Third progress report on the TARGET project
Nakasone, Henry Y.
1998
O envolvimento emocional de um aluno com PHDA, na aprendizagem do piano - estudo de caso
Type
masterThesis
Creator
Identifier
202161625
Title
O envolvimento emocional de um aluno com PHDA, na aprendizagem do piano - estudo de caso
Contributor
Raimundo, José Filomeno Martins
Quelhas, Maria do Rosário Henriques Branco Pires
Quelhas, Maria do Rosário Henriques Branco Pires
Subject
Instrumento
Piano
Envolvimento
Envolvimento Emocional
PHDA
Instrument
Engagement
Emotional engagement
Domínio/Área Científica : Humanidades
Piano
Envolvimento
Envolvimento Emocional
PHDA
Instrument
Engagement
Emotional engagement
Domínio/Área Científica : Humanidades
Date
2019-01-29T01:24:47Z
2019-01-29T01:24:47Z
2019
2019
2019-01-29T01:24:47Z
2019
2019
Description
O presente relatório incide sobre a Unidade Curricular de Prática de Ensino
Supervisionada do Mestrado em Ensino da Música, variante de Instrumento/Piano e
Classe de Conjunto.
Este relatório encontra-se dividido em duas partes: na primeira o relatório aborda
o trabalho desenvolvido na prática de ensino supervisionado, apresentando a
caraterização da escola e do meio envolvente em que o estágio foi realizado.
Apresenta-se uma síntese da prática pedagógica, quer de Instrumento, quer de
Classe de Conjunto, onde são incluídas as planificações, objetivos gerais, as
metodologias de avaliação e os relatórios das turmas, bem como uma reflexão pessoal
acerca do trabalho desenvolvido durante a prática de ensino supervisionada.
A segunda parte do relatório apresenta o projeto de investigação cujo tema é “O
Envolvimento Emocional de um aluno Com Perturbação de Hiperatividade e Défice de
Atenção na aprendizagem do Piano – Um Estudo de Caso”. Esta temática surge no
sentido de conceber uma ferramenta que ajude a compreender o envolvimento
emocional, de um aluno com Perturbação de Hiperatividade e Défice de Atenção
(PHDA). Perceber o envolvimento emocional permite, conjuntamente com as
caraterísticas da PHDA, compreender a realidade específica do aluno, por forma a
delinear as melhores estratégias possíveis para o sucesso da sua aprendizagem.
Tendo em conta que a prática pedagógica exige um constante autoquestionamento no
que concerne às práticas a seguir, no caso de alunos com PHDA, em particular,
envolve também o questionar acerca da melhor forma de articular/adaptar os
conteúdos da disciplina, no sentido de facilitar a aquisição dos conhecimentos e de
conseguir conduzir os alunos a uma experiência musical no mínimo satisfatória. O estudo caso surge naturalmente como o instrumento de investigação mais
apropriado, tendo em conta que o estudo se centra num aluno em particular. No que
se refere ao enquadramento e fundamentação teórica do estudo, começamos por
elaborar uma definição de PHDA, suas formas de diagnóstico e abordagens
terapêuticas mais comuns. De seguida abordamos o envolvimento como um todo,
formas de avaliação e a analise de alguns dos instrumentos de avaliação. Por fim um
olhar mais de perto ao envolvimento emocional, objeto central deste trabalho, e o
envolvimento emocional num aluno com PHDA.
Como instrumento de avaliação do envolvimento, recorremos à adaptação de um
questionário a partir do Student Engagment Insrument (SEI), que permitiu aferir o
envolvimento emocional do aluno com o conservatório. Os resultados revelaram-se
muito positivos a nível do envolvimento emocional em geral e em particular no que
concerne ao apoio da família ao ensino.
Conjuntamente com o relatório de avaliação pedagógica do professor de
instrumento e o relatório elaborado pelo psicólogo assistente, conseguimos reunir um conjunto de dados e informações que permitam desenvolver estratégias
pedagógicas que se revelem ajustadas ao caso em especifico e que contribuam para o
sucesso da aprendizagem do aluno.
