Perspectives on Mobilization of Musical Knowledge during Collaborative Piano Activities: Three Cases Studies

Abstract

The present work seeks to investigate the perspectives in respect to mobilization of musical knowledge by undergraduate students engaged in collaborative piano situations. Three undergraduate piano majors were investigated during three different types of collaborative activities: instrumental ensemble, choral ensemble and solo vocal. The qualitative methodology was based on a case study for descriptions of the data collected through interviews and recordings of rehearsals, music classes, institutional exams, and public performances. The Santos model (2007) was shown to be suitable for the study, especially with regard to identifying the differences between the investigative and the self-regulated cycles, which were distinct among the research participants. The perspectives of knowledge mobilization were revealed through the various ways of perceiving and approaching the collaborative activity with which the participants were engaged, imbued with both their beliefs and demonstrated values. The present study displayed two factors: (1) the influence with which previous systematized (i.e., already learned) experiences and forms of personal interest exert on this aspect of musical practice and (2) the importance of investigating what already exists in terms of practiced knowledge (and systematized) in the experiences of undergraduate students with the goal to connect forms of knowledge to means of learning.

Keywords

• Mobilização de conhecimentos. Conhecimentos musicais. Pianista colaborador. Correpetição. Acompanhamento.