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O presente relatório de estágio, intitulado O Estudo individual na Formação Musical: um estudo de caso, foi desenvolvido no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES), integrada no Mestrado em Ensino de Música, especialidade Formação Musical e Classes de Conjunto.
O relatório encontra-se dividido em três capítulos. O primeiro capítulo inicia com uma introdução ao conceito da autonomia na aprendizagem, com um foco na motivação, autorregulação e estudo individual. O segundo ponto deste capítulo é dedicado ao Polo de Estágio. O segundo capítulo explora a Prática de Ensino Supervisionada e a sua influência no desenvolvimento de competência pedagógicas sociais e culturais do futuro professor. O Projeto de Investigação está integrado no último capítulo. O objetivo central focou-se em conhecer as perspetivas de professores, encarregados de educação e alunos sobre o estudo individual na Formação Musical. Como objetivos específicos traçou-se i) compreender a importância do estudo individual nas aulas de FM; ii) reconhecer as principais dificuldades e fatores que influenciam hábitos de estudo individual na FM; e iii) nomear estratégias e recursos a utilizar no desenvolvimento e promoção do estudo individual na FM. Com recolha de dados realizada através de inquérito por questionário a alunos do Ensino Artístico Especializado de Música e entrevistas semiestruturadas a encarregados de educação e a um/a professor/a de Formação Musical, foi possível concluir que i) a falta de tempo, de motivação e de autonomia são obstáculos na concretização do estudo; ii) o uso de recursos digitais e estratégias diversificadas como a revisão, utilização do instrumento, audição e análise de músicas são recorrentes no estudo individual na Formação Musical; e iii) o professor desempenha um papel essencial na criação e promoção de hábitos de estudo.
This internship report, entitled Individual Study in Music Theory and Aural Training: a case study, was developed within the scope of the course Supervised Teaching Practice (PES), integrated into the Master’s in Music Education, with a specialization in Music Theory and Aural Training and Ensemble Classes. The report is divided into three chapters. The first chapter begins with an introduction to the concept of autonomy in learning, with a focus on motivation, self-regulation, and individual study. The second section of this chapter is devoted to the internship setting. The second chapter explores Supervised Teaching Practice and its influence on the development of the pedagogical, social, and cultural competences of the future teacher. The Research Project is included in the final chapter. The main objective was to understand the perspectives of teachers, parents/guardians, and students regarding individual study in Music Theory and Aural Training. The specific objectives were to: i) understand the importance of independent study in Music Theory and Aural Training classes; ii) recognize the main difficulties and factors influencing independent study habits in in Music Theory and Aural Training; and to iii) identify strategies and resources to be used in developing and promoting independent study in in Music Theory and Aural Training. Based on data collected through a questionnaire survey administered to students in Specialized Artistic Music Education and semi-structured interviews with parents/guardians and a Musical Training teacher, it was possible to conclude that: i) the lack of time, motivation, and autonomy are obstacles to carrying out study; ii) the use of digital resources and diverse strategies such as revision, use of the instrument, and listening to and analyzing music are common in individual study for Musical Theory and Aural Training; and iii) the teacher plays an essential role in establishing and fostering study habits.
This internship report, entitled Individual Study in Music Theory and Aural Training: a case study, was developed within the scope of the course Supervised Teaching Practice (PES), integrated into the Master’s in Music Education, with a specialization in Music Theory and Aural Training and Ensemble Classes. The report is divided into three chapters. The first chapter begins with an introduction to the concept of autonomy in learning, with a focus on motivation, self-regulation, and individual study. The second section of this chapter is devoted to the internship setting. The second chapter explores Supervised Teaching Practice and its influence on the development of the pedagogical, social, and cultural competences of the future teacher. The Research Project is included in the final chapter. The main objective was to understand the perspectives of teachers, parents/guardians, and students regarding individual study in Music Theory and Aural Training. The specific objectives were to: i) understand the importance of independent study in Music Theory and Aural Training classes; ii) recognize the main difficulties and factors influencing independent study habits in in Music Theory and Aural Training; and to iii) identify strategies and resources to be used in developing and promoting independent study in in Music Theory and Aural Training. Based on data collected through a questionnaire survey administered to students in Specialized Artistic Music Education and semi-structured interviews with parents/guardians and a Musical Training teacher, it was possible to conclude that: i) the lack of time, motivation, and autonomy are obstacles to carrying out study; ii) the use of digital resources and diverse strategies such as revision, use of the instrument, and listening to and analyzing music are common in individual study for Musical Theory and Aural Training; and iii) the teacher plays an essential role in establishing and fostering study habits.
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Formação musical Prática de ensino supervisionada Estudo individual Music Theory and aural training Supervised teaching practice Individual practice