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Estudo empírico : motivação e aprendizagem nas aulas de formação musical e classe de conjunto coral : um estudo de caso comparativo
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Authors
Abstract(s)
O presente trabalho divide-se em duas partes: a primeira centra-se na descrição
da Prática de Ensino Supervisionada de aulas de formação musical e de classe de
conjunto coral; e a segunda parte consiste no Projeto de Investigação, que se centra
na análise dos processos de aprendizagem e motivação presentes nas duas
disciplinas. Pretende-se, com este estudo, comparar esses processos e apresentar
estratégias de aprendizagem e motivação a partir das dificuldades apresentadas pelos
alunos.
Assim, apresenta-se um enquadramento teórico destacando teorias de quatro
autores que desempenham, ainda hoje, um papel importante na compreensão dos
processos de aprendizagem e de motivação, em geral, bem como no âmbito da
aprendizagem musical. De acordo com os objetivos, selecionámos, ao nível da
aprendizagem, as teorias de Vygotsky, Bruner e de Swanwick e, ao nível da
motivação, a teoria de Bandura e o seu conceito de autoeficácia.
Partindo da questão de partida – A motivaç~o dos alunos e os processos de
aprendizagem serão diferentes ou idênticos nas disciplinas de formação musical e
classe de conjunto coral? - traçaram-se objetivos a que pretendemos dar resposta ao
longo do estudo. O método que mais se aproxima da natureza da investigação é o
estudo de caso que nos permitiu conhecer e caraterizar o contexto e analisar o
problema, sem generalizar. A partir da observação de um número significativo de
alunos que demonstram dificuldades de aprendizagem na área da música, nas
disciplinas de formação musical e classe de conjunto coral, traçaram-se como
objetivos identificar as dificuldades de motivação e aprendizagem nas diferentes
disciplinas; comparar os fatores motivacionais e processos de aprendizagem que
ocorrem nestas e, por conseguinte, apontar estratégias a partir das dificuldades
sentidas pelos alunos nas disciplinas de formação musical e classe de conjunto coral.
Da análise resultante das técnicas e instrumentos de recolha de dados utilizados,
concluímos que os alunos sentem maior motivação na disciplina de classe de conjunto
coral, apresentando menores dificuldades e manifestando preferência pela mesma.
Em relação à disciplina de formação musical, podemos afirmar que identificámos a
necessidade de se refletir e ensaiar novas estratégias motivacionais, da parte do
professor, já que os alunos apontam sentir maiores dificuldade nos conteúdos
propostos da disciplina, o que é corroborado pelos professores. Verificámos, assim
dificuldades de aprendizagem mas, sobretudo, dificuldades relacionadas com fatores
motivacionais.
Abstract: This work is divided in two parts: the first focuses on the description of Supervised Teaching Practice of classes of musical education and choir class; and the second part consists of the Research Project, which focuses on the analysis of learning processes and motivation present in both disciplines. The aim of this study is to compare these processes and introduce learning and motivation strategies based on the difficulties presented by the students. Thus, we present a theoretical context emphasizing theories from four authors who still play an important role in understanding learning and motivation processes, in general, and also in the musical learning context. According to the objectives we want to achieve, we selected, concerning musical learning, Vygotsky, Bruner and Swanwick’s theories. Concerning motivation, we chose Bandura’s theory and his selfefficacy concept. Taking the next question as a starting point - Will students’ motivation and learning processes be different or identical in the subjects of music education and choir? – we traced goals that we intent to answer throughout the study. The method that is closer to the nature of this investigation is a case study that allowed us to understand and characterize the context and analyze the problem. From the observation of a significant number of students who demonstrate learning difficulties in music, in music theory and choir, the following objectives were traced: identifying the difficulties of motivation and learning in these different subjects; comparing motivational factors and learning processes that occur in these classes and, therefore, indicate strategies from the difficulties experienced by students in music education and choir’s subjects. From the analysis resulting from the techniques and data collected, we concluded that students feel more motivated in choir classes, showing fewer difficulties and expressing preference for it. Regarding musical education class, we can say that we have identified the need for teachers to reflect and to try new motivational strategies, since the students pointed out that they feel more difficulties in the contents of this subject, which is corroborated by the teachers. We have identified learning difficulties but on top of these difficulties there are the ones related to motivational factors.
Abstract: This work is divided in two parts: the first focuses on the description of Supervised Teaching Practice of classes of musical education and choir class; and the second part consists of the Research Project, which focuses on the analysis of learning processes and motivation present in both disciplines. The aim of this study is to compare these processes and introduce learning and motivation strategies based on the difficulties presented by the students. Thus, we present a theoretical context emphasizing theories from four authors who still play an important role in understanding learning and motivation processes, in general, and also in the musical learning context. According to the objectives we want to achieve, we selected, concerning musical learning, Vygotsky, Bruner and Swanwick’s theories. Concerning motivation, we chose Bandura’s theory and his selfefficacy concept. Taking the next question as a starting point - Will students’ motivation and learning processes be different or identical in the subjects of music education and choir? – we traced goals that we intent to answer throughout the study. The method that is closer to the nature of this investigation is a case study that allowed us to understand and characterize the context and analyze the problem. From the observation of a significant number of students who demonstrate learning difficulties in music, in music theory and choir, the following objectives were traced: identifying the difficulties of motivation and learning in these different subjects; comparing motivational factors and learning processes that occur in these classes and, therefore, indicate strategies from the difficulties experienced by students in music education and choir’s subjects. From the analysis resulting from the techniques and data collected, we concluded that students feel more motivated in choir classes, showing fewer difficulties and expressing preference for it. Regarding musical education class, we can say that we have identified the need for teachers to reflect and to try new motivational strategies, since the students pointed out that they feel more difficulties in the contents of this subject, which is corroborated by the teachers. We have identified learning difficulties but on top of these difficulties there are the ones related to motivational factors.
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
da Música – Formação Musical e Música de Conjunto.
Keywords
Aprendizagem Motivação Ensino da música Formação musical Coro Learning Motivation Music education Music theory Choir