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Relatório final da prática de ensino supervisionada : a motivação na aprendizagem do violino
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| 4.91 MB | Adobe PDF |
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Abstract(s)
O presente relatório reflete a prática de ensino desenvolvida no âmbito da unidade curricular de Prática de Ensino Supervisionada, realizada na Academia d’Artes de Cinfães no ano letivo de 2014/2015, assim como o trabalho de investigação desenvolvido no âmbito da unidade curricular de Projeto de Ensino Artístico do Mestrado em Ensino de Música.
Na primeira parte foi realizada uma caracterização da escola e dos alunos e apresentadas algumas das planificações e relatórios de aula, bem como uma reflexão crítica das experiências de ensino/aprendizagem desenvolvidas ao longo da Prática de Ensino Supervisionada e suas implicações para a minha prática profissional.
Tendo como base os inúmeros estudos desenvolvidos que demonstram a importância da motivação para a aprendizagem e para o sucesso escolar dos alunos, na segunda parte do relatório é apresentado o estudo de investigação intitulado Motivação na Aprendizagem do Violino, que procura investigar, através da opinião de alunos, professores e pais/encarregados de educação, se a motivação assume um papel importante na aprendizagem de um instrumento musical, nomeadamente o violino.
Quem são os principais responsáveis pela ativação da motivação? O aluno? Os professores? Os pais? Todos? Os dados recolhidos neste relatório final mostram que só uma boa relação entre estes três agentes educativos (alunos, professores e pais), nomeadamente o acompanhamento/supervisão e a orientação apoiante e estimulante dos diferentes intervenientes, potencia a motivação e a aprendizagem dos alunos.
Os resultados dos inquéritos aos intervenientes permitem evidenciar que a motivação é essencial no processo de aprendizagem do Violino, traduzindo-se num melhor desempenho, maior interesse e dedicação e, consequentemente, numa aprendizagem de sucesso.
Abstract: This report reflects the teaching practice developed during the traineeship within the course of Supervised Teaching Practice held at the Academia d’Artes de Cinfães in the academic year 2014/2015, as well as the research work developed within the curricular unit of Project of the Arts Education in the Music Education Master’s. In the first part, a characterization of the school and the students was carried out and some of the lesson plans and class reports were presented, as well as a critical reflection of the teaching experience / learning developed during the Supervised Teaching Practice and its implications for my professional practice. Based on the many studies conducted that demonstrate the importance of motivation in the learning process and academic success of students, in the second part of the report a research study entitled Motivation in Violin Learning is presented, which seeks to investigate from the students’, teachers’ and parents’/guardians’ point of view if motivation plays an important role in learning a musical instrument, particularly the violin. Who is responsible for the activation of motivation? The student? The teachers? The parents? All? The data collected in this final report shows that only a good relationship between these three educational parts (students, teachers and parents), and in particular monitoring/supervision and supportive and stimulating guidance of different parts, enhance motivation and student learning. The results of the surveys to the involved parts show that motivation is essential in the violin learning process, resulting in a better performance, greater interest and dedication and, consequently, successful learning.
Abstract: This report reflects the teaching practice developed during the traineeship within the course of Supervised Teaching Practice held at the Academia d’Artes de Cinfães in the academic year 2014/2015, as well as the research work developed within the curricular unit of Project of the Arts Education in the Music Education Master’s. In the first part, a characterization of the school and the students was carried out and some of the lesson plans and class reports were presented, as well as a critical reflection of the teaching experience / learning developed during the Supervised Teaching Practice and its implications for my professional practice. Based on the many studies conducted that demonstrate the importance of motivation in the learning process and academic success of students, in the second part of the report a research study entitled Motivation in Violin Learning is presented, which seeks to investigate from the students’, teachers’ and parents’/guardians’ point of view if motivation plays an important role in learning a musical instrument, particularly the violin. Who is responsible for the activation of motivation? The student? The teachers? The parents? All? The data collected in this final report shows that only a good relationship between these three educational parts (students, teachers and parents), and in particular monitoring/supervision and supportive and stimulating guidance of different parts, enhance motivation and student learning. The results of the surveys to the involved parts show that motivation is essential in the violin learning process, resulting in a better performance, greater interest and dedication and, consequently, successful learning.
Description
Keywords
Motivação Ensino de música Aprendizagem do violino Teorias da motivação Professores Motivation Music education Violin learning Motivation theories Teachers