Presentation at 5th International Symposium of Music Pedagogues, May 18-20, 2017

1. MUSICAL AS AN INCENTIVE OF
INTRINSIC MOTIVATION THROUGH
FOUR PERSPECTIVES OF INTEGRAL THEORY
Tena Čačić, PhD
Sandra Frančišković, Prof., Teacher Mentor
Nikola Habek, Prof.

2. Content
• Objective, purpose, aim
• Integral theory – Ken Wilber
• Musical - extracurricular activity
• Motivation
• Creating musical and motivation
• Conclusion

3. WORKSHOPS
PRACTICING QUADRANTS
with
Tena
PRACTICING MUSICAL
with
Nikola
PRACTICING MUSICAL
with
Sandra

4. Objective - General
Educational System Emphasis
External
Quantitative
Objective
External
Quantitative
Objective
+
Internal
Qualitative
Subjective

5. Objective - Specific
• present a theoretical background that equally
emphasizes the importance of the internal
and external dimensions of the participants in
the creation of musicals
• present the factors of intrinsic motivation
• intrinsic motivation factors in the process of
musical creation

6. Aim/Intention
Present Phases of the Musical Creation Process
planning
organization
realization
evaluation
Motivate Teachers to Create Musicals with Students

7. Integral Theory – Ken Wilber
Resourse: integralfutures.com

8. Holon - Whole
L

9. Holon – Part
Letter

10. Holon: Whole/Part
L
is
whole
and part
of a
Letter
is a whole
and
part of
this
verse

11. Whole/Part

12. Whole/Part

13. Whole/Part

14. Whole/Part

15. Whole/Part

16. Quadrants - holon
I N D I V I D U A L
C O L L E C T I V E
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17. Quadrants - scientific discipline
I N D I V I D U A L
C O L L E C T I V E
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19. Quadrants – educational moment
I N D I V I D U A L
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20. Musical - Extracurricular Activity
• Teacher’s role in extracurricular activity
• Idea of creating musical

21. What is Musical?
• Musical trace through history
• Musical vs. Musical Stories

22. Musical structure
1.
Build up
2.
Adventure
3.
Resolution
introduction of
characters
Intrigues, conflicts and
psychologically turn
of protagonists
“The Eleven O'Clock
Number“

23. Richard M. Ryan Edward L. Deci
Motivation
Intrinsic and extrinsic
70’s

24. - motivated by an external
motif
- exists outside the individual
- motivated by interest
- exists within an individual
Intrinsic motivation
Extrinsic motivation

25. Competence and Optimal Challenge
Factors
- challenges in accordance with the students'
abilities
- encourage individual abilities
- feel that they value their skills and develop
them
- inclusion of students

26. Autonomy, Choice and Control Factors
- choice and decision making
- encouraging students to explore, discover and
present ideas and solutions

27. 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

28. Target Orientation and Motivational
Climate Factors
- the primary focus is self-promotion and
successful completion of a task or activity
- students enjoy activities
- creates a positive motivational climate

29. Phases in Creating Musical
and Motivation
Planning Organisation Realization Evaluation

30. PLANNING
• What motivates me to take first step
toward creating musical?
• Do I have people at school with
whom I work with pleasure?
• Have I students at school that I can
count 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?
I N D I V I D U A L
C O L L E C T I V E
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31. 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…?
I N D I V I D U A L
C O L L E C T I V E
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32. 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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33. 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)
I N D I V I D U A L
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34. Conclusion
Practice of musical creation in primary school
has proven to be successful way of stimulating
intrinsic motivation and nurturing the
inner dimensions of the student.

35. Questions