Loading...
Publication
A inovação em aula de piano - A iteração entre os alunos e os professores
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.81 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este trabalho pretendeu contribuir para o melhor entendimento da inovação no contexto
do ensino especializado e situa-se na confluência de duas áreas aparentemente instaladas em
pólos opostos: a inovação, leitmotiv de todos os momentos, e a aula de piano. A pergunta de
partida é a seguinte: como é possível inovar dentro das aulas de piano? De forma acessória
também se averiguou de que modo a inovação exponencia as aprendizagens do aluno e do
professor em iteração.
A Reflexividade foi um dos pilares sobre o qual se implantou o edifício investigativo. Em
Revisão da Literatura trabalharam-se alguns investigadores, professores e concertistas que
examinaram a inovação em vertentes como o ensino artístico, a técnica pianística e a aula de
piano. Seleccionou-se uma metodologia qualitativa para analisar os dados obtidos através de
testemunhos escritos, de diários reflexivos e de memórias, e fez-se a triangulação de dados.
Optou-se pela elaboração de uma Autoetnografia evocativa.
Mostram-se algumas possibilidades de inovação em aulas de piano. Como consequência,
aluno e professor muito têm a beneficiar quando constituídos no binómio em iteração. Este
trabalho também levanta o véu para a importância de investigações mais aprofundadas sobre
o tema em causa e ramificações do mesmo, tais como a ansiedade na aula, a importância de
registos em áudio e vídeo de sessões de estudo do aluno, do trabalho colaborativo entre
professores, da criação de um repositório de técnicas individuais de ensino artístico, matéria
inovadora e campo fértil para o incremento da rentabilidade das aulas de piano.
This research aims at contributing to a better understanding of innovation in the context of the art of teaching and is focussed on the confluence of two areas that are situated at opposite poles: innovation, the leitmotiv of all moments, and the piano lesson. The starting question is the following: how is it possible to innovate piano lessons? An ancillary research was also performed on how innovation exponentiates the learnings of the student and the teacher in iteration. Reflexivity was one of the pillars that supported the research. In the literature review some researchers, teachers, and concert pianists were studied who examined innovation in areas such as artistic teaching, piano technique, and piano lesson. A qualitative methodology was chosen to analyze written testimonies, reflexive diaries, and memoirs, and the resulting data was triangulated. An evocative autoethnography was chosen. Some possibilities for innovation in piano lessons are shown. Consequently, both student and teacher may have huge benefits when in an iteration as a binomial. This study also points to the importance of deeper researches on the theme and its branches, including anxiety during lessons, the importance of registering the study in audio and video, the collaborative work between teachers, the creation of a repository of individual techniques in the art lessons, innovative subject, and fertile areas to increase the potential sucess in piano lessons.
This research aims at contributing to a better understanding of innovation in the context of the art of teaching and is focussed on the confluence of two areas that are situated at opposite poles: innovation, the leitmotiv of all moments, and the piano lesson. The starting question is the following: how is it possible to innovate piano lessons? An ancillary research was also performed on how innovation exponentiates the learnings of the student and the teacher in iteration. Reflexivity was one of the pillars that supported the research. In the literature review some researchers, teachers, and concert pianists were studied who examined innovation in areas such as artistic teaching, piano technique, and piano lesson. A qualitative methodology was chosen to analyze written testimonies, reflexive diaries, and memoirs, and the resulting data was triangulated. An evocative autoethnography was chosen. Some possibilities for innovation in piano lessons are shown. Consequently, both student and teacher may have huge benefits when in an iteration as a binomial. This study also points to the importance of deeper researches on the theme and its branches, including anxiety during lessons, the importance of registering the study in audio and video, the collaborative work between teachers, the creation of a repository of individual techniques in the art lessons, innovative subject, and fertile areas to increase the potential sucess in piano lessons.
Description
Dissertação de mestrado, Educação (Área de Especialização de Inovação em Educação), Universidade de Lisboa, Instituto de Educação, 2022
Keywords
Escola Artística de Música do Conservatório Nacional Inovação Reflexividade Autoetnografia Música - Ensino Dissertações de mestrado - 2022