Boosting motivation in your instrumental students

There are many theories of human motivation, including established theories of ‘needs’, ‘goal-setting’, and ‘reinforcement’, to name but a few. These all set out the considered motivations required for humans to behave in a certain way. These theories are incredibly useful for musicians and their teachers, as it allows us to find out what motivates a student to play and helps us to mould lessons to maintain that motivation. On a very basic level the common link in all the theories of motivation appears to be a need for self-esteem and a sense of achievement.

There are, of course, many reasons why someone will learn a musical instrument. For example:

• Becoming part of an ensemble
• Because their friends play
• Because they heard a particular instrument and thought it sounded good
• Because of parental advice
• To learn a particular song
• To find a hobby

Any of these beginnings could grow into a lifelong love of playing, but so often life gets in the way and playing can become less and less frequent until it stops altogether. Steering a student through the potential hurdles can be difficult at times but I strongly believe that there is a lot a teacher can do to help keep their students fully motivated.

Gaining insight

It is essential when beginning with a new starter to find out why they are learning. It seems like an obvious question, but it offers an invaluable insight into the psychology of the student. Everyone has a reason for playing and over time this well may change, so it is vital to keep asking the question in case the student's attitude has changed.

Before we look at some solutions, let me offer a cautionary tale. I had an adult student who began lessons so they could learn a piece to play at their sister's forthcoming wedding. They were so full of enthusiasm to begin with but as the performance drew closer and they realised the enormity of the task, their enthusiasm dwindled, and they stopped coming for lessons.

I think it often comes as a surprise to students when they realise that learning a musical instrument takes a lot of practice and dedication. It certainly seemed that the goal of playing for a wedding alone was not sufficient to inspire a love of playing and in the end did nothing to increase the esteem of the student. Their confidence would have been knocked if they were not able to play the piece to a sufficiently high standard and this would not garner the respect of others.

Setting realistic goals

We as teachers need to help students find their motivation and keep it alive. This can be achieved through regular evaluation of their commitment levels and, for many, a clear system of goals.

Achievable goals are essential – the player needs to feel they are making progress and the best way to measure this is with the completion of goals. Goals can vary in size and duration, and are essential for continuity. A complete beginner having the goal of playing for a wedding is certainly a huge goal and for some just too big. If the first goal you set yourself is completely unachievable then you will never feel like you are making sufficient progress and there will be no sense of achievement.

For young students who say they want to play because it looks fun, goals can be the completion of small pieces and the awarding of stickers. This can be amazingly motivating for many students and can continue to be so for varied lengths of time. As each piece is mastered, the feeling of achievement and development grows and the child continues to feel good about the learning experience, thus increasing their confidence and self-esteem.

Are exams the answer?

Exams can be incredibly motivating and are a noticeably clear demonstration of progress. They are not for everyone, however, and it is important that the needs of each student are considered. Many do enjoy the challenge and the nerves involved are a small price to pay for the achievement of the goal. Some players, however, become terrified of exams and if the teacher or parent tries to push the student too hard in this direction it can bring their playing to an end.

No one should ever do an exam until they are fully ready to pass. It may be a life experience to fail but it may not boost your motivation levels. The goal must be achievable and demonstrate progression.

Ensemble playing

When face-to-face teaching allows, ensemble playing can be a brilliant motivation for musicians. In the usual run of things, I try to include duet and/or trio playing in all my lessons. The enjoyment of playing in a group is vastly different to solo playing and generally it is found to be more relaxed, with the pressure taken off the individual. Again, the repertoire needs to be of a suitable standard so it can be mastered and the experience fully enjoyed. I am sure there are many players who end up miming rather than risk trying to play tricky music in front of a group. I often have students who bring exceptionally difficult music to their lessons that they have been told to practice by an overly zealous band leader. The fact that they have brought me the music, however, demonstrates that they are motivated to be part of the group. The social side of ensemble playing can also play a huge part; being part of a larger group can really inspire people to continue, perhaps due to a sense of mutual respect within the group.

Giving students a say

Choosing the right repertoire can be a vital aspect of continuing motivation. The new learner may be delighted to work their way through a tutor book, but as a player develops, their personal tastes start to influence their repertoire choice. I always try to include contemporary music in lessons if this is the preferred music of the student. And although I choose many of the pieces, it is important for the student to play the pieces they want. There are so many different arrangements out there that it is easy to play pretty much any piece on any instrument, and this will help a student to appreciate the flexibility of their instrument.

Checking in

I make sure to check in with my students as often as possible to review their motivation levels.

• How much are they practising?
• Are they enjoying their pieces?
• Do they feel they are making any progress?
• Are they playing in any groups?
• Is there anything specific they would like me to include in their lessons?
• Is there any new music they would like to learn?

Maintaining the flow of motivation

I am a recorder teacher, and because the instrument often gets a bad press it can be difficult for children to cope with any perceived ridicule of their instrument. It is essential that the benefits of learning an instrument outweigh any possible outside negativity. Teachers are in the perfect position to ensure the student is given every possible opportunity to see the versatility of their instrument.

Group recorder playing is brilliant and can lead to the exploration of the varied sizes of recorders. An alto recorder in particular would work well in a school orchestra. The use of backing tracks is another way to inspire players, and these are widely available. Adding piano accompaniments to performances during lessons always seems to heighten the player's enjoyment and is beneficial for a whole range of skills, which adds to the student's sense of achievement.

I always take a drum machine to my lessons to liven up scales and pieces, and the younger students find it a really enjoyable addition.

Enthusiasm is infectious! By showing my students how much music means to me they can see the joy that it brings. Lessons are a wonderful opportunity to discuss favourite pieces and composers, favourite bands, and songs. We can motivate each other with our mutual love of music!

I am not suggesting that every single person who at first begins a musical instrument is going to continue forever, but I am fairly confident that it is an achievable goal with the right motivational guidance.