Miriã Cassuci Arantes Machado, Adriana Mendes

ENSINO DE PIANO EM GRUPO NO CURSO DE LICENCIATURA EM MÚSICA DA UNICAMP

Introduction

Ensino de piano em grupo no curso de licenciatura em mÚsica da unicamp. Pesquisa UNICAMP avalia ensino de piano em grupo na Licenciatura em Música. Foca na visão dos alunos sobre currículo, pedagogia e aplicação profissional, propondo melhorias na disciplina.

Abstract

Esta pesquisa aborda a perspectiva do graduando sobre a disciplina com o Ensino de Piano em Grupo (EPG), no curso de Licenciatura em Música da Universidade Estadual de Campinas (UNICAMP), após cursá-la. Para isso, a pesquisa investigou como a disciplina está localizada no currículo, seu programa pedagógico e quais outras disciplinas colaboram para o desenvolvimento das habilidades funcionais ao piano. Como se trata da formação de educadores musicais, ao questionar os graduandos, focou-se na compreensão sobre a prática do EPG, no domínio das habilidades funcionais ao piano, no desenvolvimento e estrutura de uma aula coletiva de piano, nas perspectivas de aplicação profissional e na percepção de quão preparado o estudante se sente. Com isso, este estudo traz reflexões e sugestões para a melhoria da disciplina, a partir de como ela é compreendida pelo corpo discente e docente. Também é um incentivo para que haja novas pesquisas e tentativas de aplicação do EPG no curso.

Review

This paper addresses a highly relevant topic within music education: the perspective of undergraduate students on the Group Piano Teaching (EPG) discipline within the Music Licentiate program at the State University of Campinas (UNICAMP). Focusing on students who have completed the course, the study aims to critically examine their experiences and understanding of EPG. This is particularly crucial given the foundational role of functional piano skills and pedagogical methods for aspiring music educators, making the investigation into how this specific group-based instruction is perceived and integrated a valuable contribution to the field. The methodology outlined in the abstract indicates a comprehensive approach to understanding the discipline from multiple angles. The research investigates the EPG discipline's placement within the curriculum, its specific pedagogical program, and how other courses contribute to the development of students' functional piano abilities. Crucially, the study delves into the perceptions of music education undergraduates, focusing on their grasp of EPG practice, their command of functional piano skills, their understanding of collective piano lesson design, their views on professional application, and their self-assessed preparedness for teaching. This multi-faceted inquiry promises a detailed snapshot of the discipline's effectiveness. The anticipated contributions of this study are significant. By synthesizing reflections and suggestions drawn from both student and faculty perspectives, the research aims to provide actionable insights for the improvement of the Group Piano Teaching discipline at UNICAMP. Beyond local implications, this work serves as an important incentive for broader scholarly engagement, encouraging new research and further attempts at implementing EPG within music education curricula. Such an emphasis on student experience and program evaluation holds the potential to refine pedagogical approaches and better equip future music educators with essential group teaching competencies.

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