MUSICAL AS AN INCENTIVE OF

INTRINSIC MOTIVATION THROUGH

FOUR PERSPECTIVES OF INTEGRAL THEORY

Tena Čačić, PhD

Sandra Frančišković, Prof., Teacher Mentor

Nikola Habek, Prof.

Content

• Objective, purpose, aim

• Integral theory – Ken Wilber

• Musical - extracurricular activity

• Motivation

• Creating musical and motivation

• Conclusion

WORKSHOPS

PRACTICING QUADRANTSwithTena

PRACTICING MUSICALwith

Nikola

PRACTICING MUSICALwith

Sandra

Objective - General

Educational System Emphasis

ExternalQuantitative

Objective

ExternalQuantitative

Objective+

InternalQualitativeSubjective

Objective - Specific

• present a theoretical background that equallyemphasizes the importance of the internaland external dimensions of the participants inthe creation of musicals

• present the factors of intrinsic motivation

• intrinsic motivation factors in the process ofmusical creation

Aim/Intention

Present Phases of the Musical Creation Process

planning

organization

realizationevaluation

Motivate Teachers to Create Musicals with Students

Integral Theory – Ken Wilber

Resourse: integralfutures.com

Holon - Whole

L

Holon – Part

Letter

Holon: Whole/Part

L is

whole and part

of aLetter

is a whole and

part of this

verse

Whole/Part

Whole/Part

Whole/Part

Whole/Part

Whole/Part

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Quadrants - scientific disciplineI N D I V I D U A L

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Quadrants – educational momentI N D I V I D U A L

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Musical - Extracurricular Activity

• Teacher’s role in extracurricular activity

• Idea of creating musical

What is Musical?

• Musical trace through history

• Musical vs. Musical Stories

Musical structure

1.

Build up

2.

Adventure

3.

Resolution

introduction of characters

Intrigues, conflicts and psychologically turn

of protagonists

“The Eleven O'Clock Number“

Richard M. Ryan Edward L. Deci

MotivationIntrinsic and extrinsic

70’s

- motivated by an external motif

- exists outside the individual

- motivated by interest- exists within an individual

Intrinsic motivationExtrinsic motivation

Competence and Optimal ChallengeFactors

- challenges in accordance with the students' abilities

- encourage individual abilities

- feel that they value their skills and develop them

- inclusion of students

Autonomy, Choice and Control Factors

- choice and decision making

- encouraging students to explore, discover and present ideas and solutions

Usefulness and Social Connectivity Factors

- make aware the contribution of each student

- inform students of their individual progress

- counseling how they can improve their abilities

- ask for stimulating questions

Target Orientation and MotivationalClimate Factors

- the primary focus is self-promotion and successful completion of a task or activity

- students enjoy activities

- creates a positive motivational climate

Phases in Creating Musical and Motivation

Planning Organisation Realization Evaluation

PLANNING

• What motivates me to take first steptoward creating musical?

• Do I have people at school withwhom I work with pleasure?

• Have I students at school that I cancount on?

• What is the cultural identity of the school?

• Is there a collaboration with local community?

• What kind of professional atmosphere is present in school?

• communication process: how to successfully present a school project to the authority?

• Which story is attractive?• Which material resources I need in

the planning stage (books, equipment, instruments, supplies)?

• Do we have a space for practice?• What is the scope of our project?

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ORGANIZATION

• What internal, emotional challenges I encountered in organizing musical?

• How do I motivate myself to proceed with the project?

• What is the key to overcoming personal challenges?

• How to maintain intrinsic motivation of children?

• Which communication challenges we encountered in organization stage?

• What we need in the process of organizing joint rehearsals?

• What is the intensity of rehearsals at early and later stage?

• What do we need to provide that the process of the organization goes smoothly?

• Which resources we need in the organization stage: finances, materials, equipment, space, time, stage, technical support…?

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REALIZATION

• How to deal with personal stressful situations?

• What is the key to overcoming personal challenges?

• What internal, emotional challenges students encountered in final stage?

• What was the core challenge in final stage?

• How did we manage team stress in final stage?

• communication process: how to become familiar with the concept of the theater, intendant, technical staff and feature support, media promotion...?

• Functional fit: how to manage stage positioning ?

• Which resources we need in order to finalize the project: stage reservation, timing, stage equipment, invitations, tickets, poster, media support and other promotional means

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EVALUATION

• Am I satisfied with success ?• What have I learned?• What is my next challenge?

• How audience accepted performance?

• How the students felt during and after performance?

• What was the reaction of parents, colleagues from school and a local community?

• Evaluation of overall activity:What is the course of musical creation from idea to realization?• What was good? What could be

better?

• What is the number of total performances?

• Where are performances recorded? (print, radio, TV, Internet portals, social networks, school media space, Event “Đaci glazbenjaci”, FDGS)

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Conclusion

Practice of musical creation in primary schoolhas proven to be successful way of stimulatingintrinsic motivation and nurturing theinner dimensions of the student.

Questions