Como o feedback visual em tempo real pode auxiliar a aprendizagem e performance de articulação em aulas de piano no ensino superior?

Autores

DOI:

https://doi.org/10.5965/2525530408022023e0211

Palavras-chave:

análise da performance, articulações musicais, legato de dedos, feedback visual, aprendizagem de piano mediada por tecnologia

Resumo

Gravações de performances conhecidas têm sido analisadas por meio de programa Digital Audio Workstation (DAW) — oferecendo insights sobre aspectos da performance, como por exemplo, variações de tempo e de dinâmica, a articulação e o uso do pedal — no entanto a aplicação de tecnologias digitais em aulas de piano ainda é pouco pesquisada. Uma pesquisa conduzida no Brasil explorou o uso de feedback visual gerado por tecnologia por três duplas de professor-aluno de piano no contexto do ensino superior. O sistema de tecnologia aplicado era formado por um piano digital conectado a um notebook (computador portátil) rodando um programa DAW por meio de uma interface MIDI (Musical Instrument Digital Interface) e uma tela de computador adicional. Os dados coletados foram: (i) observações de aulas de piano registradas em vídeo (n = 6), (ii) entrevistas semiestruturadas com os participantes gravadas em áudio (n = 12) e (iii) dados MIDI salvos no programa DAW. A análise qualitativa de dados (AQD) foi envolveu uma abordagem de métodos múltiplos. Este artigo apresenta os resultados da análise de dados observacionais e dados MIDI onde o foco na aula de piano foi trabalhar a articulação ao piano. Os resultados sugerem que, quando os aspectos sutis da articulação ao piano se tornam explícitos visualmente para professor e aluno, ambos se tornam mais conscientes dessas questões. Além disso, quando o feedback visual é usado, o foco da aula pode se tornar mais claro e as discussões entre professor e aluno mais eficazes.

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Biografia do Autor

Luciana Hamond, Universidade Federal de Mato Grosso

Luciana Fernandes Hamond é docente dos cursos de Bacharelado e de Licenciatura em Música do Departamento de Artes da Universidade Federal de Mato Grosso (UFMT) atuando nas áreas de Piano e Educação Musical. É Ph.D. em Educação Musical pela University College London (UCL) Institute of Education, Londres, Inglaterra, tendo recebido bolsa CAPES Doutorado Pleno no Exterior. É líder do grupo de pesquisa Piano e Tecnologia (PIANOTEC) registrado no CNPq. Tem interesse nas áreas de pedagogia do piano, tecnologias digitais no ensino e aprendizagem de piano presencial e on-line, e métodos qualitativos em educação musical. https://orcid.org/0000-0001-5345-3802

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Publicado

2023-12-17

Como Citar

HAMOND, Luciana. Como o feedback visual em tempo real pode auxiliar a aprendizagem e performance de articulação em aulas de piano no ensino superior? . Orfeu, Florianópolis, v. 8, n. 2, p. e0211, 2023. DOI: 10.5965/2525530408022023e0211. Disponível em: https://periodicos.udesc.br/index.php/orfeu/article/view/23651. Acesso em: 13 abr. 2024.