| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 12.55 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Este relatório foi redigido no âmbito da conclusão do Mestrado em Ensino de Música pela Universidade Católica Portuguesa – Porto. Está dividido em duas partes, sendo a primeira referente à minha Prática Profissional que decorreu durante o ano letivo 2022/2023 no Conservatório de Música da Jobra e na Escola Profissional de Artes Performativas da Jobra, e englobou as especialidades de Flauta Transversal e Classe de Conjunto. Foi supervisionada pelo Orientador Científico, o Professor Doutor Gil Magalhães e pela Orientadora Pedagógica Cooperante Andreia Soares. A segunda parte do relatório retrata o meu Projeto de Intervenção Pedagógica, que teve como título “A relação professor/aluno na performance da aprendizagem. A componente mental na otimização do rendimento escolar: o estudo da dependência”. Este projeto foi pensado para os alunos do curso profissional de música da Escola Profissional de Artes Performativas da Jobra, ou seja, que frequentavam o 10º, 11º e o 12º ano de escolaridade. Esta intervenção, tinha como tónica as componentes mentais importantes e imprescindíveis para o sucesso escolar dos alunos – a motivação e a ansiedade. Nesta minha investigação decidi estudar esta temática focando a dependência dos alunos em relação aos professores ou o seu inverso. Quão dependentes estão os alunos em relação aos professores nestas componentes mentais? Qual o espaço dos alunos para potenciarem a automotivação e o autocontrolo da ansiedade, e qual a viabilidade ou potencialidade do processo? Vou procurar responder a estas perguntas da melhor forma através da investigação que projetei, dividida em três partes - questionário inicial, intervenção e questionário final – onde irão participar os alunos do curso profissional de música. Os questionários darão inicialmente para conhecer a opinião dos alunos sobre a temática, bem como a importância que dão à mesma, e a sua opinião sobre a dependência pelo professor. Os questionários finais darão para concluir se os pressupostos iniciais dos alunos estavam certos e se este tipo de intervenções podem ou não ser importantes na gestão da motivação e da ansiedade.
This report was written as part of the conclusion of the master’s in music teaching at the Catholic University of Portugal – Porto. It is divided into two parts, the first referring to my Professional Practice that took place during the academic year 2022/2023 at the Conservatório de Música da Jobra and at the Escola Profissional de Artes Performativas da Jobra and included the specialties of transverse flute and ensemble class. It was supervised by the scientific guidance, Professor Gil Magalhães and by the cooperating guidance Andreia Soares. The second part of the report describes my Pedagogical Intervention Project, which was entitled “The teacher/student relationship in learning performance. The mental component in optimizing school performance: the study of addiction”. This project was designed for students of the professional music course at Escola Profissional de Artes Performativas da Jobra, that is, those attending the 10th, 11th, and 12th grades. This project focused on the essential mental components for students' academic success – motivation and anxiety. In my investigation, I decided to study this theme focusing on students' dependence on teachers or its opposite. How dependent are students on teachers? What is the space for students to enhance self-motivation and self-control of anxiety and what is the viability or potentiality of the process? These are the questions I would like to see answered at the end of the project. I will try to answer these questions in the best way through the investigation that I designed, divided into three parts - initial questionnaire, intervention, and final questionnaire - in which students of the professional music course will participate. The questionnaires will initially provide information on the student's opinion on the subject, the importance they give to it, and their opinion on the dependence on the teacher. The final questionnaires will allow us to conclude if the students' initial assumptions were correct and if this type of intervention may or may not be important in the management of motivation and anxiety.
This report was written as part of the conclusion of the master’s in music teaching at the Catholic University of Portugal – Porto. It is divided into two parts, the first referring to my Professional Practice that took place during the academic year 2022/2023 at the Conservatório de Música da Jobra and at the Escola Profissional de Artes Performativas da Jobra and included the specialties of transverse flute and ensemble class. It was supervised by the scientific guidance, Professor Gil Magalhães and by the cooperating guidance Andreia Soares. The second part of the report describes my Pedagogical Intervention Project, which was entitled “The teacher/student relationship in learning performance. The mental component in optimizing school performance: the study of addiction”. This project was designed for students of the professional music course at Escola Profissional de Artes Performativas da Jobra, that is, those attending the 10th, 11th, and 12th grades. This project focused on the essential mental components for students' academic success – motivation and anxiety. In my investigation, I decided to study this theme focusing on students' dependence on teachers or its opposite. How dependent are students on teachers? What is the space for students to enhance self-motivation and self-control of anxiety and what is the viability or potentiality of the process? These are the questions I would like to see answered at the end of the project. I will try to answer these questions in the best way through the investigation that I designed, divided into three parts - initial questionnaire, intervention, and final questionnaire - in which students of the professional music course will participate. The questionnaires will initially provide information on the student's opinion on the subject, the importance they give to it, and their opinion on the dependence on the teacher. The final questionnaires will allow us to conclude if the students' initial assumptions were correct and if this type of intervention may or may not be important in the management of motivation and anxiety.
Descrição
Palavras-chave
Ensino da música Projeto de intervenção pedagógica Motivação no ensino da música Ansiedade no ensino da música Dependência motivacional Music teaching Pedagogical intervention project Motivation in music teaching Music teaching anxiety Motivational dependency