Motivation in Tertiary Performance Flute Study: How an Understanding of Theories of Motivation Can Enhance Performance Practice

Research in the field of music education indicates a decrease in motivation is common as classical music students progress through the tertiary education system. While it can be assumed that students possess the intrinsic motivation to study music in the first place, this decline indicates that the culture of the conservatory system may not nurture it. This thesis explores ways that music performance students can use educational theories of motivation to improve their performance practice within the cultural context of tertiary study. The cultural system of the conservatory is examined, including the impact of conservatory values and the master-apprentice relationship with the instrument teacher on the student’s self-efficacy and intrinsic motivation. Self-determination theory is used to develop a recital-planning model that targets the needs of the student to enhance intrinsic motivation. The author conducted an autoethnographic study involving the performance of three recitals, using self-regulatory practices including goal-setting, strategies and tactics to monitor her progress. She found that approaching her goals in a mastery orientation with exploratory tactics led to greater integrated motivation. Additionally, repertoire that targeted the need for autonomy and relatedness, in this case contemporary repertoire by New Zealand composers, led to the most transformative experiences during performance and preparation. This study helped the author to find a sustainable and fulfilling way to engage with music learning.