Abstract:
Music is a universal art form that embodies one of the highest forms of creativity. Studies have shown that adequate motivation is a precondition for the achievement of maximum output in every area of musicianship apart from the scarcity of qualified music teachers. Notwithstanding that, where motivational strategies and aids are available, they are most times ignored or neglected and this has limited the students’ level of learning. A high quality music should nurture and motivate pupils to develop a love for music and invigorate their musical talents, and thus inspire their creativity, self-confidence, and animate a deep sense of achievement in music. As pupils progress, they develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best musical canon as they react to music stimuli via dancing, playing, singing, and acting. Therefore, the use of music to teach music in the classrooms and other audio-visual aids are a veritable learning tools and great ways to spark off students’ interest in music. This research work investigated the presence and conditions of motivational strategies and achievements in schools, the extent of use, possible means of provisions and the possible hindrances to their application. Adopting the survey and descriptive methods of research, the researcher discovered that music education in Nigerian secondary schools is besieged with the problem of lack of motivational and other incentives for teaching, apart from the scarcity of qualified teachers. This researcher recommends the provision of enough music teachers, instructional materials and facilities for the teaching of music, increase of music periods in the timetable and the use of variety of teaching methods to satisfy students' curiosity in learning.
