O treino da performance musical de uma criança com dispraxia psicomotora : desafios e benefícios
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2018
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Este projeto de intervenção surgiu da necessidade de melhorar o comportamento e, consequentemente, do processo de aprendizagem, de uma criança com dispraxia psicomotora, aluno do atelier de piano aqui retratado. Neste sentido, propusemo-nos a elaborar um programa de treino de performance musical e pianístico adequado ao perfil desta criança. Este programa foi desenvolvido em três momentos. No primeiro, pretendemos estabelecer uma relação pedagógica com a criança e delinear o seu perfil, com a colaboração da família, analisando documentos, e promovendo a informação, a reflexão e a consciencialização da situação-problema. No segundo, planificámos um programa de preparação para o treino da performance, para promover o desenvolvimento de algumas habilidades, capacidades e atitudes, necessárias a um desempenho performativo minimamente satisfatório. Num terceiro momento, fizemos o treino da performance, musical e pianística, não alterando os procedimentos metodológicos utilizados para as crianças com o mesmo nível de conhecimentos musicais e pianísticos. Este trabalho culminou na apresentação do Pedro em dois concertos; um a solo, ao piano, para amigos e família; e outro, de Natal, em que todos tocaram uma peça ao piano, e cantaram o repertório natalício, com todos os colegas e suas famílias como público. Optámos pela metodologia de investigação-ação, que prevê uma intervenção participativa, constituída por ciclos de ação, num processo continuamente reflexivo. Utilizámos técnicas de pedagogia positiva e da cooperação, com o objetivo de estabelecer e de reforçar relações de confiança. Para além de privilegiarmos metodologias colaborativas, também utilizámos técnicas de condicionamento operante, sobretudo de reforço positivo. As mudanças observadas no comportamento e desempenho do Pedro são resultantes de um conjunto de atividades: do trabalho dos pais, das atividades extracurriculares como a natação, o taekwondo e a equitação que, à semelhança do ensino musical e pianístico, também implementam programas de treino da performance. Em conjunto, todos contribuíram para um melhor desempenho do Pedro, fornecendo-lhe oportunidades para a aquisição de destrezas físicas, emocionais e mentais. Um fator determinante na transformação do Pedro foi a mudança de uma escola privada para uma pública, tendo a criança transitado para o 1º ciclo do ensino regular. Ao ter perceção do seu progresso e das suas novas destrezas, o Pedro melhorou a sua autoconfiança e autoestima, investindo mais no estudo individual em casa. O conjunto destas condições teve impacto na melhoria da sua autoimagem, contribuindo para a progressiva transformação do Pedro, observada no final da intervenção, demonstrando no final um comportamento tranquilo, de satisfação e concretização de trabalho, tendo melhorado o seu processo de aprendizagem. Este estudo quer transmitir que é fundamental que a pessoa tenha consciência de si, aceitando-se como é, acreditando no seu potencial, não desistindo nos revezes, insistindo e investindo na sua progressão.
