Internal Motivation of Students as a Priority Component of Learning to Play the Piano

Abstract

The article deals with the need for the formation of internal motivation as one of the most important components of pedagogical activity in teaching piano, which is based on the development of creative individuality of the student and provides a constant need to share emotional experience. Establishing such communication, mediated by a work of art, the "sensory fabric" of which is unfolded in time, concerns the immediate environment and circulation of the experience of previous generations with the constantly updated impressions of a student-musician who is faced with the world of classical piano music. On the basis of a deep inner interest, which can develop into a passion for the process of mastering the instrument, a special language of auto-communication is built, a sensitive attitude to one's own feelings, which is later reflected with the help of the musical language. This contributes to an increase in the general level of reflexivity and awareness, and therefore there is a natural shift in focus on the development of the student's personality in the context of solving urgent problems of mastering playing the instrument. The focus on getting pleasure from playing music arises as a guarantee of high-quality mastery of the skills necessary for creative self-expression. The work analyzes the research of domestic and foreign scientists. The authors give recommendations for increasing the level of intrinsic motivation in the process of learning to play the piano. The paper concludes that the main factors that affect the increase in the level of intrinsic motivation are the building of harmonious relationships in the learning process. To do this, the authors propose to expand the range of psychological and pedagogical training of teachers of musical art on the basis of studying the current state of psychology and behavior of student, introducing digital teaching tools in the process of mastering the piano as a condition for rapprochement between different generations

Piano education online: Challenges and solutions

“…The analysis of factors affecting the acquisition of music education and the internal motivation of students was carried out by scientists from Ukraine (Bondarenko & Nalivaiko, 2021). Only a harmonious combination of teacher politeness, psychological readiness, understanding of the inner world of the student, and the lack of misunderstandings and problems among applicants helps music teachers increase the internal motivation of students to master musical instruments.…”

“…Only a harmonious combination of teacher politeness, psychological readiness, understanding of the inner world of the student, and the lack of misunderstandings and problems among applicants helps music teachers increase the internal motivation of students to master musical instruments. The guarantee of the effective development of intrinsic motivation in piano students is understanding of the applicant, psychological and pedagogical training of teachers, and the introduction of modern digital tools (Bondarenko & Nalivaiko, 2021).…”

Role of intrinsic motivation in the process of mastering the piano

“…Analysis of the various studies on the problem allows us to highlight the uneven distribution of interest in motivation in music education and, as a consequence, the assertion of the priority of intrinsic motivation: to a greater extent, the development of this problem is inherent in foreign authors (Huguet-Benabdelmouna, 2007;Hallam, 2010;King, 2016;Egılmez & Engur 2017;Harris, 2017;Cheng, 2021), while the post-Soviet art and educational environment directs forces to other and, in some cases, no less important topics (Kirnarskaya, 2014), but with a few exceptions concerns the ratio of motivational components in the context of learning and teaching the subject of piano playing (Volyuvach, 2005;Toropova, 2011;Rostovska, 2017;Bondarenko & Nalyvaiko, 2021). It is important to expand the tools for measuring the manifestations of this phenomenon (Vallerand, Blais, Brière & Pelletier, 1989), the introduction of new diagnostic techniques (Comeau, Huta, Lu, et al 2019), which allows more flexible assessment of the current situation, taking into account multiparadigmatic psychological and pedagogical research in the field of music art.…”