Motivational Interviewing and Violin Practice: A Harmonious Approach to Helping Students

As a violinist or teacher, it’s no secret that consistent practice is the key to success. But what if the challenge isn’t technique or time management but motivation itself? This is where the principles of motivational interviewing (MI) can provide valuable insights to guide students toward a more self-driven and rewarding practice routine. To help grasp this concept in a nutshell, my motivational interviewing teacher explained it like this - the old paradigm is "You can lead a horse to water, but you can't make it drink." The new paradigm using motivational interviewing is "How can I make a horse realize it is thirsty?"

What is Motivational Interviewing?
Motivational interviewing is a counseling method originally developed to help individuals overcome ambivalence toward behavior change. You can learn more about it here. I first encountered MI during my time as a nurse, where it is widely used in medical care to support patients in making healthier lifestyle choices. It’s a well-studied approach (here is an example if you are curious) with proven success in helping people find their own motivation to change. The core principles of MI—partnership, acceptance, compassion, and evocation—don’t just apply to healthcare. They can also be incredibly effective in music education, especially when it comes to violin practice. Let’s explore how these principles can encourage students to take ownership of their practice, enjoy the process, and persist through challenges.


1. Partnership: Working Together Toward Mastery:
In MI, the instructor and the individual are partners in the change process, working collaboratively rather than adopting a top-down approach. Similarly, in violin practice, teachers can create a sense of partnership with their students by involving them in decisions about their practice goals, repertoire, and strategies. Instead of telling a student what to practice, ask them what excites or challenges them about a particular piece. This approach helps students feel a greater sense of ownership and agency in their learning, increasing their commitment to consistent practice.

Tip: Ask your students: “What piece are you excited to work on this week?” or “What part of your practice feels the most rewarding?”

2. Acceptance: Creating a Safe and Supportive Environment:
Acceptance in MI refers to understanding and respecting an individual’s autonomy, acknowledging that they are ultimately in control of their choices. In violin practice, this can be a game changer. Rather than criticizing a student’s lack of practice or progress, accept their current level and explore the reasons behind their ambivalence. A non-judgmental and supportive approach can encourage students to be honest about their struggles, creating a pathway to problem-solving together.

Tip: When a student is struggling with motivation, try saying: “It sounds like practicing has been tough lately. What do you think would make it feel more manageable?”


3. Compassion: Understanding the Student's Perspective:
Compassion in MI involves recognizing the student’s feelings and experiences and supporting their well-being. In violin practice, students may face a range of emotions, from frustration when struggling with a new technique to pride when they master a piece. Showing compassion helps foster a trusting relationship, encouraging open communication about their practice habits. By acknowledging their emotions and showing empathy, teachers can help students feel understood and supported, motivating them to persist through the challenges of learning an instrument.

Tip: Encourage reflection by asking: “How do you feel about your progress this week?” or “What’s been the most challenging or exciting part of your practice?”

4. Evocation: Drawing Out the Student's Own Motivation:
​One of the key components of MI is evocation—drawing out the student’s internal motivation rather than imposing external incentives. When it comes to violin practice, this means helping students discover why they want to improve and how achieving their goals aligns with their values. Ask students to articulate their reasons for practicing and their long-term goals as musicians. Whether it’s mastering a difficult piece, preparing for a performance, or simply enjoying the music, when students connect with their motivations, they’re more likely to stay engaged in their practice.

​Tip: Ask students: “What do you hope to achieve by practicing this week?” or “How does playing the violin make you feel?”

Conclusion: A New Tune for Violin Practice:
​Incorporating motivational interviewing techniques into violin teaching can help students feel more empowered, motivated, and invested in their practice routines. By fostering partnership, acceptance, compassion, and evocation, we create an environment where students not only learn how to play the violin but also learn how to motivate themselves—a skill that will serve them well both on and off the stage.


I would love to hear what's motivating your students this school year - please share in the comments below.