Student's anxiety about the Musical Language subject and strategies to reduce it

IF 0.3 0 MUSIC
E. Ruiz, Francisco José Balsera Gómez, I. Guerrero
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引用次数: 1

Abstract

Students embark upon their studies at the conservatory motivated to learn how to play a musical instrument. Nevertheless, they must attend Music Language classes from the first year, a subject that they usually find it unattractive and it makes them feel with anxiety. In this article we discuss a research carried out in a Professional Conservatory of Music with students in their first two years of elementary training. The goals in this research are to identify which aspects are a source of anxiety in these students and to analyse the usefulness of our educational proposals in order to reduce it. We have applied a qualitative research methodology which combines the characteristics of case study methods and classroom-based research. This research enables us to state that the implementation of flexible, dynamic and positive pedagogy, the improvement of study habits in our students, the family involvement, the care of relationships, the recognition of mistakes, accepting them as natural feature of the whole learning process, and the performing musical exhibitions in public on a regular basis reduce anxiety.
学生对音乐语言科目的焦虑及缓解策略
学生们开始在音乐学院学习的动机是学习如何演奏乐器。然而,他们必须从第一年开始参加音乐语言课程,他们通常觉得这门课没有吸引力,而且让他们感到焦虑。在本文中,我们讨论了在专业音乐学院进行的一项研究,在学生的头两年的基础训练。本研究的目的是确定哪些方面是这些学生焦虑的来源,并分析我们的教育建议的有效性,以减少焦虑。我们采用了定性研究方法,结合了案例研究方法和课堂研究的特点。通过本研究,我们发现,通过实施灵活、动态和积极的教学法,改善学生的学习习惯,家庭参与,照顾人际关系,承认错误,接受错误是整个学习过程的自然特征,以及定期在公共场所进行音乐表演,可以减少学生的焦虑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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