Motivational strategies: the outcome starts here: motivating the gifted student: realistic challenges - Pedagogy Saturday VII Lunchtime Discussion

American Music Teacher, Oct-Nov, 2003 by Janet Mann

Teachers attending the session "Motivating Gifted Students" were eager to share their ideas to help all of us work more effectively with this rewarding group of students. Some of the traits of gifted students were described as the ability to learn quickly and do many things at once. They often seem driven to achieve and are self-directed.

What aspects of music motivate our gifted students? Is it hearing beautiful and exciting sounds they create with their own hands? Is it having an outlet to express emotions? Is it feeling the kinesthetic pleasure of finger movements? Is it being able to intellectually analyze a new piece or experiencing the reward of being able to play anything they choose? Gifted students can be motivated by any or all these possibilities. We, as teachers, can enhance motivation by exploring with each of our students the things that lead them to want to practice and learn. Beyond the music itself, numerous workable ideas were presented by the many participating teachers. Seven major sources of motivation emerged during the discussion.

Peer interaction plays an important role in motivating these students. Attending concerts together; participating in duets, duos or chamber ensembles; giving partner evaluations; attending studio classes; and accompanying other musicians all were suggested as ways to provide peer interaction.

Performance opportunities stimulate the desire to practice for most students. Frequent performances can be planned using group lessons, master classes, organization-sponsored exams, competitions ranging from local to international, and recitals at nursing homes, churches and studio classes where positive feedback can be offered in a relatively "safe" environment. Giving students permission to fail was suggested as a way to help them overcome the fear of performing.

Recognition by others is a significant factor in maintaining motivation. Providing opportunities for these students to display their giftedness and receive appreciation for the effort involved in developing their skills is a necessary aspect of working with them. For many students the appreciation of audiences in senior living centers and local churches provides enough recognition. Others may need more concrete forms of recognition, such as point programs where you earn prizes, charts with stickers, trophies and so forth. Letting gifted students mentor younger students by practicing with them can offer a different type of recognition.

Listening is another element that not only helps develop artistry, but also stimulates the desire to improve. Hearing live concerts with recognized artists is always a valuable experience. But often more accessible are the wealth of CDs that provide access to the best in the world. Having students compare performances of several artists can expand their vocabulary of musical interpretation. Awareness of style periods also can be developed through guided listening.

Repertoire choices were considered a crucial factor in stimulating motivation. Presenting two or three pieces and letting the student choose usually produces an eagerness and willingness to work hard on the student's part. Choosing music their peers will like also was recommended.

Challenges seem to encourage gifted students to thrive, whether it's setting goals, listening and evaluating their playing, bringing themselves to the next level or working on more challenging repertoire. Many challenges can be created within the repertoire. From an early age students can be encouraged to "play detective" to analyze elements within a score. As they advance, they can be challenged to find patterns, phrases, cadence points and other structural elements to aid their musicality. Decisions about tone colors, dynamics and articulations can become their responsibility combined with the guidance of the teacher. It was pointed out that connecting the theory, technique and musical elements of students' study is an essential responsibility of the teacher. Pushing early memorization of pieces through understanding of the musical structure of their repertoire becomes a motivating goal for many gifted students.

The home environment plays a large role in the success of talented students. Parental support and encouragement to participate are obviously necessary components of musical study. But teachers also need to suggest to patents that they take children to performances of all kinds, such as symphonies, operas, musicals, competitions and recitals. Parents also need to know about providing other study opportunities, such as summer camps and workshops, when those opportunities arise. Often, parents without a musical background do not realize how very important it is to fill their home with music as a normal part of the atmosphere.

The session concluded with the recognition that there are many approaches to motivating our gifted and talented students.

Janet Mann, NCTM, and professor emerita, created the piano pedagogy program and preparatory division at the University of Utah. She has performed extensively throughout the United States and Europe, and serves as a clinician for piano teacher's workshops and adjudicator for competitions.