Resumo

Este ensaio apresenta uma reflexão a respeito de aspectos presentes no processo de ensino e aprendizagem da performance pianística. Adota o conceito de performance de Keith Tombrink (Baker-Jordan, 2003-2004), utiliza como base o Princípio de Continuidade proposto por John Dewey (Dewey, 1976, 2010), considera o aprendizado performático-pianístico como um conjunto de experiências que se complementam e focaliza questões presentes nas práticas educativo-musicais do performer. Discorre a respeito de aspectos socioemocionais presentes no estudo da música, do papel do professor no desenvolvimento musical do aluno e de dificuldades relacionadas à ansiedade performática, dialogando com diferentes autores, dentre eles Nogaj e Ossowski (2017), Lehmann, Sloboda e Woody (2007) e Westney (2003). Demonstra que pensar o contexto da formação performática sob o prisma da continuidade estimula o desenvolvimento de estratégias pedagógicas que incluam a performance em todas as aulas e o direcionamento da atenção para questões emocionais envolvidas no processo.

Pianistic performance teaching and learning processes: essay under the perspective of John Dewey's continuity principle

This essay presents a reflection about some aspects of the continuity present in the teaching/learning pianistic performance process. It adopts Keith Tombrink's concept of performance (Baker-Jordan, 2003-2004), discusses the teaching of musical performance based on John Dewey's Principle of Continuity (Dewey, 1976; 2010), considers performance-pianistic learning as a set of experiences that complement each other and focuses on some issues present in the performer's educational-musical practices. It discusses socioemotional aspects present in the study of music, the teacher’s role in the student’s musical development and difficulties related to performance anxiety dialoguing with different authors, among them Nogaj and Ossowski (2017); Lehmann, Sloboda and Woody (2007) and Westney (2003). It demonstrates that thinking about the context of performance training under the prism of continuity stimulates the development of pedagogical strategies that include performance in all classes and the direction of attention to emotional issues involved in the process.