A perspectiva pragmática nas pesquisas sobre prática instrumental
condições e implicações procedimentais
DOI:
https://doi.org/10.35699/2317-6377.2009.54675Palavras-chave:
prática instrumental em música, procedimentos em música, estratégias em músicaResumo
Pesquisas em prática instrumental evidenciam tendências que expressam certos aspectos de racionalidade calculada da ação e apontam para uma perspectiva pragmática de engajamento pessoal frente às situações de prática. Sistematizações sobre modos intencionais de proceder na prática instrumental em conexão com níveis de especialização músico-instrumental encontram-se não somente nos resultados dessas pesquisas, mas também implícitos nos conceitos de prática. Assim, o presente artigo discute a natureza e a finalidade das condições procedimentais implícitas nos conceitos e resultados de pesquisas em prática instrumental. Implicações procedimentais apresentam-se também nas discussões referentes à quantidade e a qualidade na prática, e justificam a existência de níveis diferenciados de especialização músico-instrumental na prática. O presente artigo aborda ainda a relação entre procedimentos e estratégias de prática.
Referências
BARRY, N.H.; HALLAM, S. Practice. In: PARNCUTT, R.; McPHERSON, G.E (Eds.). The science and psychology of music performance. Oxford: University Press, p. 151-165, 2002.
CHAFFIN, R.; IMREH, G.; CRAWFORD, M. Practicing perfection: Memory and piano performance. Mahwah: Erlbaum, 2002.
CHAFFIN, R.; IMREH, G.; LEMIEUX, A.F.; CHEN, C. “Seeing the big picture”: Piano practice as expert problem solving. Music Perception, v. 20, pp. 465-490, 2003.
DANIEL, R. Self-assessment in performance. British Journal of Music Education, v. 18, p. 215-226, 2001.
DAVIDSON, J.W., HOWE, M.J.A, SLOBODA, J.A. Environmental factors in the development of musical performance skill over the life span. In: The social psychology of music. HARGREAVESS, D.J.; NORTH, A.C. (Eds.). Oxford: Oxford University Press, p. 188-206, 1998.
DAVIDSON, J.W., SLOBODA, J.A., HOWE, M.J.A. The role of practice and teachers in the success and failure of instrumental learners. Bulleting of the Council for Research in Music Education, v. 127, p. 40-44, 1996.
ELLIOT, D.J. Music matters. A new philosophy of music education. New York: Oxford University Press, 1995.
ERICSSON, K.A. Deliberate practice and the acquisition of expert performance: An overview. Does practice make perfect?
JØRGENSEN, H.; LEHMANN, A.C. (Eds). Oslo: Norges musikkhøgskole, pp. 9- 52, 1997.
ERICSSON, K.A.. KRAMPE, R.T., TESCH-ROMER, C. The role of deliberate practice in the acquisition of expert performance. Psychology Review, v. 100, n. 3, pp. 363-406, 1993.
GABRIELSSON, A. The perfomance of music. In: DEUTSCH, D. (Ed.) The Psychology of Music. 2 ed. San Diego: Academic Press, p. 501-602, 1999.
_____. Music performance research at the Millenium. Psychology of Music, v. 31, p. 221-272, 2003.
HACKER, D.J. Definitions and empirical foundations. IN: HACKER D.J.; DUNLOSKY, GRAESSER, A.C. (Eds.) Metacognition in Educational Theory and Practice. London: Lawrence Erlbaum Associates, 1998, pp. 1-23.
HALLAM, S. Professional musicians’ approaches to the learning and intrepretation of music. Psychology of Music, v. 21, n. 2, pp. 111-128, 1995.
_____. Approaches to instrumental music practice of experts and novices: Implications for education. In: Does practice make perfect? JØRGENSEN, Harald; LEHMANN, Andreas C. (Eds). Oslo: Norges musikkhøgskole, pp. 89- 107, 1997a.
_____. What do you know about practising? Toward a model synthesising the research literature,. In: Does practice make perfect? JØRGENSEN, Harald; LEHMANN, Andreas C. (Eds). Oslo: Norges musikkhøgskole, pp. 179-231, 1997b.
_____. The development of metacognition in musicians: Implications for education. British Journal of Music Education, v. 18, pp. 27-39, 2001.
HARNISCHMACHER, C. The effects of individual differences in motivation, volition, and maturational processes on practice behavior of young instrumentalists. In: Does practice make perfect? JØRGENSEN, H.; LEHMANN, A.C. (Eds). Oslo: Norges musikkhøgskole, pp. 71- 88, 1997.
HOLMES, P. Imagination in practice: a study of the integrated roles of interpretation, imagery and technique in the learning and memorization processes of two experienced solo performers. British Journal of Music Education, v. 22, pp. 217-235, 2005.
JØRGENSEN, H. Strategies for individual practice. In: Musical Excellence. Strategies and techniques to enhance performance. WILLIAMON, A. (Ed). Oxford: University Press, pp. 85-103, 2004.
JØRGENSEN, H.; LEHMANN, A.C. Does practice make perfect? Oslo: Norges musikkhøgskole, 1997.
KRAMPE, R.T. Age-related changes in practice activities and their relation to musical performance skills. In: Does practice make perfect? JØRGENSEN, H.; LEHMANN, A.C. (Eds). Oslo: Norges musikkhøgskole, pp. 165- 178, 1997.
