Effective Strategies to Motivate Musical Students to Practice

Abstract

Practice is an important element in music studying as it contributes to the development of basic music skills and music expertise (Barry, 1992). However, it is difficult for students to sustain the hours of practice required to develop performance ability, especially in the current learning- teaching environment where school teaching is with a demanding, directive and controlling nature (Creech and Gaunt, 2013). Existing literatures have offered explanations for students learning behaviors and have suggested many approaches teachers can use to motivate students to practice effectively; students’ belief, task value, the level of challenges and practice strategies are found to be closely related to practice motivations, results, or both. This research, therefore, aims to provide a continuous study on motivations in music learning, with a particular emphasis on how to motivate students to practice effectively. To achieve this aim, this portfolio adopts the method of case study to examine these approaches. This study intends to contribute to the literature in music education by confirming the effectiveness of various strategies proposed in previous research in motivating students to practice, and by suggesting alternative strategies that may be helpful to teachers. Results show that students’ belief, task value, level of challenges and practice strategies can affect students’ motivation, while practice strategies are more related to the learning results. Although both intrinsic and extrinsic motivations are important in practice, intrinsic motivations are more likely to result in higher frequencies and longer hours of practicing.



Author Information
Yafei Wang, University of Leeds, United Kingdom
Luqian Zhao, University of Leeds, United Kingdom

Paper Information
Conference: KAMC2021
Stream: Education / Pedagogy

This paper is part of the KAMC2021 Conference Proceedings (View)
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