Teaching guitar at music education undergraduate programs: a proposal through the self-regulation theory

Author(s)

Camilla dos Santos Silva

• Document type: Master's Dissertation
• Press: Campinas, SP.
• Institution: Universidade Estadual de Campinas (UNICAMP). Instituto de Artes
• Defense date: 2016-08-30

Examining board members

Fabio Scarduelli; Evely Boruchovitch; Gilson Uehara Gimenes Antunes

• Advisor: Fabio Scarduelli; Adriana do Nascimento Araujo Mendes

Abstract

Current studies over music performance shed light into the need of understanding the processes involved in the acquiring of musical knowledge, since the tutoring period until the professional enactment. Therefore, self-regulation theory provides a theoretical basis to establish learning strategies towards an efficient learning throughout the interaction between social, cognitive, affective and motivational processes. Through an in-depth study of the Social Cognitive Theory and the application of the Self-regulation Theory at the Musical Education context, namely classes offered to Music Education undergraduate students and interviews with College professors, this research has developed and applied an intervention program based on the PLEE adaptation developed by Rosario (2006) on Zimmerman¿s model (1990). Thus, the main aim of this study is to offer pedagogic tools that might enable the transmission and modeling of learning strategies at a professional stage as music teachers, going beyond the technical and musical aspects of a musical instrument. Organized into Planning, Execution and Evaluation, this model considers the learning stages of the student, promoting continuous self-evaluation, consciousness and control at all phases of the learning process. Thus, at the main conclusion of this analysis, it is possible to stress the urgent need to substantiate the music teacher with learning strategies of self-regulated learning, in order to guarantee its transmission. We aim then, to make available to the music teacher, a vision of music teaching and learning that considers music performance altogether with consciousness about cognitive and metacognitive processes of the musical activity (AU)

• FAPESP's process: 14/00219-5 - Teaching of musical instrument classical guitar on music education degree: searching for new approaches through the theory of self-regulation
• Grantee: Camilla dos Santos Silva
• Support Opportunities: Scholarships in Brazil - Master