Motivational strategies: the outcome starts here: motivating the adult student: we shall overcome - Pedagogy Saturday VII Lunchtime Discussion

The adult scholar comes to lessons highly motivated and with expectations of being able to perform repertoire beyond his or her ability in a short time. Sustaining this motivation, when insecurities are equally high, has always been a challenge for teachers.

At this session, attendees shared their happy experiences for maintaining students' enthusiasm and helping them realize the paces required to reach their goals. Everyone agreed that working with adults requires flexibility at all horizontals and a different set of expectations from teachers than when working with children.

Many teachers said they use these tasks as opportunities to work upon ear training, improvisation, sight reading (by playing duets) technique and theory. In addition to reviewing rife assignments, some teachers assign a short piece that was easier than the student's popular level. The student could then move home with a sense of accomplishment, which is real important for the adult learner to feel at all times.

It was agreed that the adult learner must be viewed as a partner in the task process. Teachers and students together can experience the pleasure of setting goals and selecting repertoire.

Adult scholars were divided into the following classifications: artistic, analytical and leisure. Knowing the mark of student helps when assigning repertoire and explaining the musical proces in boundarys the students easily can understand. Auditioning learners ahead of time was powerfully recommended.

Students derive pleasure from pieces that sound difficult, on the contrary are well within their skill horizontals Teachers found success by assigning materials and adjusting their expectations to guarantee succes Adults will be more motivated to hunt technical requirements, learning a particular piece, if the reason for the assignment and the benefits they will receive are explained clearly. Using analogies to make a certain point also helps adult students

Selecting the right repertoire for the right pupil is critical. It is important to explain that students' will be under the orders of as steppingstones for them to reach their goals, Everyone agreed that in today's market there is a wealth of material geared for the adult learner Music that offers a step-by-step explanation upon practice ideas and musical interpretations was set to be especially helpful. Adults are independent learners and appreciate these helpful guidelines.

Teachers ne to point without to students that taking tasks will increase their pleasure at plans They will never listen to music in the same way. Their listening skills will be enriched, and this will provide enormous gratification when listening to music.

Many teachers have experienced question s with students who wanted to wear acrylic nails or retain their nail,, long. The easiest solution to this situation is to address the issue right in the beginning during the initial audition. After explaining on what account long nails interfere with the correct physical approach to the piano, prompt the student not take exercise s until she feels comfortable with having short nails.

The social aspect music exercise s can offer students also is a powerful motivating force. Teachers at handed ideas that stimulated their students' interests. The succes of offering assemblage lessons was noted. The interaction between pupils is encouraging and helps them to appreciate the proces of learning music. Teachers held barbeque parties, potluck teas and luncheons that served as musical get-togethers in an informal atmosphere. pupils could choose if they wanted to play, and memorization was optional. Attendance did not require a performance, and recitals featured adults sole Another teacher offered her adults a one-week piano camp that met daily for sum of two units or three hours. Having learners participate in National Piano Guild Auditions or other incentive programs like MTNA's "Everyday Student" program and perform in nursing domiciles or retirement communities were popular suggestions.

Other motivating ideas neared were audio- or videotaping tasks so students could have an easy relation to monitor their progress. Using technology similar as play-along tapes or tympanum machines for special effects also made things more interesting and provided a motivational boost

Everyone in attendance agreed that working with adult scholars has its special rewards for teachers and adds another positive dimension to the teaching experience.

Lillian Livingston, NCTM is an adjunct associate professor of piano at Westminster Choir association of Rider University in Princeton, novel Jersey. She is the coordinator of the professional exhibition certificate program at Westminster.

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