Motivatsiooni toetamine viiuliõppes: muusikakoolide õpetajate kogemused 12–15-aastaste õpilastega töötamisel

Abstract

The aim of this master’s thesis was to explore how violin teachers support the learning motivation of adolescent students in music schools. The study employed a qualitative research approach. Data were collected through semi-structured interviews with eight violin teachers from different regions of Estonia and analysed using thematic analysis. The results show that teachers support motivation through various teaching approaches that combine technical training with student-centred practices. Important aspects include selecting appropriate repertoire, guiding regular practice, providing performance opportunities and involving students in the learning process. The findings suggest that supporting motivation in violin learning is a multifaceted process influenced by teachers’ pedagogical choices, students’ individual characteristics and the broader social environment.