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Este projeto tem como objetivo auxiliar os alunos da escola Curso de Música Silva Monteiro, onde leciono a disciplina de bateria, a enfrentar um problema que pode afetar o seu rendimento e prejudicar o trabalho desenvolvido na sala de aula: a ansiedade na performance.
Partindo do princípio que o exercício físico moderado é uma das mais divulgadas e consensuais estratégias para lidar com a ansiedade, além de apresentar outros aspetos benéficos na promoção da saúde (Tomé & Valentinni, 2006), este trabalho consiste, essencialmente, em fazer uso da própria bateria como uma forma de exercício físico (Da Le Rue; Draper; Potter & Smith, 2013) e como rotina pré-performance, para prevenção da ansiedade (Taylor & Wasley, cit. in Williamon, 2004).
A conceção dos exercícios propostos neste projeto pretende desenvolver de forma equilibrada os quatro membros do executante, contemplando a maior variedade possível de movimentos utilizados na bateria, pretendendo constituir um nível de desafio físico adequado para reduzir os níveis de ansiedade. Os exercícios são explicados durante as aulas, têm uma duração de vinte minutos e são realizados antes de uma atuação.
Antes da intervenção realizada, foi aplicado um questionário diagnóstico em que se procura avaliar quais as rotinas pré-performance dos alunos, e os seus níveis de ansiedade antes destes momentos. Posteriormente, foi aplicado outro questionário para avaliar a eficiência desta metodologia nos alunos que fizeram parte do estudo. Os resultados apresentados demonstram que a maioria dos alunos afirmou ter sentido uma diminuição dos níveis de ansiedade e percecionou melhorias no seu desempenho.
This project aims to assist the students of “Curso de Música Silva Monteiro”, where I teach the drum discipline, to face a problem that can affect their performance and harm the work done in the classroom: anxiety in the performance. Based on the assumption that moderate physical exercise is one of the most publicized and consensual strategies to deal with anxiety, besides presenting other beneficial aspects in health promotion (Tomé & Valentinni, 2006), this work consists essentially in making use of the drums itself as a form of physical exercise (Da Le Rue, Draper, Potter & Smith, 2013) and as a pre-performance routine for anxiety prevention (Taylor & Wasley, in Williamon, 2004). The design of the exercises proposed in this project intends to develop, in a balanced way, the four members of the performer, contemplating the greatest possible variety of movements used on the drums, pretending to constitute a level of adequate physical challenge to reduce anxiety levels. The exercises are explained during class, have a duration of twenty minutes and are performed before a performance. Before the intervention, a diagnostic questionnaire was applied in which the students' pre-performance routines were evaluated and their anxiety levels before these moments. Subsequently, another questionnaire was applied to evaluate the efficiency of this methodology among the students who were part of the study. The results presented show that the majority of the students affirmed to have felt a decrease of anxiety levels and perceived an improvement on their performance.
This project aims to assist the students of “Curso de Música Silva Monteiro”, where I teach the drum discipline, to face a problem that can affect their performance and harm the work done in the classroom: anxiety in the performance. Based on the assumption that moderate physical exercise is one of the most publicized and consensual strategies to deal with anxiety, besides presenting other beneficial aspects in health promotion (Tomé & Valentinni, 2006), this work consists essentially in making use of the drums itself as a form of physical exercise (Da Le Rue, Draper, Potter & Smith, 2013) and as a pre-performance routine for anxiety prevention (Taylor & Wasley, in Williamon, 2004). The design of the exercises proposed in this project intends to develop, in a balanced way, the four members of the performer, contemplating the greatest possible variety of movements used on the drums, pretending to constitute a level of adequate physical challenge to reduce anxiety levels. The exercises are explained during class, have a duration of twenty minutes and are performed before a performance. Before the intervention, a diagnostic questionnaire was applied in which the students' pre-performance routines were evaluated and their anxiety levels before these moments. Subsequently, another questionnaire was applied to evaluate the efficiency of this methodology among the students who were part of the study. The results presented show that the majority of the students affirmed to have felt a decrease of anxiety levels and perceived an improvement on their performance.
Descrição
Palavras-chave
Ansiedade Performance Bateria Aquecimento Rotina Anxiety Performance Drums Warm-up Routine