Oltre la lezione frontale: l’approccio euristico per la crescita autonoma degli studenti di pianoforte

Abstract

The article addresses the problem of the limitations of frontal teaching in piano education, exploring a heuristic intervention on three students aged between 16 and 26 years, aimed at improving their technical and metacognitive skills. The intervention, focused on the differentiation of sound levels, was structured in progressive phases to help students develop awareness of weight, independence of hands, and consistency in the differentiation of sound levels. Each lesson included a series of open-ended questions used to guide students in reflection and the formulation of effective strategies, supported by the use of a study journal in which to note problems, strategies, and reflections. This methodology required students to monitor and evaluate their own choices, leading to progressive autonomy in the learning process. The results indicate a significant improvement in technical skills and a greater metacognitive ability, allowing students to transfer what they have learned to new pieces, improve their self-efficacy, and develop a greater sense of independence in piano study.

https://www.lim.it/it/opere-collettive/6940-didattica-musicale-e-ricerca-2022-9788855434270.html