Getting to the Heart of Why Students Struggle: Motivation in Conservatory Music Students

Abstract

In music conservatories, it is common that students may be proficient instrumentalists but fare poorly in aural skills, theory, and music history. Hence, three faculty members at the Yong Siew Toh Conservatory of Music (YST) designed a nine-week programme to provide extra help to such students.

We selected students who attained low grades and high absentee levels in a first-year music theory support class, and conducted a nine-week project for them. This project was also open and optional for all other students. During this period, students learnt more about their personality and learning styles through tests, and each participant designed a personal project to tackle their own weaknesses. The process was mentored by faculty through individual advising sessions.

It was found that these students faced issues that affected their motivation to excel in various areas of their studies. This Reflection describes and offers possible solutions for the motivational issues these YST students were facing. Based on the effectiveness of the instructors’ interventions to address deeper motivational issues faced by students, and drawing on evidence from research, there are three areas that might inspire changes in teaching modes at YST: 1) in terms of the approach towards students, referring to how individual teachers interact with students; 2) via strategies in advising, referring to how existing structures of YST’s advisory scheme may be reconsidered and how individual advisors may alter their mentoring modes; and 3) via tweaks in the curriculum, referring to subtle changes in delivering classroom content to cater to the needs of struggling students. Implementing this project in other Asian conservatories, and comparing the findings with this study or existing studies done in the UK and Australia, could reveal key cultural differences in motivational issues faced by conservatory students within and outside Asia.