Self-Determination Theory in Secondary Classroom Music

Student motivation can often present itself as a challenge in classroom music, particularly at the secondary level. This article introduces Self-Determination Theory (SDT) as a potential explanation for what is needed to increase motivation in the music classroom. SDT encompasses three human psychological needs: autonomy, competence, and relatedness. In addition to a thorough explanation of each, the author provides suggestions for implication in classroom music settings. She argues that SDT can serve as a vehicle for increasing motivation and engagement in classroom music instruction.

In this article, the author gives concrete suggestions for implementing the three human psychological needs in the music classroom. To create an autonomy-support environment, she suggests sharing the outcome of learning activities. She expands upon this idea by offering that students should have the opportunity to choose learning outcomes, or be a part of the process of designing activities to reach outcomes. She also recommend giving students choice in activities, and incorporating improvisation and composition as vehicles for encouraging autonomy. Competence, she explains, is the natural human desire to be satisfactory in a skill. Emphasizing effort over outcome and adopting the growth mindset are ways to nurture student success in the classroom. Finally, the author invites community and family participation, and encourages positive teacher-student and student-student relationships as a way of increasing relatability in the classroom.

As the author states, motivation in the secondary classroom music setting is not a new challenge. Rethinking how we teach secondary classroom music can help students experience autonomy, competence, and relatability. In turn, SDL can help teachers increase motivation and achievement in their classrooms.

I believe the considerations of this article can have significant impact in all areas of music education. For example, I wonder how performance ensembles, community programs, and higher education can adopt SDL, and what the potential outcomes could be. As a secondary classroom music teacher myself, I have certainly found success in adopting SDL strategies. They have improved my students’ motivation and output while helping me to understand them more deeply.