Mejorando la Proficiencia en el Piano: Factores Influyentes para el Éxito en el programa Pianismo y Proyección Mundial en la Universidad Nacional de Costa Rica
DOI:
https://doi.org/10.30827/dreh.22.2024.29085Abstract
El siguiente estudio presenta una aproximación a factores que pueden influir en el proceso de aprendizaje del piano. Para ello se administró un cuestionario a 11 estudiantes del programa Pianismo y Proyección Mundial en la Universidad Nacional de Costa Rica con el objetivo de conocer su opinión en relación a los factores determinantes que fortalecen la proficiencia pianística. Los resultados muestran que la atención a factores como ambiente de aprendizaje, disciplina, motivación, y la relación maestro-alumno fortalecen la enseñanza del piano a favor de la mejora y consecución de objetivos. Además, plantea la necesidad de seleccionar estrategias de trabajo que potencien el progreso pianístico de los estudiantes desde el trabajo metodológico del aula.
Downloads
References
Allen, J. P.; Pianta, R. C.; Gregory, A.; Mikami, A. Y.; Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037. https://doi.org/10.1126/science.1207998
Ang, K.; Panebianco, C.; Odendaal, A. (2019). Exploring the Role of the Music Teacher from the Perspectives of Parents and Teachers in West Malaysia. Malaysian Journal of Music, 8, 52–67. https://doi.org/10.37134/mjm.vol8.3.2019
Breazeale, D. (1993). Fichte: Early Philosophical Writings. Cornell University Press.
Chmurzynska, M. (2012). How (not) to Discourage Youngsters from Playing the Piano. On Bad and Good Piano Teaching. Procedia - Social and Behavioral Sciences, 45, 306-317. https://doi.org/10.1016/j.sbspro.2012.06.567
Cheng, Z.; Southcott, J. E. (2016). Improving students’ intrinsic motivation in piano learning: Expert teacher voices. Australian Journal of Music Education, 50(2), 48-57.
https://search.informit.org/doi/10.3316/informit.903399422242504
Claver, F.; Martínez-Aranda, L. M.; Conejero, M.; Gil-Arias, A. (2020). Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories. Frontiers in Psychology, 11, 1-11. https://doi.org/10.3389/fpsyg.2020.01808
Connell, J. P.; Wellborn, J. G. (1991). Competence, Autonomy, and Relatedness: A Motivational Analysis of Self- System Processes. In Gunnar, M. R.; Sroufe, L. A. (Eds.), Minnesota Symposia on Child Psychology, (vol. 23, pp.43-77). Lawrence Erlbaum Associates, Inc.
Cook, D. A.; Artino, A. R. Jr. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997-1014. https://doi.org/10.1111/medu.13074.
Cubero-Vásquez, K. V. (2014). La tarea académica inteligente: valioso componente en la mediación del proceso de aprendizaje. InterSedes, 15(32),31-45. https://doi.org/10.15517/isucr.v15i32.17794
Dell, C.; Rinnert, N.; Yap, C. C., Keith, T.; Zdzinski, S.; Gumm, A.; Orzolek, D.; Cooper, S.; Russell, B. (2014). Musical Home Environment, Family Background, and Parenting Style on Success in School Music and in School. Contributions to Music Education, 40, 71–89. http://www.jstor.org/stable/24711072
Du, S. (2022). What Teaching Methods Can Be Used by Piano Teachers to Improve Learning Outcomes of Child and Adult Beginners? Proceedings of the 2021 International Conference on Education, Language and Art,637, 113-119. https://doi.org/10.2991/assehr.k.220131.020
Fraser, A. (2003). The Craft of Piano Playing. The Scarecrow Press, Inc.
Gallo, A.; Olivier, E.; Archambault, I.; Morin, A. (2022). Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors. Learning and Instruction, 82,1-12. https://doi.org/10.1016/j.learninstruc.2022.101684
Guo, Q.; Hui-Suan, W.; Hussain, Y.; Yew, J. S. (2022). The Influence Of Psychological Factors On Piano Performance Among Undergraduate Students. In Beijing. International Research Journal of Education and Sciences, 6(1), 1-8.
https://www.masree.info/wp-content/uploads/2022/12/ICREE-22-54-Full-Paper-QIU-GUO.pdf
Gutiérrez, M.; López, E. (2012). Motivación, comportamiento de los alumnos y rendimiento académico [Motivation, students’ behavior and academic achievement]. Journal for the Study of Education and Development, 35(1), 61–72. https://doi.org/10.1174/021037012798977421
Hu, Z. (2018). Research on the Present Situation of Piano Education in Colleges and Universities. Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science, 264, 800-805. https://doi.org/10.2991/icemaess-18.2018.157
Kim, S.; Park, J. M.; Rhyu, S.; Nam, J.; Lee, K. (2021). Quantitative analysis of piano performance proficiency focusing on difference between hands. PLoS ONE, 16(5), e0250299.
https://doi.org/10.1371/journal.pone.0250299
Kochevitsky, G. (1967). The Art of Piano Playing: A Scientific Approach. Summy-Birchard Inc.