Abstract : This report focuses on the Supervised Teaching Practice course of the Master in Music Teaching, Variant of Instrument/piano and Chamber Music. This report is divided into two parts: the first part os the report addresses the work develop in supervised teaching practice, presenting the characteristics of the school and the environment in which the internship was carried out. It presents a synthesis of the pedagogical practice, both instrument and chamber music reports of the classes, as well as a personal reflection on the work develop during the supervised teaching practice. The second part of the report presents the research project whose theme is "The Emotional Involvement of a Student With Disruption of Hyperactivity and Attention Deficit in Piano Learning - A Case Study." This issue arises in the sense of conceiving a tool that helps to understand the emotional involvement of a student with Attention Deficit Hyperactivity Disorder (ADHD). Perceiving the emotional involvement allows, together with the characteristics of the PHDA, to understand the specific reality of the student, in order to outline the best possible strategies for the success of his learning. Bearing in mind that pedagogical practice requires constant self-questioning regarding the practices to be followed, in the case of students with ADHD, in particular, it also involves questioning how best to articulate/adapt the contents of the discipline, in order to facilitate the acquisition of knowledge and to be able to lead students to a satisfactory musical experience. The case study naturally appears as the most appropriate research tool, considering that the study focuses on a particular student. Regarding the framework and theoretical basis of the study, we began to elaborate a definition of ADHD, its diagnostic forms and most common therapeutic approaches. Next, we address the involvement as a whole, forms of evaluation and the analysis of some of the evaluation instruments. Finally, to look more closely at the emotional involvement, the central object of this work, and the emotional involvement in a student with ADHD. As an instrument to evaluate the involvement, we used the questionnaire to adapt the Student Engagement Instrument (SEI), which allowed us to measure the student's emotional involvement with the conservatory. The results revealed very positive in terms of emotional involvement in general and in particular regarding family support for teaching. Together with the pedagogical evaluation report of the teacher of the instrument and the report elaborated by the assistant psychologist, we were able to gather a set of data and information that allow developing pedagogical strategies that are adjusted to the specific case and that contribute to the success of the student's learning.
Abstract : This report focuses on the Supervised Teaching Practice course of the Master in Music Teaching, Variant of Instrument/piano and Chamber Music. This report is divided into two parts: the first part os the report addresses the work develop in supervised teaching practice, presenting the characteristics of the school and the environment in which the internship was carried out. It presents a synthesis of the pedagogical practice, both instrument and chamber music reports of the classes, as well as a personal reflection on the work develop during the supervised teaching practice. The second part of the report presents the research project whose theme is "The Emotional Involvement of a Student With Disruption of Hyperactivity and Attention Deficit in Piano Learning - A Case Study." This issue arises in the sense of conceiving a tool that helps to understand the emotional involvement of a student with Attention Deficit Hyperactivity Disorder (ADHD). Perceiving the emotional involvement allows, together with the characteristics of the PHDA, to understand the specific reality of the student, in order to outline the best possible strategies for the success of his learning. Bearing in mind that pedagogical practice requires constant self-questioning regarding the practices to be followed, in the case of students with ADHD, in particular, it also involves questioning how best to articulate/adapt the contents of the discipline, in order to facilitate the acquisition of knowledge and to be able to lead students to a satisfactory musical experience. The case study naturally appears as the most appropriate research tool, considering that the study focuses on a particular student. Regarding the framework and theoretical basis of the study, we began to elaborate a definition of ADHD, its diagnostic forms and most common therapeutic approaches. Next, we address the involvement as a whole, forms of evaluation and the analysis of some of the evaluation instruments. Finally, to look more closely at the emotional involvement, the central object of this work, and the emotional involvement in a student with ADHD. As an instrument to evaluate the involvement, we used the questionnaire to adapt the Student Engagement Instrument (SEI), which allowed us to measure the student's emotional involvement with the conservatory. The results revealed very positive in terms of emotional involvement in general and in particular regarding family support for teaching. Together with the pedagogical evaluation report of the teacher of the instrument and the report elaborated by the assistant psychologist, we were able to gather a set of data and information that allow developing pedagogical strategies that are adjusted to the specific case and that contribute to the success of the student's learning.
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openAccess
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
Language
por
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