This autoethnography explores the role of motivation in the piano learning and practice journey of the first author. The study is underpinned by understandings of how motivation evolves from extrinsic influences, such as parental support, teachers’ guidance, and peer influence, to intrinsic motivation that drives personal growth. Using a reflective and collaborative approach incorporating narratives, we examine key moments and emotional landscapes as the first author reveals the transformative power of motivation in shaping her piano learning experience. Our findings highlight the critical role of self-determination in fostering sustained engagement and success on the path of piano learning and practice. More broadly, this exploration enhances comprehension of the intricate connection between motivation and personal growth in the field of music instruction, informing both learner and educator.
Keywords
autoethnography, piano learning, piano practice, motivation, life-experience, self-determination theory, intrinsic and extrinsic motivation
Author Bio(s)
Junyu Tao is a Ph.D. candidate at Monash University, specializing in music education with a focus on self-regulation in music practice. With a strong interest in exploring how musicians develop effective learning strategies, Junyu's research aims to contribute to the understanding and enhancement of self-regulated learning within the field of music education. Please direct correspondence to junyu.tao@monash.edu
Dr. Jane Southcott is an Associate Professor in the Faculty of Education, Monash University. Her research foci are twofold. She explores community music, culture, ageing and engagement in the arts employing both a qualitative, phenomenological approach and quantitative strategies. Her other research field is historical, particularly concerning the development of the music curriculum in Australia, America and Europe. She is a narrative historian and much of her research is biographical.
Dr. Renée Crawford is a teacher educator and Associate Professor in the Faculty of Education at Monash University. Renée’s research interests are linked by discipline, a teacher-led belief about improving and strengthening educational outcomes, and a commitment to innovative practice in teaching and learning. Renée’s research focuses on pedagogy and curriculum development; the advancement of research methodology; impact of Music and Arts in educational contexts; blended learning and the utilisation of technology in education in an authentic way. This is informed by both current and historical perspectives.
Tao, J., Southcott, J., & Crawford, R. (2024). Harmony in progress: Exploring motivation’s role in my piano learning and practice journey. The Qualitative Report, 29(10), 2683-2697. https://doi.org/10.46743/2160-3715/2024.7678
