GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.36367/ntqr.17.2023.e898 |
Resumo: | The research on musical learning has shown that group musical activities can have a positive impact on the learning of an instrument music. In this context, a field still little studied is the instrumental group classes, namely as a methodology to support individual classes. So, this article discusses the relevance of having students engaging in such instrument group classes and seeks to understand whether these can be a way to develop performance skills, and others, such as critical thinking. Sixteen questionnaires were conducted to students who attended this type of classes and four questionnaires to teachers who gave them. Three classes of this kind were observed in a higher music institution. Qualitative data were subject to what is called in the literature as "pattern analysis", that is, analysis based on the categorization of the collected data. The results obtained indicate that instrumental group classes are a relevant methodology to support instrumental learning, namely in helping performance preparation. These classes help students to overcome obstacles – such as learning to deal with nervousness – and help them to develop skills such as concentration, metacognitive skills, and critical thinking. The group classes mentioned in this study allow the simulation of real performance, which creates a moment of testing, correction, and evaluating the state of the individual preparation for performance. The existence of feedback in these classes enriches learning, catalyzes the acquisition of skills, and helps students to grow technically, musically, and humanly. |
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GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGYAULAS DE INSTRUMENTO EM GRUPO - METODOLOGIA DE PREPARAÇÃO PARA A PERFORMANCEAulas de grupoInstrumentoAprendizagem colaborativaFeedbackPerformance.Group classesInstrumentCollaborative learningFeedbackPerformance.The research on musical learning has shown that group musical activities can have a positive impact on the learning of an instrument music. In this context, a field still little studied is the instrumental group classes, namely as a methodology to support individual classes. So, this article discusses the relevance of having students engaging in such instrument group classes and seeks to understand whether these can be a way to develop performance skills, and others, such as critical thinking. Sixteen questionnaires were conducted to students who attended this type of classes and four questionnaires to teachers who gave them. Three classes of this kind were observed in a higher music institution. Qualitative data were subject to what is called in the literature as "pattern analysis", that is, analysis based on the categorization of the collected data. The results obtained indicate that instrumental group classes are a relevant methodology to support instrumental learning, namely in helping performance preparation. These classes help students to overcome obstacles – such as learning to deal with nervousness – and help them to develop skills such as concentration, metacognitive skills, and critical thinking. The group classes mentioned in this study allow the simulation of real performance, which creates a moment of testing, correction, and evaluating the state of the individual preparation for performance. The existence of feedback in these classes enriches learning, catalyzes the acquisition of skills, and helps students to grow technically, musically, and humanly.A investigação sobre a aprendizagem musical tem mostrado que as atividades musicais em conjunto podem ter um impacto positivo na aprendizagem do instrumento de música. Neste contexto, um campo ainda pouco estudado são as aulas de grupo de instrumento, nomeadamente, como metodologia de apoio às aulas individuais. Por isso, neste artigo vai debater-se a pertinência da participação dos alunos em aulas de grupos de instrumento, e procurar entender se estas aulas podem ser um modo de desenvolver competências de performance, e outras, como o pensamento crítico. Foram realizados 16 questionários a alunos que frequentaram este tipo de aulas e 4 questionários a professores que as administraram. Foram observadas três aulas deste tipo numa instituição de ensino superior de música. Os dados qualitativos foram sujeitos ao que é chamado na literatura de “análise de padrão”, ou seja, analise à base da categorização dos dados recolhidos. Os resultados obtidos indicam que as aulas de grupo instrumentais são uma metodologia relevante de apoio à aprendizagem instrumental, nomeadamente, no auxílio à preparação da performance. Estas aulas ajudam os alunos a superar obstáculos – como aprender a lidar com o nervosismo – e ajuda-os a desenvolverem competências, como a concentração, competências metacognitivas e o pensamento crítico. As aulas de grupo mencionadas neste estudo permitem a simulação da