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Authors
Advisor(s)
Abstract(s)
Se olharmos para a Formação Musical enquanto disciplina performativa, podemos
entender que há espaço para dois palcos distintos, onde se desenvolvem estados de
ansiedade diferentes: a sala-de-aula e a prova oral. Este relatório de estágio desenvolvese
a partir de um trabalho de observação e implementação de práticas pedagógicas
utilizadas em contexto e de um Projeto de Investigação, no qual se tenta perceber a
influência da ansiedade no aluno durante a performance de palco, bem como recolher
um leque de desbloqueadores estratégicos utilizados como forma de regulação da
ansiedade. A metodologia utilizada no desenvolvimento deste estudo partiu da
observação direta de aulas dadas pelo professor da turma e de um momento de avaliação
da oralidade, a avaliação quantitativa e qualitativa das reações dos alunos, um inquérito
por questionário à turma e entrevistas a professores da disciplina no ensino artístico
especializado da música, para se estabelecer uma relação triangular entre o ponto de
vista do professor, o ponto de vista dos alunos e o ponto de vista de outros professores
de Formação Musical. Assim, o presente relatório de estágio está organizado em três
capítulos: no primeiro, faz-se uma análise à Formação Musical no século XXI, uma
contextualização do Polo de Estágio e das turmas da prática de ensino supervisionada;
no segundo capítulo, faz-se uma análise ao percurso do estágio, analisando e refletindo
sobre os desafios que se foram colocando; e no último capítulo, inclui-se o Projeto de
Investigação relacionado com a Ansiedade na Performance em Formação Musical, que
pôde auferir o uso de desbloqueadores pelos professores da disciplina e um perfil geral da
ansiedade do aluno caraterizado pela ansiedade-estado.
If we look at Musical Education as a performative discipline, we can understand that there is space for two distinct stages, where different types of anxiety may be developed: the classroom and the oral exam. This internship report develops from an observation work and implementation of pedagogical practices used in context and from a research project, in which one tries to understand the influence of anxiety on the student during the stage performance, as well as to collect a range of strategic unlockers used as a way to combat anxiety. The methodology used in the development of this study started from the direct observation of classes given by the teacher and from a moment of assessment of orality, the quantitative and qualitative assessment of the reactions of the class, a questionnaire survey to students in the class and interviews with teachers of the discipline in specialized artistic education, to establish a triangular relationship between the point of view of the teacher, the point of view of the students and the point of view of other teachers of Musical Education. This internship report is organized in three chapters: the first is an analysis of Musical Education in the 21st century and a contextualization of the internship pole and the classes of supervised teaching practice; in the second chapter, an analysis is made of the course of the internship, analyzing and reflecting on the challenges that have been posed; and the last chapter includes the research project related to Anxiety in Performance in Musical Education, which was able to obtain the frequency of the use of unlockers by the teachers of the discipline and a general profile of the student's anxiety characterized by state anxiety.
If we look at Musical Education as a performative discipline, we can understand that there is space for two distinct stages, where different types of anxiety may be developed: the classroom and the oral exam. This internship report develops from an observation work and implementation of pedagogical practices used in context and from a research project, in which one tries to understand the influence of anxiety on the student during the stage performance, as well as to collect a range of strategic unlockers used as a way to combat anxiety. The methodology used in the development of this study started from the direct observation of classes given by the teacher and from a moment of assessment of orality, the quantitative and qualitative assessment of the reactions of the class, a questionnaire survey to students in the class and interviews with teachers of the discipline in specialized artistic education, to establish a triangular relationship between the point of view of the teacher, the point of view of the students and the point of view of other teachers of Musical Education. This internship report is organized in three chapters: the first is an analysis of Musical Education in the 21st century and a contextualization of the internship pole and the classes of supervised teaching practice; in the second chapter, an analysis is made of the course of the internship, analyzing and reflecting on the challenges that have been posed; and the last chapter includes the research project related to Anxiety in Performance in Musical Education, which was able to obtain the frequency of the use of unlockers by the teachers of the discipline and a general profile of the student's anxiety characterized by state anxiety.
Description
Keywords
Supervised teaching practice Music Education Performance anxiety Assessment Prática de Ensino Supervisionada Formação Musical Ansiedade na performance Avaliação
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação