1. Developing Intrinsic Motivation in Elementary Instrumental Students with Goal-Setting Practice Charts: A Case Study Kaylin M. Kava University of Florida

2. Need for the study Teachers and researchers have been continuously searching for effective ways to motivate students to practice Practice cards that encourage Quality vs. Quantity

3. Review of Literature Practice, observation, and models are needed to improve skills, especially applied music (Christensen, 2010) Music played in class is not enough to develop good musicians (Johnson, 2009)

4. Many teachers use practice charts, but seldom include goal setting Practice charts that track time do not lead to improvement (Smeltz, 2012) There are charts that encourage intrinsic motivation where students set reachable goals (Oare, 2011; Johnson. 2009)

5. Options in practice = student progress (Johnson, 2009) Focus should be on Quality vs. Quantity in practice, not “putting in time” Using goals emphasizes growth and allows mistakes to be made (Hruska, 2011)

6. Students need to be taught how to practice (Oare, 2011; Miksza, 2011) Common teachers do not teach practice strategies (Austin & Berg, 2006) In all videotaped practice sessions, there was a lack of structure (Oare, 2011) A foundation is laid when teachers teach practice strategies and stop counting minutes that will endure the rest of a student’s life (Smeltz, 2012)

7. Teachers need to emphasize supervised practice and parental support (Oare, 2011) Teachers need to communicate the importance of practice (Oare, 2011) Teachers need to guide parents on how to assist their student (Oare, 2011)

8. The development of motivation to practice needs to be established at an early age (Miksza, 2011).

9. Purpose of this study The purpose of this case study is to discover if extrinsic motivation, over time, can encourage and foster intrinsic motivation in elementary band students.

10. Specific Research Questions: 1.Do practice charts that help students to establish practice goals and select appropriate practice strategies encourage the use of practice strategies at home? 2.Do practice charts that help students to establish practice goals and select appropriate practice strategies provide increased motivation for students to practice? 3.Do practice charts that help students to establish practice goals and select appropriate practice strategies result in increased performance achievement?

11. Participants 9 Elementary Band students 5 th and 6 th Grade Students chosen out of convenience of my classroom

12. Procedure Questionnaire Practice Cards that encourage Quality vs. Quantity Instruction of practice strategies Weekly playing tests Give same questionnaire at the end of the semester

13. Mixed Methods Qualitative Data – Unstructured observation – Informal interviews – Classroom artifacts Quantitative Data – Questionnaires (beginning and end of the semester) – Practice cards – Playing tests

14. References Austin, J. R., & Berg, M. A. (2006). Exploring music practice among sixth-grade band and orchestra students. Psychology of Music, 34(4), 535-558. doi: 10.1177/0305735606067170 Byo, J. L. (2001). Designing substantive playing tests--a model: By using playing tests based on the director's vision of accomplished performer, students can learn to implement their interpretive decisions skillfully and musically. Music Educators Journal, doi: 10.2307/3399741 Christensen, S. E. (2010). Practicing strategically: The difference between knowledge and action in two eighth- grade students' independent instrument practice. Update: Application of Research in Music Education, doi: 10.1177/8755123310377924 Hruska, B. J. (2011). Using mastery goals in music to increase student motivation. Update:Application of Research in Music Education, 30(1), 3-9. doi: 10.1177/8755123311418477 Johnson, D. (2009). More than just minutes: Using practice charts as tools for learning. Music Educators Journal, doi: 10.1177/0027432108330675 Miksza, P. (2011). The development of a measure of self- regulated practice behavior for beginning and intermediate instrumental music students. Journal of Research in Music Education, 59(4), 321-338. doi: 10.1177/0022429411414717 Oare, S. (2011). Practice education. Music Educators Journal, 97(3), 41-47. doi:10.1177/0027432111400006 Prichard, S. (2012). Practice makes perfect?: Effective practice instruction in large ensembles. Music Educators Journal, doi: 10.1177/00274321124584558 Randles, C. (2011). "What is a good musician?" An analysis of student beliefs. Arts Education Policy Review, doi: 10.1080/10632913.2010.4900774 Rohwer, D., & Polk, J. (2006). Practice behaviors of eighth- grade instrumental musicians. Journal of Research in Music Education, 54(4), 350-362. Retrieved from http://www.jstor.org/page/info/about/policies/terms.jsp Schatt, M. D. (2011). High school instrumental music students' attitudes and beliefs regarding practice: An application of attribution theory. Update: Applications of Research in Music Education, 29(2), 29-40. doi 10.1177/8755123310396981 Smeltz, H. (2012). Reframing student practice to facilitate lifelong, joyful musicianship. Music Educators Journal, doi: 10.1177/0027432112463248