Motivational strategies: the outcome starts here: motivating the gifted student: realistic challenges - Pedagogy Saturday VII Lunchtime Discussion

Teachers attending the session "Motivating Gifted Students" were eager to share their ideas to help all of us work more effectively with this rewarding clump of students. Some of the traits of gifted learners were described as the ability to learn quickly and do many things at one time They often seem driven to achieve and are self-directed.

What aspects of music motivate our gifted students? Is it hearing beautiful and exciting wholes they create with their have hands? Is it having an exit to express emotions? Is it feeling the kinesthetic pleasure of finger movements? Is it being able to intellectually analyze a novel piece or experiencing the reward of being able to play anything they choose? Gifted scholars can be motivated by any or all these possibilities. We, as teachers, can enhance motivation through exploring with each of our scholars the things that lead them to want to practice and learn. Beyond the music itself, numerous workable ideas were not awayed by the many participating teachers. Seven major sources of motivation emerg during the discussion.

equal interaction plays an important part in motivating these students. Attending devises together; participating in duets, duo or chamber ensembles; giving partner evaluations; attending studio classes; and accompanying other musicians all were indicateed as ways to provide mate interaction.

Performance opportunities stimulate the desire to practice for greatest in quantity students. Frequent performances can be planned using assemblage lessons, master classes, organization-sponsored exams, competitions ranging from local to international, and recitals at nursing dwellings churches and studio classes where positive feedback can be proffered in a relatively "safe" environment. Giving pupils permission to fail was give an inkling ofed as a way to help them subdue the fear of performing.

Recognition by means of others is a significant factor in maintaining motivation. Providing opportunities for these scholars to display their giftedness and receive appreciation for the effort involved in developing their skills is a necessary aspect of working with them. For many scholars the appreciation of audiences in senior living center and local churches provides enough recognition. Others may ne more solidify forms of recognition, such as point programs where you earn prizes, charts with stickers, trophies and thus forth. Letting gifted students mentor younger learners by practicing with them can proffer a different type of recognition.

Listening is another uncompounded body that not only helps disentangle artistry, but also stimulates the desire to improve. Hearing live devises with recognized artists is always a valuable experience. on the contrary often more accessible are the wealth of CD that provide access to the best in the world. Having learners compare performances of several artists can expand their vocabulary of musical interpretation. Awareness of diction periods also can be unraveled through guided listening.

Repertoire choices were considered a crucial factor in stimulating motivation. Presenting sum of two units or three pieces and letting the scholar choose usually produces an eagerness and willingness to work hard upon the student's part. Choosing music their equals will like also was recommended

Challenges appear to encourage gifted students to thrive, whether it's setting goals, listening and evaluating their playing, bringing themselves to the nearest level or working on more challenging repertoire. Many challenges can be created within the repertoire. From an early age pupils can be encouraged to "play detective" to analyze uncompounded bodys within a score. As they advance, they can be challenged to find patterns, phrases, cadence points and other structural uncompounded bodys to aid their musicality. Decisions about tone colors, dynamics and articulations can become their responsibility combined with the guidance of the teacher. It was pointed without that connecting the theory, technique and musical ultimate parts of students' study is an essential responsibility of the teacher. Pushing early memorization of pieces from one side understanding of the musical construction of their repertoire becomes a motivating goal for many gifted students

The residence environment plays a large character in the success of talented pupils Parental support and encouragement to participate are obviously necessary constitutings of musical study. But teachers also ne to insinuate to patents that they take children to performances of all kinds, of that kind as symphonies, operas, musicals, competitions and recitals. Parents also ne to know about providing other investigation opportunities, such as summer camps and workshops, when those opportunities arise. repeatedly parents without a musical background do not realize by what means very important it is to fill their abode with music as a normal part of the atmosphere.

The session conclud with the recognition that there are many approaches to motivating our gifted and talented students

Janet Mann, NCTM and professor emerita, created the piano pedagogy program and preparatory division at the University of Utah. She has performed extensively over the United States and Europe and labor fors as a clinician for piano teacher's workshops and adjudicator for competitions.

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