long. The easiest solution to this situation is to address the issue right in the beginning during the initial audition. After explaining why long nails interfere with the correct physical approach to the piano, suggest the student not take lessons until she feels comfortable with having short nails.

The social aspect music lessons can offer students also is a powerful motivating force. Teachers presented ideas that stimulated their students' interests. The success of offering group lessons was noted. The interaction between students is encouraging and helps them to appreciate the process of learning music. Teachers held barbeque parties, potluck suppers and luncheons that served as musical get-togethers in an informal atmosphere. Students could choose if they wanted to play, and memorization was optional. Attendance did not require a performance, and recitals featured adults only. Another teacher offered her adults a one-week piano camp that met daily for two or three hours. Having students participate in National Piano Guild Auditions or other incentive programs like MTNA's "Everyday Student" program and perform in nursing homes or retirement communities were popular suggestions.

Other motivating ideas presented were audio- or videotaping lessons so students could have an easy reference to monitor their progress. Using technology such as play-along tapes or drum machines for special effects also made things more interesting and provided a motivational boost.

Everyone in attendance agreed that working with adult students has its special rewards for teachers and adds another positive dimension to the teaching experience.

Lillian Livingston, NCTM, is an adjunct associate professor of piano at Westminster Choir College of Rider University in Princeton, New Jersey. She is the coordinator of the professional development certificate program at Westminster.