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Notes:
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Curs 2015-2016
Aquest treball consta de quatre activitats, realitzades durant dues sessions amb 21 alumnes de 3r curs de l’Escola Juncadella de La Cellera de Ter durant el període de pràctiques III. La proposta es porta a terme a partir d’aquestes quatre activitats, dues d’elles pautades i les altres dues improvisades amb l’objectiu de comprovar si la improvisació rítmica és un recurs positiu per fomentar la motivació a les classes de música. Per avaluar-ho, fem servir l’observació directe i un qüestionari d’autoavaluació dels alumnes. A partir de la Teoria de l’Atribució de Wainer (1986 ) s’han creat uns indicadors i un qüestionari d’autoavaluació per tal de poder atribuir quines són les causes per poder identificar el grau de motivació d’un alumne. Els resultats obtinguts han estat contrastats i posteriorment analitzats a partir dels diferents indicadors i de les respostes dels alumnes. Tot i així, aquests resultats no es poden generalitzar, ja que només s’han extret d’un total de 21 alumnes i concretament de dues sessions portades a terme en la mateixa escola i curs. Per tant, caldria ampliar la recerca a un major nombre d’alumnes de diferents entorns socials i escolars.
This project includes four activities developed during two sessions which have been carried out with twenty-one students of the third course of Primary in Juncadella School in La Cellera de Ter during my third internship. My proposal is about these four activities which two of them have been realised providing some guidelines for carrying them out and the other two have been developed in an improvising way. The target of this project is to prove if the rhythmic improvisation is a positive resource to promote the motivation during the class of music. Moreover, in order to evaluate it, we have used from one hand, direct observation and from the other hand we have used a self-assessment survey. Taking into account de Wainer Assignment Theory (1986) we have created different indications and a self-assesment survey in order to assign which are the different causes to identify the students motivation level. Afterwards, we have obtained different results from the indications and from the self-assesment survey and these results have been verified and after analysed. Despite that, we have to mention that these results can not be generalized because they have been extracted from only twenty-one students and in particular from two sessions developed in the same school and course. For this reason, it should be convenient to expand the search into a large number of students from different enviroments even social and educational. |
