comprehensive musicianship through performance
Motivation From Within or Without? Carrie Gruselle, CMP Committee Member
Yesterday, just be- fore supper I imag- ined this scene on my TV:
“I’ll take ‘How Do You Do It?’ for $600, Alex.”
The answer: stick- ers, a pizza party,
BACH-BUCK$, a high-five before and after class.
“What is an easy way to keep young instrumentalists from quitting?”
That is correct! Also acceptable would have been “what are EXTRINSIC moti- vators?”
And in the same category was the Daily Double:
The answer: enabling a personal con- nection between the repertoire and the musician, nurturing the sense of musical expression as a reflection of one’s self, exploring a composer’s creative choices, developing a sense of community in the ensemble.
“What is a more meaningful way to keep young instrumentalists from quit- ting?”
You got it! Or, “what are INSTRINSIC motivators?”
A question often asked of more experi- enced teachers by teachers newer to the field is “How do you get and keep kids motivated?” As a more “mature” teacher, I field that one often. And I spend a good
Practical Pointers 44
amount of conversation and reflective time wondering specifically about intrinsic versus extrinsic motivators, and how to achieve a good balance.
Let’s start with the $600 answer. Extrinsic. Stickers, charts, parties, various rewards systems. Generally easy to put into place, but takes some time and thought to orga- nize. Once a system is in place the kids get it, they know what’s expected and they can get into a routine. It can sometimes be pricey (donuts vs. stickers, fancy pencils vs. a classroom privilege) and may require gathering of specific materials, but most of us agree this is a useful tool, especially for beginners. But wait! Look what the dictionary says:
Extrinisic (ek-strin-zik). adj. Not forming a part of or belonging to. See extraneous, inessential.
Now don’t panic yet. Just because some- thing is extra, comes from without, or is unnecessary, we should not jump to the conclusion that it is not helpful or is doomed to uselessness. It may simply be a stepping stone to a higher level: the intrinsic.
And the Daily Double?
Intrinsic (in-trin-zik). adj. innate, natural, true, real. See essential.
Ok – so this one’s the real deal. The whole enchilada. Whether or not we start with or supplement with extrinsic motiva- tors, here’s where the buck stops. This is why we’re here. And here is a point of
…“How do you get and keep kids motivated?”
departure for your discussion and reflec- tion on essential inspiration:
The repertoire – are you choosing quality repertoire that YOU are excited about? If the students see that YOU are sold on the value of the music, if you show a passion for the piece, they will buy into it, too. Try not to fall into the trap of picking a piece of music exclusively as a motivator. If there is clamoring for a specific genre, be sure the piece you choose is the best example and most educationally sound you can find and be sure it’s balanced with other styles.
The community – the room should be a safe place for all students, a place where they are heard and valued. A place they will want to feel they belong and are appreci- ated and a place where they have input as to the nature of the product. Student centered strategies will go a long way to empower a young musical soul.
Planning – a well-planned lesson can effectively spark the enthusiasm of our students. In the realm of Comprehensive Musicianship though Performance, teach- ers create lesson plans that encompass three types of goal-setting: skill, knowl- edge and affect. By crafting effective
~ Carrie Gruselle
Be sure to look within your heart, and within the guidelines of your specific school as to the line drawn between a motivator and a bribe!
April 2011
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