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Abstract(s)
Este relatório de estágio pertencente à 8ª edição do Curso de Mestrado em Ensino de
Dança, da Escola Superior de Dança do Instituto Politécnico de Lisboa, pretende reunir
informação consistentemente fundamentada acerca da implicação da auto-regulação emocional no desenvolvimento do processo criativo, a qual proporcionou uma planificação e definição de objetivos para o Estágio com os alunos de Composição Coreográfica do 3º ano do Ensino Artístico Especializado do Conservatório Regional Silva Marques, inserindo-se assim no ano letivo de 2019/2020.
Neste trabalho de investigação-ação, a estagiária investigou acerca do nível de autorregulação já existente na turma, da correlação entre o que o aluno pensa e sente e de que forma a própria consciência de ambos pode promover o desenvolvimento da sua auto-eficácia criativa nos vários processos de composição coreográfica desenvolvidos.
Ao longo dos 2º e 3º períodos letivos foi proposta ao aluno uma metodologia de
consciencialização e reorientação emocional paralela ao processo de criação coreográfica, complementada por uma metodologia de organização e planificação do processo criativo, que generalizadamente consistiu no delineamento claro de objetivos, quer para o trabalho quer para o produto final criativo. Fomentando assim no aluno uma crescente auto-regulação ao nível das suas próprias emoções e pensamentos, observou-se uma implicação direta no modo como ele cria e no conteúdo do que ele compõe, demonstrando-se evidentes os benefícios desta
metodologia. Esta abordagem também se revelou profícua transversalmente aos vários elementos da turma (de caracterização heterogénea): para alunos naturalmente criativos, com tendência para criar espontaneamente, sem rumo organizacional e criativo pré-definido e com uma relação meramente estética com o seu movimento, este tipo de trabalho ofereceu uma metodologia mais desafiante, consciente, e consistente de criação coreográfica; e para alunos que naturalmente encontram obstáculos ao seu processo criativo (indicadores de um nível mais
reduzido de auto-regulação emocional), representou uma ferramenta essencial possibilitadora e facilitadora do seu trabalho criativo. Esta metodologia de investigação-ação promoveu assim um crescente desenvolvimento da auto-regulação emocional, orientador de processos criativos mais conscientes, consistentes e eficazes.
ABSTRACT - This internship report belonging to the 8th edition of the Master’s Degree in Dance Teaching of the Escola Superior de Dança do Instituto Politécnico de Lisboa aims to gather consistently grounded information and planification concerning the implication of emotional self-regulation in the development of the creative process, which provided a planning strategy and definition of goals for the Internship with the students of Choreographic Composition of the 3rd year of specialized artistic education from Conservatório Regional Silva Marques (CRSM), thus entering the school year 2019/2020. In this action-research work, the intern investigated the existing level of self-regulation in the class, the correlation between what the student thinks and feels, and how the student's own awareness of these factors can promote the development of their creative self-efficacy in the various choreographic processes developed. Throughout the second and third academic terms, the student was presented with a method of emotional awareness and reorientation parallel to the process of creating choreography, complemented by a method of organization and planification of the creative process which generally consisted of a clear outlining of goals regarding the work and the final creative product. Through this encouragement of growing self-regulation regarding their own emotions and thoughts, a direct implication was found in how they create and in the content of the creation, proving this methodology effective. This approach remained fruitful across the varying subjects in class (of heterogeneous characterization): for naturally creative students who have a tendency to create spontaneously without previously establishing an organized or creative direction and who have a merely aesthetic association with their movement, this type of work provided a more conscious, challenging and consistent method of creating choreography; and for students who naturally encounter obstacles in their creative process (indicating a low level of emotional self-regulation), it proved to be an essential tool that enables and facilitates their creative work. This method of action-research therefore promotes a growing development of emotional self-regulation, which in turn paves the way for more conscious,consistent and effective creative processes. Keywords: Self-
ABSTRACT - This internship report belonging to the 8th edition of the Master’s Degree in Dance Teaching of the Escola Superior de Dança do Instituto Politécnico de Lisboa aims to gather consistently grounded information and planification concerning the implication of emotional self-regulation in the development of the creative process, which provided a planning strategy and definition of goals for the Internship with the students of Choreographic Composition of the 3rd year of specialized artistic education from Conservatório Regional Silva Marques (CRSM), thus entering the school year 2019/2020. In this action-research work, the intern investigated the existing level of self-regulation in the class, the correlation between what the student thinks and feels, and how the student's own awareness of these factors can promote the development of their creative self-efficacy in the various choreographic processes developed. Throughout the second and third academic terms, the student was presented with a method of emotional awareness and reorientation parallel to the process of creating choreography, complemented by a method of organization and planification of the creative process which generally consisted of a clear outlining of goals regarding the work and the final creative product. Through this encouragement of growing self-regulation regarding their own emotions and thoughts, a direct implication was found in how they create and in the content of the creation, proving this methodology effective. This approach remained fruitful across the varying subjects in class (of heterogeneous characterization): for naturally creative students who have a tendency to create spontaneously without previously establishing an organized or creative direction and who have a merely aesthetic association with their movement, this type of work provided a more conscious, challenging and consistent method of creating choreography; and for students who naturally encounter obstacles in their creative process (indicating a low level of emotional self-regulation), it proved to be an essential tool that enables and facilitates their creative work. This method of action-research therefore promotes a growing development of emotional self-regulation, which in turn paves the way for more conscious,consistent and effective creative processes. Keywords: Self-
Description
Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança
Keywords
Auto-regulação emocional Auto-eficácia Processo criativo Self-regulation Self-efficacy Creative process
Citation
Publisher
Instituto Politécnico de Lisboa
Escola Superior de Dança
Escola Superior de Dança