The etudes of Chopin are masterworks of the piano literature and are designed to go beyond mere technical exercises; moreover, each etude represents not only a technical study but also has a distinct musical character. Alarmingly, the current trend seems to be to assign the Chopin etudes at an increasingly young age to students who are not yet equipped either technically or musically to handle them. As Chopin’s pupil, Carl Mikuli, commented in the preface to his Chopin edition, the etudes were meant for “more advanced students.” If Chopin had intended his etudes for students at an intermediate level, he would have assigned them to most of his students; however, only a limited number of students had his permission to work on their master’s etudes. As a teacher, I have always felt the need to devise a systematic teaching plan to guide students to handle the challenges of these pieces both physically and musically. This study examines the repertoire which might help prepare a student to learn the etudes without overstraining his/her muscular and mental ability. Rooted in Chopin’s teaching and his recommendation of the pieces to learn before tackling the etudes themselves, this pedagogical study guide intends to help students and teachers to work progressively towards the study of these works. While pinpointing some exercises and simple pieces to assign to a student in preparation for studying the individual etudes, helpful works of later composers are also liberally incorporated, as well as some suggestions for practicing the etudes themselves. Finally, I shall provide my own “re-ordering” of the etudes, with a progressive degree of difficulty, as an additional aid to a young pianist who may eventually want to learn the entire opus 10 and opus 25.

This teaching guide for adult piano study has been designed to be used with many of the methods which already exist, and to serve as a guide for the teacher who failed to keep abreast with the progress of modern piano study.

This Diploma thesis consists of two basic parts. In the first section includes research on specialist geographical literature, nonfiction literature, travel and didactic literature and geography textbooks for the upper primary school. The second section of the thesis comprises of my own teaching manual which focuses on the regional geography of North America, specifically the United States of America. Based on his own traveling experience the author presents the pupils the geographic curriculum of the upper primary school through the medium of a travel story. The teaching manual was created in Microsoft Publisher 2010. The travel book is complemented by extended definitions of terms, tables, colour schemes and a number of personal photographs which were taken during journeys around the USA.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-04-24T13:16:45Z No. of bitstreams: 1 DISS_2015_Jeferson Lucas Zanin.pdf: 8584710 bytes, checksum: 18482800d13e706bdabaa541a17b22bb (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-04-27T12:31:48Z (GMT) No. of bitstreams: 1 DISS_2015_Jeferson Lucas Zanin.pdf: 8584710 bytes, checksum: 18482800d13e706bdabaa541a17b22bb (MD5) / Made available in DSpace on 2017-04-27T12:31:48Z (GMT). No. of bitstreams: 1 DISS_2015_Jeferson Lucas Zanin.pdf: 8584710 bytes, checksum: 18482800d13e706bdabaa541a17b22bb (MD5) Previous issue date: 2015-08-28 / Este trabalho apresenta os ganhos e as contribuições do jogo de intepretação de papéis, ou Roleplaying Game (RPG), voltado para o ensino de Química, utilizando o formato de um Guia Didático. Enquanto joga RPG, cada participante representa o papel de uma personagem dentro de uma aventura fantástica. Um dos jogadores assume o papel de mestre do jogo, ou simplesmente mestre, e possui um papel único e especial entre todos do time. É ele que descreve as cenas e segue a trama. Os jogadores então, atuam de acordo com suas personagens, interferindo e construindo a história. Pesquisado no Brasil como ferramenta pedagógica desde a década de 90, Marcatto (1996) e Schmit (2008) apontam o RPG como uma ferramenta pedagógica capaz de desenvolver inúmeras habilidades e competências entre os jogadores. Cavalcanti (2009) relatou êxito da sua utilização na avaliação do conhecimento