Como o feedback visual em tempo real pode auxiliar a aprendizagem e performance de articulação em aulas de piano no ensino superior?
DOI:
https://doi.org/10.5965/2525530408022023e0211Palavras-chave:
análise da performance, articulações musicais, legato de dedos, feedback visual, aprendizagem de piano mediada por tecnologiaResumo
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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