Motivational strategies: hearing three sides of the story - Pedagogy Saturday VII

American Music Teacher, Oct-Nov, 2003 by Bruce Berr, Rebecca Shockley, Patricia J. Flowers

Rebecca Shockley's Notes:

Judging from his responses, Ken seems to have achieved a high degree of self-motivation for one so young. Although singing is definitely his favorite activity, he says he tends to find things he likes in every activity. For Ken, practicing is never a chore. In fact, he can't really say how much he practices every day because he practices "all the time," and he believes that "if practicing becomes scheduled, it is no longer fun." He adds, "I like to think of my life as a musical where I will randomly break into song." Although his mother reminds him periodically to practice, it isn't really necessary. Rarely does he not feel like practicing, and when he can't, he finds it very frustrating.

Ken really enjoys performing. He sings in an a capella group and loves "hearing the parts come together" and "how everyone's part contributes." He also frequently sings at church and school and for his family on occasion. He enjoys all kinds of music, loves going to concerts and especially enjoys musicals and opera.

Ken's mother agrees he is highly self-motivated and says he never stops singing "from morning till night." She adds, "I don't think you can motivate anybody to do anything. You can just provide an environment in which they will be motivated." Although he studied clarinet as a child, she says he was not motivated by his clarinet teacher, who "didn't seem to be happy to be there."

Ken's teacher, Hizabeth Danidson, believes a student feels motivated when three things occur: (1) the lesson "makes the student feel good about himself in general," (2) it "provides concrete tools for practicing that will produce good results" and (3) it "rakes the student, via his music study, into a realm of thought or feeling that he does not experience anywhere else." She also recognizes Ken's high level of self-motivation: "He comes to his lessons brimming over with enthusiasm and observations about his practicing. He is organized--has his music, exercise notebook and practice notes with him. He is never afraid to start or try something new. He has an inquiring mind, which always looks for the 'why' or 'how' in any directive--since I'm that way too, we get along very well!"

Danielson recognizes the important role Ken's parents have played in motivating him by noticing his interest early on, acknowledging and praising his special talent and setting clear expectations, for example the money and time commitment involved in lessons. Since the lessons started, they have become "non-participatory observers of the learning process," showing "constant positive regard toward his efforts," and "not offering any negative comments unless specifically asked--in which case honesty should be couched in kindness."

Danielson acknowledges that she motivates different students in different ways. "The basics stay in place--a strong feeling of good will toward the student, concrete tools for improving their skills and an appeal to the student's deepest sensibilities. With the professionals who are making a living at this business, I have a clear and aggressive eye on what is expedient, what sells, deadlines, career opportunities and so on. You are not doing these people a favor by babying them. With young singers I am much easier, more understanding of situational limitations, emotional vicissitudes. What I will not tolerate is procrastination, laziness or lying--as long as you are trying with all your heart and soul--even if it takes forever to get something--I will be behind you 100 percent."