STIMULUS TO CREATIVITY IN PIANISTIC LEARNING: PEDAGOGICAL STRATEGIES
This text is a report of a teaching experience in piano lessons at a state music conservatory in the state of Minas Gerais - Brazil. As a theme, it talks about stimulating creativity in piano teaching. The research question that guides this work is: what strategies have the potential to enable a piano teaching-learning process (including erudite) in basic music education that stimulates and materializes the creative bias in teaching practices? Therefore, this text aims to share experiences, through pedagogical practices in piano lessons that have shown to be promising, with regard to aspects of creative learning as an essential element in instrumental training. That said, these proposals must be understood as suggestions to be tried out in teaching practice and adjusted to the contexts in which they are applied. Therefore, I propose a critical reflection on the findings of this work in order to provoke other and new creative experiences in piano learning.
STIMULUS TO CREATIVITY IN PIANISTIC LEARNING: PEDAGOGICAL STRATEGIES
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DOI: 10.22533/at.ed.929322310026
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Palavras-chave: Teaching piano. Stimulus to creativity. Pedagogical strategies.
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Keywords: Teaching piano. Stimulus to creativity. Pedagogical strategies.
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Abstract:
This text is a report of a teaching experience in piano lessons at a state music conservatory in the state of Minas Gerais - Brazil. As a theme, it talks about stimulating creativity in piano teaching. The research question that guides this work is: what strategies have the potential to enable a piano teaching-learning process (including erudite) in basic music education that stimulates and materializes the creative bias in teaching practices? Therefore, this text aims to share experiences, through pedagogical practices in piano lessons that have shown to be promising, with regard to aspects of creative learning as an essential element in instrumental training. That said, these proposals must be understood as suggestions to be tried out in teaching practice and adjusted to the contexts in which they are applied. Therefore, I propose a critical reflection on the findings of this work in order to provoke other and new creative experiences in piano learning.
- Luciano de Barros Carneiro
