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Spanish

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10670/1.qxh46f

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Lecturer’s interpretation in the piano: teaching and group learning

Abstract

The National University of La Plata promotes the comprehensive training of its students and pursues the development of its own judgement, critical thinking, scientific curiosity, initiative and responsibility. Both in the preamble to its Staff Regulations and in its founding principles it recognises the freedom to teach and learn, and its main objective is to promote access to classrooms. Among its key functions, it requires the teaching and learning process to be active, capable of anticipating transformations and new trends, generating creative and innovative changes, thus addressing the challenges of its time. Teaching and learning of the piano instrument in tradition is centred on the model, mediated by a master-pupil relationship, stimulus and response. Where the master’s word is unquestionable and attaches great importance to the faithful decoding of the partition. This traditional methodology works from one to one, does not cover current needs such as the right to overcrowding, inclusion, nor does it recognise the value of heterogeneity of knowledge. It does not lead to peer-to-peer work, socio-cognitive interaction in a collaborative learning framework. According to Gabriel Brener (2014), education is characterised by being a complex task, which is complex, not as ‘difficult’, which is, of course (since it is not easy to educate, or to be educated), but in relation to the meaning of a dense frame, consisting of intertwined biographies and conditions affecting them (p. 8). Currently, the Chair of Pianistic Lecture of the Faculty of Arts of the UNLP aims to overcome these traditional methodological models of piano teaching and learning. Proposes to shape an educational approach to diversity in order to promote the recognition of differences between students, their appreciation and acceptance of their previous experiences, interests and learning styles. It also seeks to develop the concept of intersubjectivity, for which creative teaching strategies are developed with a view to encouraging the process of learning from music, through flexible methodologies conducive to communication, exchange and a reflective and dynamic process of constant transformation. Faculty of Arts

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