KRAMPE, R.T. Musical expertise from a lifespan perspective. In: Musical development from a lifespan perspective. GEMBRIS, H. (Ed). Frankfurt am Main: Europäischer Verlag des Wissenschaften, pp. 91-105, 2006.
KRAMPE, R.T.; ERICSSON, K.A. Maintaining excellences. Cognitive-motor performance in pianists differing in age and skill level. Journal of Experimental Psychology: General, v. 125, pp. 331-359, 1996.
KUHN, D. A developmental model of critical thinking, Educational Researcher,v.28, n. 2, pp. 16-26, 1999.
LAGE, G.M.; BORÉM, F.; BENDA, R.N.; MORES, L.C. Aprendizagem motora na performance musical: reflexões sobre conceitos e aplicabilidade. Per Musi, v.5-6, pp.14-26, 2002.
LEHMANN, A.C. The acquisition of expertise in music: Efficiency of deliberate practice as a moderating variable in accounting forsub-expert performance. In: Perception and cognition of music. DELIÈGE, I.; SLOBODA J.A. (Eds). East Sussex: Psychology Press, pp. 161-187, 1997a.
LEHMANN, A.C. Acquired metal representations in music performance: Anecdotal and preliminary empirical evidence.
In: Does practice make perfect? JØRGENSEN, H.; LEHMANN, A.C. (Eds). Oslo: Norges musikkhøgskole, pp. 141-163, 1997b.
LIEPERT, J.; CLASSEN, J.; COHEN, L.G.; HALLETT, M. Task-dependent changes of intracortical inhibition. Experimental Brain Research, v. 118, n. 3, pp. 421-426, 1998.
McCORNICK, J.; McPHERSON, G.E. The role of self-efficiancy in a musical performance examination: an exploratory structural equation. Psychology of Music, v. 31, n. 1, pp. 37-51, 2003.
McPHERSON, G.E.; McCORNICK, J. Motivational and self-regulated learning components of musical practice. Bulletin of the Council for Research in Music Education, v. 141, pp. 98-102, 1999.
_____. Self-efficacy and performing music. Psychology of Music, v. 3, n. 3, pp. 321-336, 2006.
MIKLASZEWSKI, K. A case study of a pianist preparing a musical performance. Psychology of music, v. 17, pp. 95-109, 1989.
_____. Individual differences in preparing a musical composition for public performance. In: Psychology of Music Today.
MIKLASZEWSKI, K., BIATKOWSKI, A. (Eds.). Warsaw: Fryderyk Chopin Academy of Music, 1995.
NEUHAUS, H. The art of piano playing. Amersham: Halstan & Co., 2002.
NIELSEN, S. G. Self-regulation of learning strategies during practice: A case study of a church organ student preparing a musical work for performance. In: Does practice make perfect? JØRGENSEN, H.; LEHMANN, A.C. (Eds). Oslo: Norges musikkhøgskole, 1997, pp. 109- 122.
______. Learning strategies in instrumental music practice, British Journal of Music Education, v. 16, p. 275-291, 1999.
PRESSING, J. Improvisation methods and models. In: Generative processes in music. SLOBODA, J.A. (Ed.). Oxford: Oxford University Press, 2000.
RINK, J. Análisis y (¿o?) interpretación. In: La interpretación musical. RINK, J. (Ed). Madrid: Alianza Música. Tradução Barbara Zitman, 2006, pp. 55-80.
ROHWER, D. Understanding practice: An investigation and applications. , v. 40, n. 1, p. 15-25, 2002.
SANTIAGO, D. Construção da performance musical: uma investigação necessária. Performance Online, v. 2, p. 1-14, 2006a.
SANTIAGO, P.F. A integração da prática deliberada e da prática informal no aprendizado da música instrumental. Per Musi, v. 13, pp. 52-62, 2006b.
SANTOS, R.A.T. dos. Mobilização de conhecimentos musicais na preparação do repertório pianístico ao longo da formação acadêmica: três estudos de caso. Porto Alegre: UFRGS, 2007 (Tese, Doutorado em Música).
SLOBODA, J.A. Exploring the music mind. Oxford: Oxford University Press, 2005.
SLOBODA, J.A.; DAVIDSON, J.W.; HOWE, M.J.A.; MOORE, D.C. The role of practice in the development of performing musicians. British Journal of Psychology, v. 87, p. 287-309, 1996.
THÉVENOT, L. Pragmatic regimes governing the engagement with the world. IN: SCHATKI, T.R.; CETINA, K. K.; SAVIGNY, E. von (Eds). The practice turn in contemporary theory. London: Routledge, 2001, pp. 56-73.
WEISBERG, R.W. Creativity and Knowledge: A Challenge to Theories. IN: STENBERG, R.J. (Ed.). Handbook of creativity. pp. 226-250, 1999.
WILLIAMON, A. Musical Excellence. Strategies and techniques to enhance performance. Oxford: University Press, 2004.
WILLIAMON, A.; VALENTINE, E. Quantity and quality of musical practice as predictors of perfomance quality. British Journal of Psychology, v. 91, p. 353-376, 2000.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2009 Per Musi
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Exceto onde está indicado, o conteúdo neste site está sob uma Licença Creative Commons - Atribuição 4.0 Internacional.
