Today, I watched a YouTube video that a friend had sent to me of a girls’ high school band from Japan. The group was playing a composition by Claude T. Smith and it was amazing! You can watch it here. Anyway, it got me thinking…
We are all familiar with great programs, whether its band, orchestra, choir, etc. What makes these programs different than mine? The students are the same age. Sure, they may come from all different backgrounds, living conditions, etc., but what is the real difference between students that are just average musicians, and those that are incredible? Is it that those students are really dedicated to practicing?
Let me digress for a moment. Yesterday, during my senior high concert band rehearsal we were rehearsing the first movement from Holst’s First Suite in Eb. If you are familiar with the piece, you know that woodwinds have a significant 16th note run in the beginning of the movement. Now there is nothing overtly difficult about this run. Most young students will just need to spend some time working out the technical aspects of the run. I may be stubborn, but I am refusing (at least for now) to work on this during rehearsal time, because it is something they can easily learn themselves with a little time in the woodshed.
So anyway, after seeing this amazing video of this girls school, I started really thinking about students and their motivation to practice. I know for me, I only became motivated to practice when I could see or hear the benefits of my practice. Then it became like a snowball effect. Once I realized that my practice time was really paying off, I could easily see how much better I was getting. This led to more enjoyment in playing music, which in turn led me to practicing more. I was intrinsically motivated.
How do I get my students motivated to practice? I really believe they have to be intrinsically motivated. That is, they have to want to do it for themselves. They will not do it just because I tell them to do it. In fact, they may just not do it for that very reason. I really think that if I can get past that first hurdle, and they can begin to realize the fruits of their labor, they will then be intrinsically motivated. Is this something that has to start in the elementary program? Should I be a stickler about their practice time at that age? Will this turn into a habit when they get into middle and high school? How do I get to the point that all of my students just practice out of habit? When will my program get to the point that students just practice because they know that it is expected of them? If this point in time ever does arrive, then I think we could really have an incredible group!