performance real, o que constitui um momento de teste, correção, e avaliação do estado da preparação individual para a performance. A existência de feedback nestas aulas enriquece a aprendizagem, catalisa a aquisição de competências e ajuda os alunos a crescerem técnica, musical e humanamente.Ludomedia2023-10-03info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.17.2023.e898https://doi.org/10.36367/ntqr.17.2023.e898New Trends in Qualitative Research; Vol. 17 (2023): Qualitative Research in Education; e898New Trends in Qualitative Research; Vol. 17 (2023): Investigación Cualitativa en Educación; e898New Trends in Qualitative Research; Vol. 17 (2023): Investigação Qualitativa em Educação; e8982184-777010.36367/ntqr.17.2023reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://publi.ludomedia.org/index.php/ntqr/article/view/e898https://publi.ludomedia.org/index.php/ntqr/article/view/e898/927André FonsecaSabrina Santosinfo:eu-repo/semantics/openAccess2023-10-22T07:02:11Zoai:ojs.publi.ludomedia.org:article/898Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:34:03.044674Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY AULAS DE INSTRUMENTO EM GRUPO - METODOLOGIA DE PREPARAÇÃO PARA A PERFORMANCE |
title |
GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY |
spellingShingle |
GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY André Fonseca Aulas de grupo Instrumento Aprendizagem colaborativa Feedback Performance. Group classes Instrument Collaborative learning Feedback Performance. |
title_short |
GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY |
title_full |
GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY |
title_fullStr |
GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY |
title_full_unstemmed |
GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY |
title_sort |
GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY |
author |
André Fonseca |
author_facet |
André Fonseca Sabrina Santos |
author_role |
author |
author2 |
Sabrina Santos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
André Fonseca Sabrina Santos |
dc.subject.por.fl_str_mv |
Aulas de grupo Instrumento Aprendizagem colaborativa Feedback Performance. Group classes Instrument Collaborative learning Feedback Performance. |
topic |
Aulas de grupo Instrumento Aprendizagem colaborativa Feedback Performance. Group classes Instrument Collaborative learning Feedback Performance. |
description |
The research on musical learning has shown that group musical activities can have a positive impact on the learning of an instrument music. In this context, a field still little studied is the instrumental group classes, namely as a methodology to support individual classes. So, this article discusses the relevance of having students engaging in such instrument group classes and seeks to understand whether these can be a way to develop performance skills, and others, such as critical thinking. Sixteen questionnaires were conducted to students who attended this type of classes and four questionnaires to teachers who gave them. Three classes of this kind were observed in a higher music institution. Qualitative data were subject to what is called in the literature as "pattern analysis", that is, analysis based on the categorization of the collected data. The results obtained indicate that instrumental group classes are a relevant methodology to support instrumental learning, namely in helping performance preparation. These classes help students to overcome obstacles – such as learning to deal with nervousness – and help them to develop skills such as concentration, metacognitive skills, and critical thinking. The group classes mentioned in this study allow the simulation of real performance, which creates a moment of testing, correction, and evaluating the state of the individual preparation for performance. The existence of feedback in these classes enriches learning, catalyzes the acquisition of skills, and helps students to grow technically, musically, and humanly. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-03 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.36367/ntqr.17.2023.e898 https://doi.org/10.36367/ntqr.17.2023.e898 |
url |
https://doi.org/10.36367/ntqr.17.2023.e898 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://publi.ludomedia.org/index.php/ntqr/article/view/e898 https://publi.ludomedia.org/index.php/ntqr/article/view/e898/927 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Ludomedia |
publisher.none.fl_str_mv |
Ludomedia |
dc.source.none.fl_str_mv |
New Trends in Qualitative Research; Vol. 17 (2023): Qualitative Research in Education; e898 New Trends in Qualitative Research; Vol. 17 (2023): Investigación Cualitativa en Educación; e898 New Trends in Qualitative Research; Vol. 17 (2023): Investigação Qualitativa em Educação; e898 2184-7770 10.36367/ntqr.17.2023 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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