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Improving students’ intrinsic motivation in piano learning

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Improving students’ intrinsic motivation in piano learning: Expert teacher voices

According to Cheng and Southcott (48), in as much as numerous students learn to play the piano, some students end up lacking the motivation to continue learning. This is because many students learn how to play the piano for extrinsic reasons. As such, the two scholars examined the understandings and reasons behind student motivation based on the guidance of expert piano teachers who have formulated strategies to improve the students’ intrinsic motivation to only start learning how to play the piano, but continue learning.

Cheng and Southcott (50) employed qualitative, constructivist and empirical approaches in their research. These approaches are suitable to their research since the study takes the form of a small scale phenomenological case study involving three expert and experienced teachers who share their knowledge and learning processes and philosophies with the authors regarding student engagement and motivation. For instance, constructivism implies that knowledge is the outcome of interactions between individuals which Cheng and Southcott (50) aim to achieve by interacting with the teachers. The empirical aspect of the research compares and contrasts the numerical outcomes of the case study to the existing literature in the same field of study.Improving students’ intrinsic motivation in piano learning

As revealed in the research, the case study generated various findings thematically in connection to the students’ motivation in piano learning such as interviewing parents and students before beginning teaching, modeling enthusiasm, professionalism and enjoyment, selecting appropriate repertoire, providing performance opportunities, being vivid about what and how one teaches, individualizing teaching and learning, managing student and parent expectations and espousing students in their choices to continue learning or stopping. Cheng and Southcott (55) are of the opinion that a healthy combination of these factors is crucial to improving students’ intrinsic motivation in piano leaning. Nonetheless, they conclude that underpinning these factors is the belief that students who enjoy leaning and playing the piano tend to develop stronger inherent motivation to play so as to please themselves. When a student enjoys what he or she is doing, then he or she will be motivated to continue performing the task. Thus, the challenge lies in teachers using extrinsic motivational strategies that make the lessons enjoyable so as to improve the student’s intrinsic motivation in piano learning. Improving students’ intrinsic motivation in piano learning

 

 

 

 

 

 

 

 

 

 

Work Cited

Cheng, Zijia, and Jane Southcott. “Improving Students’ Intrinsic E Motivation In Piano Learning: Expert Teacher Voices”. Australian Journal Of Music Education, 2018, pp. 48-57., Accessed 30 Oct 2018.