Practicing is an ineluctable component in the pursuit of achieving musical goals. This is particularly true in the Western model of music education that is, for the most part, characterized by private lessons or ensemble rehearsals that typically occur only once each week. How dependent is the motivation to learn music on effective practicing? Novices often abandon music education simply because “it’s too hard.” Is the frustration the result of a lack of success due to ineffective practicing? Effective practicing evolves naturally with increased musical knowledge and expertise. Overall, a musician’s development towards effective practicing may be described as the acquisition of a metacognitive awareness of one’s own learning and hence a more active participation in that learning that is characterized by self-regulatory behaviours. This research asks if guided practice at an early age might prove a catalyst in the development of effective practicing which naturally occurs with musical expertise. Over the course of an academic school year, 13 novice musicians engaged in guided practice sessions with the researcher. The participants were private piano students and young band members. Data gathered through interviews, questionnaires and video recordings of lessons and practice sessions at the musicians’ homes were analyzed within the theoretical framework of self-regulation. Data were also analyzed according to a self-system theoretical framework of expectancy-value theory, self-determination theory, attribution theory, and goal orientation. Evidence from the data suggests an increase in cognitive and metacognitive processes that characterize self-regulated learning. Musicians also indicate an increase in motivation to engage in practicing as well as greater self-efficacy in addressing musical challenges. Effective pedagogical approaches for guided practice are discussed as are implications for music education. Suggestions are made for further research.

Practicing is an ineluctable component in the pursuit of achieving musical goals. This is particularly true in the Western model of music education that is, for the most part, characterized by private lessons or ensemble rehearsals that typically occur only once each week. How dependent is the motivation to learn music on effective practicing? Novices often abandon music education simply because “it’s too hard.” Is the frustration the result of a lack of success due to ineffective practicing? Effective practicing evolves naturally with increased musical knowledge and expertise. Overall, a musician’s development towards effective practicing may be described as the acquisition of a metacognitive awareness of one’s own learning and hence a more active participation in that learning that is characterized by self-regulatory behaviours. This research asks if guided practice at an early age might prove a catalyst in the development of effective practicing which naturally occurs with musical expertise. Over the course of an academic school year, 13 novice musicians engaged in guided practice sessions with the researcher. The participants were private piano students and young band members. Data gathered through interviews, questionnaires and video recordings of lessons and practice sessions at the musicians’ homes were analyzed within the theoretical framework of self-regulation. Data were also analyzed according to a self-system theoretical framework of expectancy-value theory, self-determination theory, attribution theory, and goal orientation. Evidence from the data suggests an increase in cognitive and metacognitive processes that characterize self-regulated learning. Musicians also indicate an increase in motivation to engage in practicing as well as greater self-efficacy in addressing musical challenges. Effective pedagogical approaches for guided practice are discussed as are implications for music education. Suggestions are made for further research.

Made available in DSpace on 2016-04-27T14:31:29Z (GMT). No. of bitstreams: 1 Maria Noemi Goncalves do Prado Manfredi.pdf: 2119987 bytes, checksum: fbae6cbc9925479b6fbe18362a9bb13d (MD5) Previous issue date: 2014-12-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This PhD thesis has as object the counter-hegemonic field in education in the Neoliberal Decade analyzed by historical and polítical aspects, oriented by bibliographical research and deep interviews with theoretical-educators: Dermeval Saviani (Historical-Critical Pedagogy), José Carlos Libâneo ( Critical-Social Pedagogy of Contents), Oder José dos Santos (Practice Pedagogy, or Social Conflicts Pedagogy) and Lisete Regina Gomes Arelaro (Liberating Pedagogy by Paulo Freire). The theoretical and methodological treatment, in a dialectical conception, presents different ways to be counter-hegemonic from the conflict of ideas between the different and not between the antagonistic, showing the social and polítical role of the education for the social transformation. The analytic category as reference for this study development is hegemony/counter-hegemony by Antonio Gramsci and Boaventura de Sousa Santos. The relevance of the investigation the theme is justified as support for counterhegemonic movement future analyzes in education in Brazil and for the new educators generation / Este estudo de doutorado tem como objeto o campo contra-hegemônico em educação na década neoliberal analisado sob os aspectos histórico e político, orientado por pesquisas bibliográficas e entrevistas em profundidade realizadas com os teóricos-educadores: Dermeval Saviani (Pedagogia Histórico-Crítica), José Carlos Libâneo (Pedagogia Crítico- Social dos Conteúdos), Oder José dos Santos (Pedagogia da Prática ou Pedagogia dos Conflitos Sociais) e Lisete Regina Gomes Arelaro (Pedagogia Libertadora fundamentada por Paulo Freire). O tratamento teórico-metodológico, numa concepção dialética, apresenta as diferentes maneiras de ser contra-hegemônico a partir do conflito de ideias entre diferentes e não entre antagônicos, concebendo o papel social e político da educação na perspectiva da transformação social. A categoria analítica de referência para o desenvolvimento dessa tese é hegemonia/contra-hegemonia em Antonio Gramsci e Boaventura de Sousa Santos. Justificase a relevância na investigação do tema também como respaldo para futuras análises do movimento contra-hegemônico em educação no Brasil para as novas gerações de educadores

The thesis deals with theories of intelligence and their significance for pedagogical theory and practice. The first part of the thesis describes theories of intelligence, specific theories of intelligence, mental retardation, causes of mental retardation, and focus on the relationship between theories of intelligence and pedagogical theory and practice. The second section presents an overview of current educational theories and practices, the education of gifted children and education of mentally retarded children. The last part deals with the range of leisure activities for gifted children and children with mental disabilities.