Musical as an incentive of intrinsic motivation through 4 perspectives of integral theory
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Transcript of Musical as an incentive of intrinsic motivation through 4 perspectives of integral theory
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
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Holon – Part
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Holon: Whole/Part
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Whole/Part
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Quadrants - holonI N D I V I D U A L
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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