As conquistas e os desafios das habilidades musicais na aprendizagem instrumental em início da graduação:

dois estudos de caso

Abstract

The aim of this study was to investigate how piano students experience learning a piece by J.S. Bach, in terms of achievements and challenges in developing musical skills. This was a case study involving two students who had recently entered the undergraduate Music course. An initial questionnaire was used to collect data, which allowed us to understand the profile of the students under investigation. Four other techniques were used: (i) Records of study practices; (ii) Audio testimonials immediately after the practice (via cell phone); (iii) Interviews (semi-structured) about the practice situations; and (iv) Records of the performance at the end of the semester. This research provided evidence that, depending on the learning phase in practice, the possibilities for decision-making were different: the student who was in a more preliminary phase of learning the studied piece had difficulty focusing on a specific point, prioritizing motor reproduction throughout the situations experienced in her practice. The second case studied demonstrated greater integration between cognitive, motor, and aural skills, in addition to metacognitive awareness and focus on specific technical elements, such as rhythmic control and gestures. In both cases, the cognitive load in the face of the challenges of the tasks faced was high, evidencing the complexity of the musical learning process in the initial phases, especially when dealing with the integration of the challenges in the studied piece to achieve instrumental fluency with active monitoring of what they were doing.