“Pick a card, any card …” says the magician … or music teacher! This classic phrase is more than just a fun trick; it’s a powerful way to engage students by giving them a sense of choice and control in their learning journey. In music education, creating the illusion of choice is a subtle yet effective method to empower students, making them feel more involved and invested in their lessons. Let’s dive into some tricks of the trade that can help you empower your students and foster a more engaging learning environment.
The Power of Empowerment
Why is it important to empower students? When students feel they have a say in their learning process, they’re more likely to be motivated and enthusiastic. Empowerment builds confidence, encourages independence, and fosters a positive attitude toward learning. However, the key is to balance this empowerment with guidance, ensuring that students are learning what they need to progress.
The Illusion of Choice
One of the tricks I use in my teaching is to create an illusion of choice. For instance, I might offer my students a selection of scales to play, but the scales I present are ones I’ve carefully chosen to address specific technical skills they need to work on. By allowing them to “choose” which scale to play, I give them a sense of control over their learning while still guiding them towards the necessary practice.
A fun way to implement this is by using an upside-down cup with threads attached to different scales or exercises. The student pulls a string, and whatever scale or exercise is at the end is what we work on. Sometimes, I’ll include a small reward, like a fun pencil or eraser, on one of the strings. While this introduces an element of chance and external motivation, it keeps the student engaged and excited about the lesson.
Making Learning Fun with Games
Another way to empower students is by turning learning into a game. For instance, learning music theory, such as the names of notes, can be dry and repetitive. However, by presenting theory as a game, students are more likely to enjoy the process and retain the information. Games can disguise repetition, making it a fun and engaging way to reinforce knowledge.
For example, to help students learn the names of notes, you can create a matching card game where they have to pair note names with their corresponding positions on the staff or use a floor staff and have students stand on the note space/line, or they can throw bean bags on the floor staff and name the notes. While students can use mnemonics or alphabetical patterns to figure out note names, the goal is to get them to instantly recognize the notes. Repetition is key, but when wrapped in the guise of a game, it doesn’t feel like a chore.
Structuring Lessons with Visual Cues
Visual cues can be an excellent way to empower students, especially when it comes to structuring their lessons. I often use cards to represent different components of a lesson, such as scales, repertoire, aural skills, music games, improvisation, and sight-reading. By allowing students to choose the order in which we tackle these components, they feel a greater sense of ownership over the lesson. I might also include a “free choice” card, allowing the student to pick something they want to do, further reinforcing their sense of autonomy.
This approach is particularly useful for students with special needs, who might feel more comfortable when they know what to expect next. The cards provide a clear structure and a visual reminder of what has been accomplished and what remains.
Repertoire Selection: A Collaborative Process
Choosing repertoire is another area where student empowerment can play a crucial role. Instead of assigning pieces outright, I present students with a selection of pieces that incorporate the skills or techniques we need to work on. I let them play the first line or listen to excerpts from each piece and then ask which ones they would like to learn. This collaborative process increases the likelihood that they will practice the pieces because they have had a hand in choosing them.
Of course, there are times when a student might not like any of the pieces in the selection I provide. When this happens, it’s an opportunity to have a conversation about their musical preferences and to find a piece that excites them while still meeting our learning objectives. Often, we can find at least one piece they are eager to play, and in many cases, they end up liking more than one.
The Role of External Motivation
While intrinsic motivation—where students are motivated by their own desire to learn and improve—is the ultimate goal, external motivation can still play an important role, especially in the early stages of learning. Many students, particularly younger ones, may not initially have the internal drive to play their scales or work on challenging pieces. In these cases, offering small rewards such as stickers, or making the learning process more game-like can help maintain their interest and motivation.
As students progress and experience the satisfaction of mastering a piece or skill, they begin to develop intrinsic motivation. They start to practise not because they want a reward, but because they enjoy the music and the process of learning. The tricks and games we use as teachers can help bridge the gap between external and internal motivation, setting the stage for a lifetime of musical enjoyment.
Conclusion: The Art of Empowerment
Empowering students is both an art and a science. It involves understanding what motivates each student, creating an environment where they feel involved and respected, and using clever techniques to guide their learning while giving them a sense of control. The tricks of the trade—whether it’s the illusion of choice, the use of games, or the strategic selection of repertoire—are all tools to help students feel empowered and excited about their musical journey.
Karen North is a music teacher, mentor and book author. She is passionate about bringing music into the lives of children and adults and has enjoyed working in music education for the past 40 years.
Karen is the author of the popular method books "The Young Flute Player" and has commissioned many new works for intermediate flute repertoire in "Lyrical Flute Legends" , "Lyrical Flute Encores" and "Inspiring Flute Solos." as well as a new collection for beginner flutists, "Lyrical Flute Miniatures".
Karen has written two books of music games (with printable templates) "Fun & Games for Music Lessons", "More Fun & Games for Music Lessons 2" and has recently worked with specialist consultants on repertoire books for Violin, Clarinet and Saxophone.
Karen also organizes an international FLUTE CHAMPIONSHIP each year, to give students of all ages and abilities an opportunity to submit a video performance to an outstanding panel of judges. Her workshops for teachers are enthusiastically received and she also offers one-to-one coaching sessions.
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