This intervention project arose from the need to improve a child’s behavior and learning process. This child is one of our piano students at the atelier and he was diagnosed with psychomotor dyspraxia. In this sense, we proposed to develop a musical, as well a piano performance program training. It was adapted to the child’s profile. The development of this program was organized in three moments. The first one, intended to establish a pedagogical relationship with the child and delineate a profile, together with the family’s collaboration, examinating documents provided by the family, promoting reflection and awareness, stimulating discussion about the situation. Secondly, we planned a program to prepare performance training for the development of some skills, abilities and attitudes to ensure minimum requirements were satisfied. In a third moment, we applied the musical and pianistical performance training, following the methodological procedures used for children with the same level of musical and pianistic knowledge. This work culminated in the presentation of Pedro in two concerts; one in solo, at the piano, for his friends and family; and another one, at Christmas, when everyone played a piano piece, and sang the Christmas repertoire, having all the colleagues and their families as the audience. We chose the methodology of action research, which provides a participatory intervention, consisting of cycles of action, in a continually reflective process. We used cooperation and positive methodologies, especially based on trust, in order to obtain the closeness and the strengthening of relations between all the participants. To prioritize collaborative methodologies we chosed operant conditioning techniques, favoring positive reinforcement. Pedro's behavior and performance changes and results were observed from all participants. Parents also invested in other extracurricular activities, as well as in other performance training programs, besides music and piano, such as swimming, taekwondo and horse riding. All these activities participated in Pedro’s requested abilities for a better performance, providing him better opportunities, acquiring physical, emotional and mental skills. The change from a private school to a public one, and beginning first year of the first cycle of a regular education was determining in Pedro's transformation. By realizing his progression and his new skills, Pedro improved his self-confidence and self-esteem, investing gradually in his individual study at home. All of these conditions had an impact on his self-image improvement, contributing to Pedro's progressive transformation. This was observed at the end of the intervention, when Pedro demonstrated a calm behavior, a great satisfaction with himself, with his accomplishment on piano, and with the improvment of his learning process. This study wants to convey that it is fundamental that the person is aware of himself, accepting himself as he is, believing in his potential, not giving up on the setbacks, insisting and investing in his progression.
This intervention project arose from the need to improve a child’s behavior and learning process. This child is one of our piano students at the atelier and he was diagnosed with psychomotor dyspraxia. In this sense, we proposed to develop a musical, as well a piano performance program training. It was adapted to the child’s profile. The development of this program was organized in three moments. The first one, intended to establish a pedagogical relationship with the child and delineate a profile, together with the family’s collaboration, examinating documents provided by the family, promoting reflection and awareness, stimulating discussion about the situation. Secondly, we planned a program to prepare performance training for the development of some skills, abilities and attitudes to ensure minimum requirements were satisfied. In a third moment, we applied the musical and pianistical performance training, following the methodological procedures used for children with the same level of musical and pianistic knowledge. This work culminated in the presentation of Pedro in two concerts; one in solo, at the piano, for his friends and family; and another one, at Christmas, when everyone played a piano piece, and sang the Christmas repertoire, having all the colleagues and their families as the audience. We chose the methodology of action research, which provides a participatory intervention, consisting of cycles of action, in a continually reflective process. We used cooperation and positive methodologies, especially based on trust, in order to obtain the closeness and the strengthening of relations between all the participants. To prioritize collaborative methodologies we chosed operant conditioning techniques, favoring positive reinforcement. Pedro's behavior and performance changes and results were observed from all participants. Parents also invested in other extracurricular activities, as well as in other performance training programs, besides music and piano, such as swimming, taekwondo and horse riding. All these activities participated in Pedro’s requested abilities for a better performance, providing him better opportunities, acquiring physical, emotional and mental skills. The change from a private school to a public one, and beginning first year of the first cycle of a regular education was determining in Pedro's transformation. By realizing his progression and his new skills, Pedro improved his self-confidence and self-esteem, investing gradually in his individual study at home. All of these conditions had an impact on his self-image improvement, contributing to Pedro's progressive transformation. This was observed at the end of the intervention, when Pedro demonstrated a calm behavior, a great satisfaction with himself, with his accomplishment on piano, and with the improvment of his learning process. This study wants to convey that it is fundamental that the person is aware of himself, accepting himself as he is, believing in his potential, not giving up on the setbacks, insisting and investing in his progression.
Descrição
Orientação: Isabel Rodrigues Sanches Fonseca
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, RELAÇÃO PEDAGÓGICA, RELAÇÃO ESCOLA-FAMÍLIA, COORDENAÇÃO MOTORA, APRENDIZAGEM MUSICAL, EDUCATION, PEDAGOGICAL RELATIONSHIP, SCHOOL-FAMILY RELATIONSHIP, MOTOR COORDINATION, MUSICAL LEARNING