MENC: The National Association for Music Education

Motivating Interest in Music

Author(s): Daniel L. Martino
Source: Music Educators Journal, Vol. 44, No. 2 (Nov. - Dec., 1957), pp. 65-66
Published by: MENC: The National Association for Music Education
Stable URL: http://www.jstor.org/stable/3388865
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 Motivating Interest WOLFE * KRONE * FULLERTON
in Music
AsIGNIFICANT ASPECTOf the music edu-
cation program is that concerned
with the motivation of student interest
in music groups and activities. Motivation
is the impetus that emanates from within
the individual, rather than from without.
Thus, it is conceivable that any musical Son -texts
idea, need or inspired musical experience
eliciting an emotional response may
prompt action. Motivation of student in- adm
terest in musical activities implies a pleas-
urable emotional experierice,a desire, as
lecordcs
it were, operating on the student's will
and driving it to action.
Many of us recognize the need for
motivation, and its nature and function.
We know its implications and its opera-
tive importance in our work. How skill-
fully we utilize it, how artfully we man-
age it, will, of course, be directly propor- a new creative approach-
tional to the soundnessand strength of our
basic philosophy.
To deal with motivation effectively, we
utilization of color
must first believe in ourselves as profes-
sional music educators. We must also The series is designed to utilize color throughout,for both aes-
believe in our students, in the mission of
music and in the basic tenets of education. thetic enjoymentand educationalenrichment.Features in color,
Then the motivation of interest in music such as notes of instrumental parts, phrases, contour lines, brackets
becomes a relatively simple matter. over tonal groupings, and key note location, help to focus attention
We have in music education itself a
motivating agent which serves as a potent on specificlearnings that can grow out of the total song experience.
socializing force in drawing people to- Musicaldevelopmentis encouragedby emphasison the details of
gether. It was Robert Ulich of Harvard organizationand notation within the context of enjoyable and
who said, "For in their emotions men are
worthwhile musical activities.
united." Music, as the language of the
emotions, has that unifying effect of
which Ulich speaks. It is not only the
quest for the sensation of the beautiful,
Books In The Series
but one of the means of searching for Lower elementarylevel (Kindergarten,Grades 1, 2)
truth, beauty and quality. MUSIC ROUND THE CLOCK * MUSIC ROUND THE TOWN
If we are to instill in our music stu- Middle elementarylevel (Grades3, 4)
dents the truth, beauty and quality of MUSIC THROUGH THE YEAR * MUSIC ACROSS OUR COUNTRY
music, we must first think and act with
spontaneity, genuine interest and enthu- Upper elementary level (Grades5, 6)
VOICES OF AMERICA * VOICES OF THE WORLD
siasm for our chosen careers. Motivation
is practically non-existent without inter- Now in preparation,at junior-highlevel (Grades7, 8)
est and enthusiasm on the part of the MUSIC SOUNDS AFAR 0 PROUDLY WE SING
educatorhimself.
+ Write Music Department for full information
Listed below are some of the ideas
utilized in motivating interest in music
students:
I. The desire for praise is one of the
most potent incentives found among music Follctt Publishing Companq
students. It goes without saying that 1 0 1 0 West
music students enjoy to a greater extent Washington Boulevard, Chicago 7, Illinois
the work for which they receive merited
praise. The effects of praise are cumula-
tive, and the student responds better to
the pleasing stimulus.
2. Another means of motivation is to
point out the connection between music DON'TPLAYWITHFIRE
and life experiences. The student should Candlelight services. Pageants, use
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3. The nature of most school music 8". $21.00 Dz. 12"
activities is such the potential of interest Plus postage. Sample CHORALGROUPS
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lies in being a participant.The orchestra, your dealers or direct Catalog on request
chorus and band are elective, and interest from us.
in such activities is the attracting force.
Students share the pleasure of belonging,
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fellowship, working and playing together. Dept. "B" Ardsley, Box 117, N.Y.

