Introduction
For a musician, self-expression is wonderful, but self-discipline is amazing. Many students do not succeed or even persist in instrumental instruction because they lack the discipline to practice and consequently lose interest. Parents often fail to support their children in engaging in instrumental learning and allow them to discontinue lessons. In order to achieve success, a teacher must facilitate students of every level in engagement and attaining high motivation and discipline skills.
Motivation
Motivation is the main element necessary for any endeavor a person can undertake; whether it is academic studying, athletics, or music, the success of the enterprise depends on the individual’s motivation. According to Pope (2017), those who engage in studying music are a minority in the general population. It is apparent that not everyone capable of performing is interested in music. However, those who are fascinated with it may face struggles related to a lack of motivation, significantly reducing the number of professional and semi-professional performers (Pope, 2017). For the purpose of overcoming such challenges, a music teacher must be able to enhance students’ motivation.
In order to motivate a pupil, a teacher must have a good understanding of the complexities of a student’s level of motivation. One of the main difficulties preventing students from reaching high levels of motivation is anxiety. It is found that such a feeling can negatively affect students’ performance at any age, starting with the early years (Pope, 2017). One way of mitigating the damage of anxiety is to engage in non-evaluative studying and performing positive reaffirmation, and warmups (Pope, 2017). Another way of motivating a student includes sharing the knowledge of all possible yet not well-known positive effects of music education, such as a reported increase in IQ and improved performance in overall high school academics (Pope, 2017). Informing the parents of such benefits has the potential to increase their interest in motivating their children to practice and promote a home-learning environment.
Apart from the methods listed above, which are mainly focused on the emotional and cognitive aspects of student motivation, there are many other tools. According to Wan & Gregory (2018), keeping a practice log, portfolios, note feedback tools, and accounting for accumulated practice amounts can potentially facilitate motivation levels. However, there is no definite answer for helping students stay motivated due to the fact that each individual might be invested in different goals. By learning more about a student, their interests, and personality traits, a music instructor should be able to utilize the knowledge of possible motivational facilitators that would benefit each individual pupil.
Discipline
Another challenge a music student is apt to face is the intense difficulty and the need for strict discipline in instrumental learning. Most people facing the hardships of musical education want to give up or view it as impossible to continue (Wan et al., 2022). Such tendencies are common and considered normal since performing music incorporates overcoming physical, mental, and emotional obstacles simultaneously (Hallam et al., 2018). Discipline and self-regulation are the key elements that facilitate students’ adherence to music practice and need to be developed carefully so as not to discourage a child.
In order to achieve high levels of proficiency in music education, students, with the help of their instructors, must overcome several challenges. The learning process requires the pupil to spend hours on practice daily (Wan et al., 2022). During this process, the teacher must facilitate the development of such behaviors as planning and adapting to exercise strategies and promptly reacting to their performance or feedback (Hallam et al., 2018). Additionally, the students must be able and reminded of their ability to ask the teacher for help or comment (Hallam et al., 2018). The instructor also should set attainable goals before the children to enhance their perception of improvement and avoid the sense of failure.
Similar to the reinforcement of motivation, the development of discipline should be facilitated by implementing various strategies based on the student’s level and personality. Some children might be more willing to practice daily if they are driven by the presence of competition (Wan et al., 2022). Others must be helped with integrating practice into their daily routine through careful time management (Hallam et al., 2018). Some students require the process to be relaxing in order to practice daily. A teacher should utilize adaptive strategies to trick the pupils into developing practice discipline and self-regulation skills.
Engagement
When the decision to receive music education is made, the students are engaged in the activity by various factors, such as their interest in music or the desire of their parents. Some pupils are not willing to participate in studying unless some form of engagement is present (Hallam et al., 2018). It is most often the case with young children who are not interested in attaining goals or working toward a music career (Hallam et al., 2018). Sometimes, such tendencies are present in older students due to a lack of motivation. In these cases, it is the teacher’s responsibility to engage a pupil in not only liking music but also enduring difficult practices and mental and emotional challenges.
The techniques of engagement differ depending on the student’s age and level. However, they may also have to be adapted to the changes in children’s behavior and personality as they grow or improve their skills. Young children and beginners must be introduced to music through playful interactions (Hallam et al., 2018). Additionally, it is necessary to accommodate such influential factors as gender, education level, and interests (Wan et al., 2022). Engagement in music studies also involves forming artistic personality and musical identity, as well as developing goals and motives.
Since music is a form of expressionism, students must be able to express themselves in various ways in their studies. They should not be suppressed but must be allowed to freely communicate with the teacher and peers (Navarro-Mateu et al., 2021). Promoting engagement this way through interactive groups and gatherings can also facilitate acquiring relationships (Navarro-Mateu et al., 2021). Learning music with friends has the potential to reduce the risks of quitting and promote healthy companionship and competition among pupils.
Conclusion
Music studies are one of the most challenging activities on physical, mental, and emotional levels. Maintaining motivation and staying engaged in learning are needed in order to obtain the self-regulatory and disciplinary skills required to achieve success. A music instructor must utilize the students’ personality traits and interests to develop efficient strategies for educating pupils. Each child must be assisted in finding and following their goals by overcoming anxiety and learning about the benefits of performing. Discipline should be taught in an appropriate for a student way, whether it is planning, relaxing, or competition. During these processes, an instructor must keep engaging pupils through interactions, communication, and artistic personality development.
References
Hallam, S., Bautista, A., McPherson, G., & Welch, G. F. (2018). Processes of instrumental learning: The development of musical expertise. An Oxford handbook of music education. Oxford University Press.
Navarro-Mateu, D., GĂłmez-DomĂnguez, T., PadrĂłs Cuxart, M., & Roca-Campos, E. (2021). Dialogic learning environments that enhance instrumental learning and inclusion of students with special needs in secondary education. Frontiers in Psychology, 12.
Pope, James L., (2017). Motivation factors in mastery-oriented instrumental learning and performing. Culminating Projects in Teacher Development, 50.
Wan, L. A., & Gregory, S. (2018). Digital tools to support motivation of music students for instrumental practice. Journal of Music, Technology & Education, 11(1).
Wan, L., Crawford, R., & Jenkins, L. (2022). Digital listening tools to facilitate children’s self-regulation of instrumental music practice. Journal of Research in Music Education.