Explorando master-classes de violão em festivais de música: um estudo multi-casos sobre estratégias de ensino.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

The present work studies master-classes in guitar. This musical instrument teaching format is defined and its particularities are delineated with the purpose of mapping the relation between the students performance and the teaching strategies adopted by the instructor-musician. The current study aspires to answer the following question: What are and how are the strategies applied to the teaching of musical instrument in the guitar masterclasses. To address this question, the current study began with a review of the specialized literature. The literature review was done in two steps, which revealed four main themes. In the first step, two themes are discussed i.e., the scientific aspects of the musical talent and the characteristics of the instrumental praxis. In the second step the remaining two themes are approached, the theoretical aspects inherent to the planning of a musical performance and the specific studies regarding the musical teaching strategies. This last theme answered the first part of the posed question. The methodology also entails two stages. In the first, a quantitative orientation in which an exploratory and descriptive characteristic are assumed. The time relation established in the 130 analyzed master-classes were investigated. How long a master-class lasts and the time spent between instructor and student were two questions that emerged at this point. In the second stage, a qualitative orientation defined as a non-participative observation in collective studies was planned. The objective of the second stage was to study in details three selected cases from the previous sample, through the means of the transcription of the master-classes followed by the classification of the relevant variables and audio analysis of the musical performances. An analytical model was developed and a pilot study was used to reformulate the data collection tools employed in the current work. It was found that many factors contribute to the final duration of a master-class, which can be very variable. It was also observed that in this musical instrument teaching format, the discussions are rare i.e., the student listen and plays. A third observation was that in masterclasses, there is no direct relationship between aspects of the students performance and the teaching strategy used by the instructor. How the strategies are applied seams to emerge from three different approaches, namely holistic, intuitive or fragmented and mixed. In the holistic approach, the strategies serve as information that is received as general instructions and that can orient the students performance of a roll of musical works, but the student is accountable for understanding and applying the orientations to specific aspects of the song that he or she is playing. In the intuitive or fragmented approach, the strategies are presented as specific instructions, which are received as orientations meant exclusively for the situation evident during the current master-class, but the student is responsible to formulate general concepts that can be applied to contexts that were not yet experienced. In the mixed approach, the instructor combines the previous two approaches, even though he can lean towards one of them. The strategies serve as instructions that are received in two instructional lines, in which the student has to identify the relation between the two lines as well as expand the applicability of the received instructions.

ASSUNTO(S)

violão ensino musica master-classes

ACESSO AO ARTIGO

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