Resumo

As estratégias de estudo na abordagem inicial de peças para piano por estudantes de música (N = 12) de graduação e pós-graduação, submetidos a condições especificas de estudo com privação de retroalimentação visual, aural e cinestésica, foram investigadas. A metodologia seguiu um delineamento experimental hierárquico, considerando dois fatores randomizados pelo quadrado latino: (i) quatro condições de estudo e (ii) quatro níveis acadêmicos. Diferentes focos de aprendizagem foram constatados conforme as condições de estudo propostas, assim como diferentes efeitos do nível acadêmico na realização das tarefas foram observados.

Study strategies on the initial approaching to piano pieces under specific conditions of sensorial feedback privation

Study strategies at the initial approaching of pieces pieces by music students (N=12) belonging to different academic levels (undergraduate and graduate ones), submitted to specific studying conditions with visual, aural and kinesthetic feedback privation were investigated. The methodology was based on experimental nested design considering two randomized factors by latin square: (i) four study conditions and (ii) four academic levels. Different learning focus were found according to studying conditions proposed, as well as different effects of the academic levels in the tasks were observed.