químico. Com essa base, realizou-se uma pesquisa bibliográfica para criação de um banco de dados dos trabalhos científicos e livros impressos, concomitantemente a uma análise das obras que levantam as contribuições do RPG na educação. Posteriormente, realizou-se uma pesquisa sobre os materiais de RPG e sistemas de jogo gratuitos, assim como conceitos básicos de narrativa e construção de histórias, para elaboração de aventuras pedagógicas que visem a construção de conceitos utilizados na disciplina de Química. O resultado dessa pesquisa indicou que, em sua maioria, os narradores de RPG são os próprios pesquisadores já com certa experiência no jogo, sem relatos de experiências com outros professores assumindo o papel de mestre do jogo. Elaborou-se então, um produto educacional contendo uma aventura, um sistema de regras adaptado e informações sobre a condução de um jogo de RPG para professores de Química leigos no assunto. Após ser submetido a testes, o produto educacional se tornou um Guia Didático, denominado Na Trilha da Aventura: Ensinando e Aprendendo Química com RPG. Ele foi avaliado por jogadores experientes de RPG, integrantes do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) Interdisciplinar em Ciências Naturais e Matemática e professoras formadoras do Centro de Formação e Atualização dos Profissionais da Educação Básica – Cefapro. A avaliação considerou o aspecto técnico, lúdico, didático e pedagógico do Guia Didático. Os resultados da avaliação foram positivos, demonstrando que o material prepara o professor para utilizar o RPG em suas aulas. O Guia Didático ajuda a criar aventuras, fornece subsídios para que o professor leigo sobre RPG possa ensinar os alunos jogando a aventura proposta, permitindo que se inclua outros conceitos de Química e adapte os desafios propostos de acordo com sua realidade. / This paper presents the gains and contributions of a Roleplaying Game (RPG) to chemistry teaching, presented as a Teaching Guide. While playing RPG, each player undertakes a character role in a fantastic adventure. One of the players assumes the role of Game Master (GM), who holds a unique and special role among all in the team. The GM describes the scenes and follows the plot. The players then, act according to their characters, interfering and building up the history. Researched in Brazil as a pedagogical tool since the 90s, Marcatto (1996) e Schmit (2008) point out the RPG as pedagogic capable of develop a number of skills among its players. Cavalcanti (2009) reports success of its use in natural sciences teaching. With this foundation in mind, a research was done over the literature to create a database of scientific papers and physical books, concomitantly to an analysis of the works regarding the contributions of the RPG in teaching. Later on, it was carried out a research on free RPG materials and game systems, as well as basic concepts for storytelling and plot build focused on construction of chemical concepts. The result of this research indicated that major parts of RPG game masters are the researchers themselves, who already has some experience with the game. Then, it was produced an educational product containing an adventure, an adapted system of rules and information concerning how to drive a RPG game for Chemistry teachers who have no experience with the game itself. After undergoing tests, the educational product became a Teaching Guide, called "Na Trilha da Aventura: Ensinando e Aprendendo Química com RPG". It was rated by experienced players of RPGs, members of Programa Institucional de Bolsa de Iniciação à Docência (PIBID) Interdisciplinar em Ciências naturais e Matemática and teachers of the Centro de Formação e Atualização dos Profissionais da Educação Básica – Cefapro. The evaluation found the technical aspect, playful, didactic and pedagogical of the Teaching Guide. The evaluation results were positive, demonstrating that the guide prepares the teacher to use the RPG in his classes. It helps to create your own adventures, provides subsidies so that the teacher who never had experience with RPG may teach the by playing the proposed adventure, allowing the teacher to add other chemistry concepts and adapt the proposed challenges according to their realities.

