GROUP INSTRUMENT CLASSES - PERFORMANCE PREPARATION METHODOLOGY
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
https://orcid.org/0000-0003-1408-9467
Sabrina Santos
Abstract
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.
##plugins.themes.bootstrap3.article.details##
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
openAccess
Aufegger, L., Perkins, R., Wasley, D., & Williamon, A. (2017). Musicians’ perceptions and experiences of using simulation training to develop performance skills. Psychology of Music, 45(3), 417–431. https://doi.org/10.1177/0305735616666940
Babbie, E. (2012). The Basics of Social Research (4th ed.). Belmont: Thomson.
Chiriac, E. H., & Frykedal, K. F. (2011). Management of Group Work as a Classroom Activity. World Journal of education, 1(2), 2–16. https://doi.org/10.5430/wje.v1n2p3
Crabtree, B. F., & Miller, W. L. (1999). Doing Qualitative Research. Thousand Oaks. Calif: Sage.
Decreto Lei Nº55/18 do Ministério da Educação (2018). Diário da República, N.º 129/2018, Série 1 de 2018-07-06.
Denton, M. L., & Smith, C. (2001). Methodological issues and challenges in the study of American youth and religion.
Esteves, L. M. (2008). Visão panorâmica da investigação-acção. Porto Editora.
Esteves, D. (2022). O Impacto das aulas de instrumentos em grupos cooperativos no desenvolvimento do pensamento crítico. [Master´s thesis, Universidade Católica, Porto]. Repositório Institucional da Universidade Católica Portuguesa. http://hdl.handle.net/10400.14/38925
Fonseca, A. (2014). A Importância da Prática de Orquestra no Ensino Especializado da Música – Implicações no Âmbito da Motivação para a Aprendizagem Instrumental. [Doctoral dissertation, Universidade de Aveiro]. Repositório Institucional da Universidade de Aveiro. http://hdl.handle.net/10773/13750
Fontanella, B., Ricas, J., & Turato, E. (2008). Amostragem por saturação em pesquisas qualitativas em saúde: contribuições teóricas. Cad. Saúde Pública, 24 (1), pp. 17-27. https://doi.org/10.1590/S0102-311X2008000100003
Goodsell, A. S. (1992). Collaborative learning: A sourcebook for higher education.
Hallam, S. (2009). Motivation to learn. The Oxford Handbook of Music Psychology. 285–294. University Press.
Kivestu, T., & Leijen, Ä. (2014). A Model for Supporting Students’ Reflection in Tertiary Music Education. Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 199–208. https://doi.org/10.1016/j.sbspro.2014.01.1156
Laal, M., & Laal, M. (2012). Collaborative learning: What is it? Procedia - Social and Behavioral Sciences, 31(June), 491–495. https://doi.org/10.1016/j.sbspro.2011.12.092
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31(December), 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091
Laal, M., Khattami-Kermanshahi, Z., & Laal, M. (2014). Teaching and Education; Collaborative Style. Procedia - Social and Behavioral Sciences, 116(March), 4057–4061. https://doi.org/10.1016/j.sbspro.2014.01.890
Lopes, J. T, Boia, P.D.S., Veloso, A. L. & Caldas M. (2018). A orquestra e a vida: Percursos juvenis na orquestra Geração, Sociologia, Problemas e Práticas, (86), 91-108. https://journals.openedition.org/spp/4136
Majno, M. (2012). From the model of el sistema in Venezuela to current applications: Learning and integration through collective music education. Annals of the New York Academy of Sciences. 1252(1), 56-64. https://doi.org/10.1111/j.1749-6632.2012.06498.x
Maxwell, J. a. (2010). Using Numbers in Qualitative Research. Qualitative Inquiry, 16(6), 475–482. https://doi.org/10.1177/1077800410364740
Mckimm, J. (2009). Giving Effective Feedback. Home Health Care Management and Practice, 10(2), 76–78. https://doi.org/10.1177/108482239801000215
Nóbrega, A. (2018). A motivação de crianças e jovens na aprendizagem musical em projetos sociais: NEOJIBA, no Brasil, e Orquestra Geração, em Portugal. [Doctoral dissertation, Universidade Nova]. Repositório Institucional da Universidade Nova. Lisboa. http://hdl.handle.net/10362/49749
Omer, A. A., & Abdularhim, M. (2017). The criteria of constructive feedback: The feedback that counts. Journal of Health Specialties, 5(1), 45. https://doi.org/10.4103/2468- 6360.198798
Pereira, A. R. A. (2019). Metodologias de ensino coletivo e individual de instrumento: especificidades das duas metodologias [Doctoral dissertation, Instituto Politécnico de Lisboa-Escola Superior de Música de Lisboa]. Repositório Científico do Instituto Plotécnico de Lisboa. http://hdl.handle.net/10400.21/15267
Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (2nd ed.). Wiley-Blackwell.
Robson, C., & McCartan, K. (2016). Real World Research. 4th Edn. Hokoben
Santos, S. (2021). A utilização das aulas de grupo enquanto metodologia de preparação para a performance. [Master´s thesis, Universidade de Aveiro]. Repositório Institucional da Universidade de Aveiro. http://hdl.handle.net/10773/35269
Sousa, M. (2022). Conjugação de aspetos formais e informais no ensino do violino – Inclusão de temas da música tradicional dos Açores na aprendizagem musical. [Master´s thesis, Universidade de Aveiro]. Repositório Institucional da Universidade de Aveiro. http://hdl.handle.net/10773/35753
Torres, F.S. (2019). A Influência dos pais no êxito ou fracasso da aprendizagem do violino pelo Método Suzuki: Um estudo com Crianças. Revista de psicologia, 13(45), 980-1016. https://doi.org/10.14295/idonline.v13i45.1800
Van Roekel, E., Keijsers, L., & Chung, J. M. (2019). A review of current ambulatory assessment studies in adolescent samples and practical recommendations. Journal of Research on Adolescence, 29(3), 560-577. https://doi.org/10.1111/jora.12471
Vlachopoulos, P., Jan, S. K., & Buckton, R. (2020). A case for team-based learning as an effective collaborative learning methodology in higher education. College Teaching, 69(2), 69-77. https://doi.org/10.1080/87567555.2020.1816889
Waddell, G., Perkins, R., & Williamon, A. (2019). The evaluation simulator: A new approach to training music performance assessment. Frontiers in Psychology, 10(APR), 1–17. https://doi.org/10.3389/fpsyg.2019.00557
Yankovych, O. I. (2020). Suzuki Method in the training prospective specialists in preschool education. Journal of Education, Health and Sport, 10(12), 162-167. https://doi.org/10.12775/JEHS.2020.10.12.015