Lammers, W. (2006). Factors affecting performance proficiency: A case study involving intermediate piano students [Unpublished master's thesis]. Brock University.
https://dr.library.brocku.ca/handle/10464/2793?show=full
Lhévinne, J. (1972). Basic principles in Pianoforte Playing. Dover Publications.
Lee, C. K.; Leung, B.W. (2020). Factors in the motivations of studio-based musical instrument learners in Hong Kong: An in-depth interview study. International Journal of Music Education, 38(3), 400-414. https://doi.org/10.1177/0255761420926663
Li, H. (2021). Piano Education of Children Using Musical Instrument
Recognition and Deep Learning Technologies Under the Educational Psychology. Frontiers in Psychology, 12, 1-11. https://doi.org/10.3389/fpsyg.2021.705116
McInerney, D. M. (2019). Motivation. Educational Psychology, 39(4), 427-429. https://doi.org//10.1080/01443410.2019.1600774
McPherson, G. E. (2005). From child to musician: skill development during the beginning stages of learning an instrument. Psychology of Music, 33(1), 5-35. https://doi.org/10.1177/0305735605048012
Margiotta, M. (2011). Parental support in the development of young musicians: a teacher’s perspective from a small-scale study of piano students and their parents. Australian Journal of Music Education, 1, 16-30. https://search.informit.org/doi/10.3316/aeipt.190279
Maslow, A. H. (1954). Motivation and Personality. Harper & Row Publishers.
Muñoz-Hurtado, J. (2018). The role of teachers on students' peer groups relations: A review on their influence on school engagement and academic achievement. Límite: Revista Interdisciplinaria de Filosofía y Psicología, 13 (42), 30-43.
https://doi.org/10.4067/S0718-50652018000200030
Neuhaus, H. (1973). The Art of Piano Playing. (K. A. LEIBOVITCH Trans.). Praeger Publishers.
Novosiadla, I. (2023). Psychophysiological factors of effective development of piano technique of future music teachers. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 9(1), 47-58. https://doi.org/10.52534/msu-pp1.2023.47
Onuray, H. (2012). Teaching activities directed towards the beginning stage in piano education: visualizing, dramatizing, associating with life. Cukurova University Faculty of Education Journal, 41(2), 67-75. https://dergipark.org.tr/en/download/article-file/46489
Onuray, H.; Engur, D. (2017). An analysis of students' self-efficacy and motivation in piano, based on different variables and the reasons for their failure. Educational Research and Reviews, 12(3), 155-163. https://doi.org/10.5897/ERR2016.3096
Quin, D. (2016). Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement: A Systematic Review. Review of Educational Research, 87 (2), 345-387. https://doi.org/10.3102/0034654316669434
Robinson, J. (2018). Inspiring Music Teachers: A Study of What Is Important in Practice. Australian Journal of Music Education, 52(1), 51-58. https://files.eric.ed.gov/fulltext/EJ1269668.pdf
Rusticus, S. A.; Pashootan, T.; Mah, A. (2023). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161-175. https://doi.org/10.1007/s10984-022-09410-4
Schiff, A. (2020). Music Comes Out of Silence. (M Donat, Trans.). Orion Publishing Group. (Original work published 1988)
Skliutovski, A. (2023, July 8). Discusión del programa Pianismo Mundial [Audio file]. YouTube. https://youtu.be/Iq55f9u-zDI
Spector, J. T.; Yong, R.; Altenmüller, E.; Jabusch, H.C. (2014). Biographic and behavioral factors are associated with music-related motor skills in children pianists. Human Movement Science, 37, 157-166. https://doi.org/10.1016/j.humov.2014.06.007
Stravinsky, I. (1947). Poetics of Music in the Form of Six Lessons. (A. Knodel & I. Dahl, Trans.). Harvard University Press. (Original work published 1942)
Tatar, M.; Horenczyk, G. (2003). Diversity-related burnout among teachers. Teaching and Teacher Education, 19(4), 397–408. https://doi.org/10.1016/S0742-051X(03)00024-6
Thijssen, M.W.P.; Rege, M.; Solheim, O.J. (2022). Teacher relationship skills and student learning. Economics of Education Review, 89, 1-16. https://doi.org/10.1016/j.econedurev.2022.102251
Urdan, T.; Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331–349. https://doi.org/10.1016/j.jsp.2006.04.003
Wubbels, T.; Brekelmans, M. (2012). Teacher-Students Relationships in the Classroom. In Fraser, B.; Tobin, K.;McRobbie, C. (Eds). Second International Handbook of Science Education. Springer International Handbooks of Education. 24, 1241-1255. https://doi.org/10.1007/978-1-4020-9041-7_80
Yescas-Chávez, S. Z.; Chong- Barreiro, M. C. (2020). Pautas para la mejora metodológica en la enseñanza pianística. Revista de cooperación, 18, 23-34. https://www.revistadecooperacion.com/numero18/18-03.pdf
Zhang, L. (2019). The "Four Main Factors Theory" of Piano Teaching and its Systematic Thinking. Atlantis, 161-164.
https://www.atlantis-press.com/proceedings/iserss-19/125911080
