Conjugação de aulas individuais e partilhadas no ensino do piano: motivação e aprendizagens
Type
masterThesis
Creator
Identifier
202100030
Title
Conjugação de aulas individuais e partilhadas no ensino do piano: motivação e aprendizagens
Contributor
Pereira, Cristina Maria Gonçalves
Walton, Jill Heather Lawson
Walton, Jill Heather Lawson
Subject
Aulas individuais
Aulas partilhadas
Motivação para a aprendizagem
Envolvimento na aprendizagem
Autoeficácia
Individual lessons
Shared lessons
Motivation in music learning
Involvement in learning
Self-efficacy
Domínio/Área Científica:Humanidades
Aulas partilhadas
Motivação para a aprendizagem
Envolvimento na aprendizagem
Autoeficácia
Individual lessons
Shared lessons
Motivation in music learning
Involvement in learning
Self-efficacy
Domínio/Área Científica:Humanidades
Date
2018-12-10T18:08:44Z
2018-12-10T18:08:44Z
2018
2018
2018-12-10T18:08:44Z
2018
2018
Description
O presente Relatório insere-se no âmbito do Mestrado em Ensino de Música realizado na Escola Superior de Artes Aplicadas do Instituto Superior Politécnico de Castelo Branco e compreende duas partes distintas e complementares. A primeira parte é constituída pela apresentação, descrição, análise e reflexão da Prática de Ensino Supervisionada que decorreu durante o ano letivo de 2017/18 na Escola Secundária Dr. Manuel Fernandes na disciplina de instrumento. A segunda parte descreve o Projeto de Ensino Artístico que se articulou com a prática letiva da disciplina de piano, que oriento na Escola Secundária Dr. Manuel Fernandes intitulado: Conjugação de aulas individuais e partilhadas no ensino do piano: motivação e aprendizagens.
A temática deste estudo desencadeou uma discussão teórica sobre questões inerentes à motivação, às aprendizagens e ao envolvimento dos alunos no processo de aprendizagem do piano.
A análise dos dados recolhidos ao longo do ano letivo através de instrumentos diversificados, permite considerar que o método de ensino sob a qual incide a investigação possibilita diversas dinâmicas de aprendizagem produzindo resultados positivos no campo da motivação, das aprendizagens e do envolvimento dos discentes.
Abstract : This Report was carried out as part of the Masters’ Degree in Music Education at Escola Superior de Artes Aplicadas do Instituto Superior Politécnico de Castelo Branco and it is divided in two different parts that complement each other. In the first section, the supervised teaching practice that took place at Escola Secundária Dr. Manuel Fernandes during the academic year of 2017/18 is presented, described, analyzed and reflected upon, focusing on the practical curricular units of instrumental practice and group practice. The second section concerns the Artistic Studies Project incorporated in the group practice entitled Conjugation of individual and shared lessons in piano teaching: motivation and learning. The theme of this study triggered a theoretical discussion about issues inherent in motivation, learning and the student’s involvement in the piano learning process. The analysis of the collected data throughout the school year through a variety of instruments allows us to consider that the teaching method under which the research is carried out enables several learning dynamics that bring positive results in the fields of motivation, learning and student involvement.
Abstract : This Report was carried out as part of the Masters’ Degree in Music Education at Escola Superior de Artes Aplicadas do Instituto Superior Politécnico de Castelo Branco and it is divided in two different parts that complement each other. In the first section, the supervised teaching practice that took place at Escola Secundária Dr. Manuel Fernandes during the academic year of 2017/18 is presented, described, analyzed and reflected upon, focusing on the practical curricular units of instrumental practice and group practice. The second section concerns the Artistic Studies Project incorporated in the group practice entitled Conjugation of individual and shared lessons in piano teaching: motivation and learning. The theme of this study triggered a theoretical discussion about issues inherent in motivation, learning and the student’s involvement in the piano learning process. The analysis of the collected data throughout the school year through a variety of instruments allows us to consider that the teaching method under which the research is carried out enables several learning dynamics that bring positive results in the fields of motivation, learning and student involvement.
Access restrictions
openAccess
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
Language
por
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