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Motivação na aprendizagem do piano: Estudo com alunos entre os 13 e os 17 anos
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| 2.72 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio está estruturado em duas partes. Na primeira parte é descrito o estágio de Prática de Ensino Supervisionada, realizado no ano letivo 2023/2024 na Escola Artística de Música do Conservatório Nacional. Na segunda parte é apresentada uma investigação sobre a motivação na aprendizagem do piano. É um estudo de cariz descritivo e exploratório baseando-se numa técnica de recolha de dados observacional transversal. Pretende-se identificar fatores e circunstâncias associados à motivação/desmotivação na aprendizagem do piano. O problema ou questão de partida é a como aumentar a taxa de sucesso, e diminuir desistências, na área do ensino-aprendizagem do piano. A investigação teve os seguintes objetivos: (i) Perceber o grau de motivação de um grupo de alunos de piano; (ii) Averiguar a perspetiva do professor e do aluno sobre a motivação; (iii) Identificar características e circunstâncias comuns entre alunos que se afirmam motivados, e entre alunos que se afirmam desmotivados; (iv) Entender se o grau de motivação reportado pelo aluno se correlaciona com os resultados académicos por si obtidos. A revisão de literatura permitiu conhecer teorias e modelos que clarificam os fatores associados aos processos motivacionais, e compreender o papel dos professores, dos encarregados de educação e dos próprios estudantes uma vez que os mesmos, tal como afirma Bandura (1986), influenciam na mobilização da motivação intrínseca e/ou extrínseca. De acordo com essa base concetual, prosseguiu-se para a elaboração de dois questionários, um destinado aos estudantes de piano, e o outro direcionado aos respetivos professores. Os resultados obtidos sugerem que a motivação é um fator crucial na aprendizagem do piano, influenciando os resultados dos alunos. A relação positiva entre aluno e professor, a adaptação das aulas às necessidades individuais, e o suporte na superação de desafios técnicos e organizacionais, segundo Decy e Ryan (2009), são elementos essenciais para fomentar a motivação dos alunos. Além disso, a relação entre a motivação e o desempenho reforça a importância de um ambiente de aprendizagem personalizado, capaz de responder às necessidades dos estudantes.
Abstract: This internship report is structured in two parts. The first part describes the supervised teaching practice carried out in the 2023/2024 academic year at the Escola Artística de Música do Conservatório Nacional. The second part presents an investigation into motivation in piano learning. This is a descriptive and exploratory study based on a cross-sectional observational data collection technique. The aim is to identify factors and circumstances associated with motivation/demotivation in learning the piano. The problem or starting point is the high rate of failure, including dropouts, in the area of piano teaching and learning. The research had the following objectives: (i) To understand the degree of motivation of a group of piano students; (ii) To ascertain the teacher's and student's perspective on motivation; (iii) To identify common characteristics and circumstances among students who say they are motivated, and among students who say they are unmotivated; (iv) To understand whether the degree of motivation reported by the student correlates with their academic results. The literature review allowed us to learn about theories and models that clarify the factors associated with motivational processes, and to understand the role of teachers, parents and students themselves in mobilising intrinsic and/or extrinsic motivation. Based on this conceptual basis, two questionnaires were drawn up, one aimed at piano students and the other at their teachers. The results obtained suggest that motivation is a crucial factor in piano learning, influencing student results. The positive relationship between student and teacher, the adaptation of lessons to individual needs, and support in overcoming technical and organisational challenges are essential elements in fostering student motivation. In addition, the relationship between motivation and performance reinforces the importance of a personalised learning environment capable of responding to students' needs.
Abstract: This internship report is structured in two parts. The first part describes the supervised teaching practice carried out in the 2023/2024 academic year at the Escola Artística de Música do Conservatório Nacional. The second part presents an investigation into motivation in piano learning. This is a descriptive and exploratory study based on a cross-sectional observational data collection technique. The aim is to identify factors and circumstances associated with motivation/demotivation in learning the piano. The problem or starting point is the high rate of failure, including dropouts, in the area of piano teaching and learning. The research had the following objectives: (i) To understand the degree of motivation of a group of piano students; (ii) To ascertain the teacher's and student's perspective on motivation; (iii) To identify common characteristics and circumstances among students who say they are motivated, and among students who say they are unmotivated; (iv) To understand whether the degree of motivation reported by the student correlates with their academic results. The literature review allowed us to learn about theories and models that clarify the factors associated with motivational processes, and to understand the role of teachers, parents and students themselves in mobilising intrinsic and/or extrinsic motivation. Based on this conceptual basis, two questionnaires were drawn up, one aimed at piano students and the other at their teachers. The results obtained suggest that motivation is a crucial factor in piano learning, influencing student results. The positive relationship between student and teacher, the adaptation of lessons to individual needs, and support in overcoming technical and organisational challenges are essential elements in fostering student motivation. In addition, the relationship between motivation and performance reinforces the importance of a personalised learning environment capable of responding to students' needs.
Description
Relatório de Estágio apresentado à Escola Superior de Artes Aplicadas do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino de Música – Instrumento e Música de Conjunto.
Keywords
Motivação Aprendizagem do piano Taxa de sucesso Motivation Piano learning Piano failure rate