November-December,Nineteen Fifty-seven Page 65

 Many of us have devised some effective 7. Expressing music through group
motivating devices of our own which are activity in performances for civic, fra-
BIBLIOGRAPHY psychologically sound. Most plans for ternal and religious organizations, ex-
motivating interest in music employ many change concerts and athletic events.
of the psychological principles to which
of we were exposed in college. These are
some methods educators have used to
RESEARCH develop interest and to maintain it at a
In addition, music educators should
continually strive to maintain harmony
high level: and purpose within the group. An effi-
in 1. Developing a performing group of ciently managed organization permeated
such superior excellence that it will carry with a spirit of cooperative effort will
MUSIC a prestige factor for its members. This
seems to be natural for the group because
supply motivation within itself.1
A carefully planned and well-conducted
of its high standards of performance.
EDUCATION 2. Recognizingindividualwork through:
rehearsal or class is of paramountimpor-
tance. Students are quick to sense and
(a) chair position, (b) solos and ensem- resent weaknesses in structure of organ-
1948-1956 bles, (c) student progress charts, (d) stu- ization and management of people.
dent administrative staff, (e) student Furthermore,fairness, honesty, and sin-
Prepared by Wm. S. Larson conductors. cerity in the music educator in dealing
3. Making possible many varied oppor- with problems serve as a form of motiva-
tunities for public performance,thus cap- tion. A firm and fair discipline should be
Published as the italizing on youth's desire to perform in fostered. From a student's point of view,
1957 Fall issue of the public: (a) participationin contests, (b) the most popular and best teachers are
JOURNAL OF RESEARCH festivals and clinics, (c) small ensem- those who establish and maintain a firm
IN MUSIC EDUCATION bles, (d) concert band ensembles. discipline and a business-like atmosphere
Now in Press 4. Merit and service awards and aca- in the classroom.2
$3.00 demic credit for membership in musical .I..
organizations. This may be a rather
anemic form of motivation. Most students In summary,we repeat that the philoso-
All JRME subscribers of present participate in music to enjoy musical and phy and attitude of the music educator
record will receive the Bibli- social experiences, rather than to acquire are the essences of motivation. Genuine
ography as their regular 1957 Fall grades, credits and awards. motivation emanates from the music edu-
Issue. 5. Audio-visual experiences through: cator who inspires an ethical and profes-
(a) recordings made by groups for play- sional attitude. Such professionalism
back piurposes,(b) TV appearances, (c) inspires truth, beauty and quality in music
New subscriptions for the Journal radio appearances, (d) movies of groups, and results in wholesome realities in the
of Research in Music Education (e) still shots. life of youth. Ours is a solemn and real
entered prior to December 31, 6. Effective recognition of the program responsibility to students. Let us then
1957, will be accepted at the regu- through handbooksand announcementson discharge it sincerely and with dignity
lar subscription price of $3.75 for bulletin boards. befitting our field.
the two 1957 issues-the Spring
number and the Bibliography 1Mursell and Glenn, Psychology of School -DANIEL L. MARTINO, chairman, Mu-
Music. sic Education Department, Brigham
which replaces the regular Fall -Hurlock, "The Psychology of Incentive,"
issue. The Bibliography, as stated Journal of Social Psychology. Young University, Provo, Utah.
on page 32 of this magazine, in-
cludes some 2,000 titles not con-
tained in Mr. Larson's compilation
for the years 1932-1948. This is a
significant contribution, of value
to the student of music education
and to those responsible for the ~~ ss~a: si 98
instructional program in our s~~Ls~::~: na~~~ki e " ~ - :o~
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Name... .....................
VALVES VALUES IN ADVERTISING, derived from a bit of musical spoofing,
Address probably have no musicological implications. But even a stern music-conformist
......................... will not forego a small grin at these neat valve twists. This series of advertisements
received an honorable mention award for Crane Co., Chicago, in the 1956 American
Music Conference Advertising Awards Competition. The Buchen Company, Chicago
Date advertising agency, prepared the series. The seventh annual competition, and the
. ...................... AMC citations for the most effective use of music as a theme in advertising of non-
musical products or services, were reported in the June-July issue of this magazine.

Page 66 Music Educators Journal