The MOTIVATION Department appeared for the last time in the Winter 2000 issue. Articles of similar content will appear in the PERSPECTIVES IN PEDAGOGY Department and others. Consult the Subject Index for the topic you're looking for.
| Question|Title | Issue | Authors |
| How do you motivate your piano students? | 1990, 1-1 | Joyce Cameron, Guy Duckworth |
| What music motivates children to enjoy playing? | 1990, 1-2 | Joyce Cameron, Jeanine Yeager, Doris Allen |
| How do you identify student learning patterns? | 1990, 1-3 | Keith Golay |
| What part do you expect parents to play in helping students stay motivated? | 1990, 1-4 | Elvina Truman Pearce, Doris Koppelman, Fran Shuler-Ellis, Christopher Hepp |
| How do you encourage a student's involvement in the mood of music? | 1991, 2-1 | Joyce Cameron |
| How do you encourage a student's involvement in the movement of music? | 1991, 2-2 | Joy Yelin, Ivan Frazier, Donald Hageman |
| How do you adapt your teaching style to each student's learning pattern? | 1991, 2-3 | Keith Golay |
| How do you ensure musical experiences in early-level lessons? | 1991, 2-4 | Dennis Plies, Bruce Berr, Richard Chronister |
| How do you adjust your teaching to accommodate each student's preferred mode of sensory perception? | 1992, 3-1 | Sylvia Coats, Susan Bruckner |
| What makes you (your child) want to practice? | 1992, 3-2 | Joyce Cameron with assistance from 25 students, parents, and teachers |
| How do you find the musical messages in a piece of music? Part I | 1992, 3-3 | Joyce Cameron, Janis Combs, Linda Rudzinski, Lee W. Reichel, Connie Anderson |
| How do you find the musical messages in a piece of music? Part II | 1992, 3-4 | Marvin Blickenstaff, Suzanne Guy, Joyce Cameron |
| How does your interview tell you what is likely to motivate a new student? | 1993, 4-1 | Elva Michal, Keith Golay |
| How do you motivate teenagers? | 1993, 4-2 | Gwen Brubaker, Joey Hokayem |
| How do you decide what to say after your student finishes playing? | 1993, 4-3 | Ilana and Richard Kennell |
| Can a student have fun and learn at the same time? | 1993, 4-4 | J. Ritter Werner |
| How do you use improvisation to motivate your students? | 1994, 5-1 | Anne Farber, Joyce Cameron |
| How do you decide what to say after your student finishes playing? Part II | 1994, 5-2 | Joyce Cameron with assistance from four piano teachers |
| How do you renew your enthusiasm for teaching each year? | 1994, 5-3 | Rebecca Johnson, Sarah Faye Blickenstaff |
| What makes piano study a positive experience for you/your child? | 1994, 5-4 | Joyce Cameron with the help of seven students and parents |
| How do you balance your emphasis on accuracy and interpretation? | 1995, 6-1 | Rebecca Johnson, Connie Anderson, Peggy Randolph, Victoria Ebel-Sabo |
| How do you motivate the MTV lover to be a serious piano student? | 1995, 6-2 | Karen Zorn, James Goldsworthy |
| What do you do to assure success with transfer students? | 1995, 6-3 | Joni Reed, Rebecca Shockley |
| How do you teach to encourage independent learning? Part I | 1995, 6-4 | Joyce Cameron |
| How do you teach to encourage independent learning? Part II | 1996, 7-1 | Joyce Cameron |
| What is the difference between what motivates you today and what motivated you as a child? | 1996, 7-2 | Sonja Leshan, Kristi Kruse |
| How do you use exploration to create convincing interpretation? | 1996, 7-3 | Bruce Berr, Rebecca Shockley |
| How do you use exploration to solve technical problems? | 1996, 7-4 | Mary Hall Kogen, Joanne Haroutounian |
| How do you use exploration to confirm and solidify learning? | 1997, 8-1 | Richard Chronister, Ivan Frazier |
| What makes learning stick? | 1997, 8-2 | Joyce Cameron |
| For what purposes do you play for your students? | 1997, 8-3 | Marvin Blickenstaff, Elvina Pearce |
| What did I learn today? What could I have learned today? | 1997, 8-4 | Rebecca Johnson, Susan Bruckner |
| PRAISE! Should we reappraise it? | 1998, 9-1 | Joyce Cameron |
| How do you help your students acquire self-confidence? Mapping the way to understanding. | 1998, 9-2 | Rebecca Shockley, Marianne Fleming Bryan, Gail Berenson |
| What motivates adults to continue lessons? | 1998, 9-3 | Kris Johnson, Beverly Rineer, Brian M. Kent |
| Did I really mean to say that? | 1998, 9-4 | Melissa Falb, Beverly Lapp |
| What motivates teens to continue playing the piano? | 1999, 10-1 | Jenni Reed, Becky Chasnov, Kathryn Lee, Katy Lemmon |
| In what ways do your own early-level piano lessons influence the way you teach? | 1999, 10-2 | Joyce Cameron |
| What encourages your students? Part I | 1999, 10-3 | Gwen Brubaker, Yat-Yee Chong |
| How do you encourage your students? Part II | 1999, 10-4 | Joyce Cameron |
| How do you develop rapport with your students? | 2000, 11-1 | Suzanne W. Guy, Susan Brucker |
| How do you motivate students to want to practice? | 2000, 11-2 | Mary Tollefson |
| How can we link pedagogy, performance, and a cognitive approach to coping with performance anxiety? | 2000, 11-3 | Phyllis Alpert Lehrer |