Influence of Sequencing of Contents and the Parental Support on the Motivation of Preschool Violin Students
Content sequencing and the role of the family can provide a foundation for the beginning of instrumental learning, decisively influencing the students’ motivation. This research focused on that influence with 11 preschool-aged violin students in private classes. For this purpose, an action-research...
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| Autors principals: | , |
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| Format: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicat: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2020
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| Accés en línia: | https://redie.uabc.mx/index.php/redie/article/view/2257 |
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| Sumari: | Content sequencing and the role of the family can provide a foundation for the beginning of instrumental learning, decisively influencing the students’ motivation. This research focused on that influence with 11 preschool-aged violin students in private classes. For this purpose, an action-research was carried out by the teacher as an observing participant, using two didactic approaches in beginning violin. The results show that those students whose parents or caretakers were more involved in the teaching-learning process were more motivated. Also, students who felt overwhelmed by the difficulties of the proposed tasks derived from the content sequencing were less motivated. However, there were exceptions due to the individual personalities of each student. |
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