Soitonopettajan rooli oppimismotivaation vahvistajana taiteen perusopetuksessa : opettajan ja oppilaan välinen vuorovaikutus viulunsoitonopetuksessa Keski-Pohjanmaalla

Abstract

The aim of this study is to find tools for the instrument teacher to support the student's learning motivation. The research is set in the cultural region of Central Ostrobothnia. The research material consists of a survey conducted by means of a questionnaire, recorded video footage of lessons given by three violin teachers, and a total of eight interviews with these teachers and their students. The data was analyzed using both quantitative and qualitative methods. The study reveals that the most important motivation factor is the sense of relatedness of the pupil. The key factor is a close relationship between the pupil and the teacher, which allows the teacher to engage the pupil in the learning process. Especially in the early stages of music instruction, it is important that the parents support their child and take responsibility for the pupil’s practicing. In adolescence, the musical peer group replaces the parents as a motivational source. Other motivation factors are assigning the pupil pleasant and attainable repertoire and practice tasks as well as sustaining the pupil’s sense of competence. The teacher’s teaching skills, effective teaching methods and encouraging but specified feedback increase the pupil’s feeling of competence. The student’s sense of autonomy is not a relevant or necessary factor in this study. The youth in Central Ostrobothnia have quite a conservative musical taste. An exceptional force in Ostrobothnian music schools are the Conservative Laestadian girls. These girls are talented and conscientious students, but their self-criticism is high and their sense of autonomy low. Additionally, they have a negative attitude towards continuing to play their instrument in the future.