The investigator had the following purposes in developing the study: 1. To determine the social and personal qualities that should be developed in women major students in the health, physical education, and recreation department of North Texas State College. 2. To organize topics centering around the selected social and personal qualities for presentation in the Teaching Guide of this study. 3. To set up for each topic a suggested teaching plan by outlining contents and suggested activities related to each topic to be used as a guide for physical education teachers in promoting the development of personal and social qualities in the women major students. 4. To construct the Teaching Guide.

The diploma thesis is called ?A travel book as a practical tool for teaching regional Geography in secondary school (for example teaching of South-western Asia).? It consists of two parts. The first part is focused on the analysis of literature and the materials that refer to the topic of my diploma thesis (textbooks of Geography, travelogue and popularly educational literature). The next theme of this thesis is a travel book as a term, and possibilities of the usage of literature connected with travelling as a tool of teaching practice in secondary school. The main part of the thesis applies to the process of teaching text as a teaching guide that uses elements of a travel book for teaching regional geography of states in South-western Asia in secondary school. The teaching text is divided into two parts ? travel and teaching that introduces basic geographic signs of the whole region of South-western Asia. Each chapter is finished with summary, questions and tasks. The readers are progressively taken to Iran as a chosen representative of the region in each part of travel story.

Submitted by SAMUEL ANDRE POMPEO null (samuel.pompeo@terra.com.br) on 2016-08-26T22:57:31Z No. of bitstreams: 1 disserta versão final.pdf: 1455241 bytes, checksum: e7d80b4415cf358530962f2f4f703690 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-30T14:25:46Z (GMT) No. of bitstreams: 1 pompeo_sa_me_ia.pdf: 1455241 bytes, checksum: e7d80b4415cf358530962f2f4f703690 (MD5) / Made available in DSpace on 2016-08-30T14:25:46Z (GMT). No. of bitstreams: 1 pompeo_sa_me_ia.pdf: 1455241 bytes, checksum: e7d80b4415cf358530962f2f4f703690 (MD5) Previous issue date: 2016-06-29 / Esta pesquisa tem o objetivo de identificar a importância e os benefícios do estudo dirigido para a sonoridade nos instrumentos de sopro. O intuito desse tipo de estudo é obter melhor desempenho performático, podendo ser aplicado tanto por saxofonistas quanto por outros instrumentistas de sopro. A investigação também apurou a origem das técnicas relacionadas à sonoridade, notadamente à respiração. Os procedimentos metodológicos concentraram-se em descrever a apostila pedagógica elaborada pelo pesquisador, voltada para o estudo da sonoridade; realizar um levantamento bibliográfico dos métodos e livros destinados aos instrumentistas de sopro, principalmente aos saxofonistas; encontrar subsídios teóricos envolvendo as questões ligadas à respiração e à emissão de ar; realizar uma pesquisa-ação com alunos da Escola Municipal de Música; e entrevistar músicos profissionais ligados ao mundo popular e erudito para checagem do conhecimento relativo aos estudos e informações sobre respiração e emissão sonora. Isso possibilitou traçar um panorama do entendimento da sonoridade que músicos e professores possuem e da abordagem dada por autores de livros e métodos ao estudo da sonoridade – cabe ressaltar que os músicos e professores participantes deste estudo são, particularmente, da cidade de São Paulo. Os resultados mostram que as técnicas de respiração usadas pelos instrumentistas de sopro possuem sua origem nas técnicas do canto. Além disso, constatou-se que a adoção da prática específica e contínua para o desenvolvimento da sonoridade apresenta benefícios para o praticante, como ganho de volume e uniformidade de timbre em todas as regiões do instrumento. A dissertação contempla, além do capítulo Introdutório e das Conclusões Finais, quatro capítulos que descrevem a metodologia pedagógica empregada pelo pesquisador para o estudo da sonoridade, a fundamentação teórica da pesquisa, a pesquisa-ação e a discussão dos resultados. / This research aims to identify the importance and benefits of a study routine focused on sonority in wind instruments. The objective of that kind of study is to obtain better performance development and could be adopted by saxophonists and other wind players as well. The investigation also found out the origins of sonority techniques, notably the ones related to the breathing process. The research method concentrates on describing the pedagogical sonority workbook developed by this researcher; reviewing workbooks and handbooks that target wind musicians, especially saxophonists; finding theoretical basis encompassing questions related to breathing process and air emission; conducting an action research with students from Escola Municipal de Música; and interviewing professional musicians, both popular and classical, to verify their knowledge regarding study practices, breathing information and sound emission. That allowed me to delineate a general perspective regarding the comprehension by musicians and instructors and the approach given by book authors to sonority studies—it is worth mentioning that musicians and instructors participants in this study are mainly from São Paulo. The results show that breathing techniques used by wind performers originate from singing techniques. Additionally, results demonstrate that the adoption of the practice dedicated to sonority development offers benefits to the practioner, as volume enhancement and timbre uniformity through all instrument regions. This dissertation includes, besides Introduction and Final Conclusions, four chapters that describe simultaneously the pedagogy applied by this researcher in studying sonority, the theoretical foundation of the research, the action research and the results discussion.

The early stage of piano students' training is one of the most important, because it is then that they establish their habits for life. Those who teach beginners need clear principles for developing a solid technical foundation and for preventing bad technical habits. One of the most difficult principles to inculcate in young students is that of tone production and quality. The primary purpose of this study is to provide a pedagogical guide to help piano teachers teach tone production to elementary-level students. To accomplish this purpose, the strategies of the twentieth-century pedagogues Josef Lhévinne, Josef Hofmann, and Heinrich Neuhaus are examined, and applied to the elementary-level piano literature. This study offers practical training suggestions to teachers of elementary piano students as well as musical examples from high-quality piano literature to accompany these suggestions.

Syftet med denna studie är att undersöka hur lärarhandledningar för litteraturundervisning på gymnasienivå är konstruerade, för att se vilka föreställningar om svensklärare som framställs i dem. För att undersöka detta används en kvalitativ analys som fokuserar på uppgiftskulturen i lärarhandledningarna, och de didaktiska frågor som kan besvaras genom materialet. Analysen resulterar i fem tematiska kategorier som beskriver de förväntningar på modelläraren som framställs: den kompetenta läraren med all tid ivärlden, den allmänbildade läraren och läraren som expert, läraren som elevhälsa,läraren med idétorka och läraren som inte prioriterar sitt eget ämne. I dessa kategorier framträder en modellärare som är kompetent och har tid att arbeta med de kunskapskrav som lärarhandledningarna inte täcker. Modelläraren ska också ha en hög allmänbildning och därtill viss expertis på många områden. Slutligen förväntas modelläraren ha kunskaper och förhållningsätt som ligger nära professioner inom elevhälsan. Modelläraren som framträder i analysen kan dock tänkas ha svårt att veta hur undervisningen bör bedrivas eller alltjämt ha idétorka, trots sin kompetens. Slutligen förväntas modelläraren ägna mer tid åt andra ämnen i undervisningen, vilket sker på litteraturundervisningens bekostnad.