Is it Okay to Motivate Music Students with Rewards?
Homework and chores are things kids are expected to do.
When they begin music lessons, practice is added to their to-do list.
Psychological research shows that rewarding kids with what they like for doing what they must can lead to self-motivation. Immediate gratification can generate long-term discipline. In short, it’s okay to motivate with rewards. Read on to learn why and how to do it.
This post expands on topics from The Caregivers Guide for Budding Musicians and is inspired by New York Times best-selling author Dr. Lisa Damour’s podcast episode "How Do I Motivate My Kid to Do Homework.”
Someone was stunned when I suggested filling a pillbox with M&Ms to reward music students after a day's practice.
Others have objected to the idea of rewarding students for a day’s practice. It’s like brushing teeth: it’s non-negotiable and must be part of the daily routine.
Both objections are understandable.
Candy: Undeniably capable of pleasing the sweet tooth, candy has little nutritional value, and caregivers may prefer to run a candy-free household.
Rewards: Home practice is essential–not a choice–for progress when signing up for music lessons. Playing music each day should be the reward in itself.
Unfortunately, that “should” doesn’t magically appear when lessons begin.
Most of us hold jobs because we get rewarded with money for our time. A steady income pays the bills, and when there’s extra cash flow, we can splurge on rewards like hip sneakers, a tropical getaway, or a kitchen remodel.
Admit it, we adults are motivated by rewards, so it’s hard to blame kids for wanting them, too.
Two Types of Motivation
In her podcast episode "How Do I Motivate My Kid to Do Homework," Dr. Lisa Damour stated that extensive research exists on the two types of motivation: intrinsic and extrinsic.
Psychologists equate intrinsic motivation with fascination. It’s when you are drawn to something like a book you can’t put down. Intrinsic motivation is when work becomes so engaging that the work itself is its own reward.
Extrinsic motivation is equivalent to doing things to avoid getting in trouble or punished or losing income. You do something now to get it over with and earn something like dessert after eating all your veggies, a paycheck after a hard week’s shift, or screentime after piano practice.
Is one motivator better than the other?
Dr. Damour says that these two mechanisms of motivation work together. “Things can go wrong” when educators or caregivers sense that intrinsic motivation is better.
It can go wrong because most kids aren’t inclined to be intrinsically motivated all the time. Sometimes they love one activity over another, or they’re really into something on Tuesday but not on Saturday.
Dr. Damour advises that teachers and caregivers get practical and “stack the deck.” She suggests that these two types of motivation are gears that inch students toward progress.
When intrinsic motivation kicks in, welcome it! When it disappears, switch to extrinsic motivators to complete the “must-dos.”
How do these motivators work in music lessons?
Flipping the switch between these two gears can be applied in music study, too.
Rookie students may resent practice, as it takes up the free time they had before lessons began. To ease their “pain,” schedule a treat or favorite activity immediately after practice. Follow up twenty minutes of practice with twenty minutes of screen time, a favorite piece of candy, or outdoor play.
Sweetening up the home practice routine will get students practicing regularly. When regular practice happens, progress happens, and when progress happens, intrinsic motivation can kick in.
More seasoned students may not feel like practicing because there’s a difficult section to tackle. Tasking themselves to eat the frog–doing the hard thing first–and treating themselves afterward keeps the progress gears turning.
“When I get this practiced, then I get to...”
Eventually, this reward system morphs, and students “gift” themselves the pleasure of playing their favorite pieces after practicing the hard stuff. This is intrinsic motivation at its finest and the ultimate goal!
Dr. Damour’s advice to stack extrinsic motivators with intrinsic motivators gets music students on the path to progress.
Candy is just one way to turn the extrinsic gear. Find alternatives that work for your studio and home practice.
Someday, students may autonomously shift motivation gears as needed and consider practicing something non-negotiable, like brushing their teeth.
Listen to the incredibly insightful podcast at this link: Ask Lisa Podcast, Ep. 13: How Do I Motivate My Kid to Do Homework?
