Motivation can be a tool that can be used to make the classroom a more exciting and engaging place. You ask me what kind of motivation are most helpful for myself? I feel like I need a combination of extrinsic and intrinsic motivating. When it comes to being in a normal classroom setting I need extrinsic motivation. For example when it comes to college gen eds I could care less what the material is actually about because I'm never going to need to know how cells divide I just care about passing the class. Now music classes, private lessons, and orchestra are a whole different ball game. I am an intrinsic motivator. I've been playing the viola for 11 years now and most of the work is done outside of the classroom and inside the practice room. Every musician is their own teacher, and most of the learning process occurs on your own.
Motivation can be enhanced by the instructor in addition to fellow classmates. In my classroom I will use a playing chart. Each student will have to pass off music playing tests, and once a student has successfully passed they will receive a star. Halfway through the semester if all students have passed their playing tests I will have a holiday party for my students. This pushes students to not only be motivated to complete their exercises but also to motivate their fellow classmates to pass their tests. Then this process will repeat for the end of year party.
So if you use a playing chart, do you plan on teaching elementary school or middle school? This is an pretty common idea but I have not thought about it in the context of music. In my middle school band experience, chair tests and being first chair was my motivation, but this would motivate those who are not competitive!
ReplyDeleteSounds like you're interested in group contingency--look it up in the book and you can read about its broad application. I think it's in the behaviorism chapter.
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