Προσεγγίζοντας διακαλλιτεχνικά την άτυπη μουσική μάθηση σε μαθητές εγχόρδων: Μία έρευνα δράσης σε πολιτιστικούς χώρους
Date Issued
November 28, 2024
Type
Μεταπτυχιακή Διπλωματική Εργασία
Abstract
When children begin musical instrument lessons, they are typically introduced to the technical aspects of the instrument, musical notation, and music theory. However, the initial excitement of holding the instrument they dream of playing often fades as the learning process becomes more demanding. This research, grounded in an interartistic teaching approach, explores the experiences of string students and investigates how teaching in cultural venues can influence their imagination, creativity, and motivation in an informal learning context. A qualitative method, specifically action research, was employed for this study. The sample consisted of philharmonic students aged 10–14 learning violin or cello. From January to March 2024, the researcher designed and implemented lessons in museums and the public library. The data collection provided a wealth of material, leading to the emergence of five key themes. The findings emphasized the role of interculturalism in enhancing students' semiotic activity, imagination, and creativity. The integration of music, art, and speech, combined with experiential participation, fostered collaboration and aesthetic sensitivity. Cultural spaces proved to be a source of inspiration, offering children aesthetic pleasure, freedom of expression, and the joy of creation. This research demonstrates that music education, enriched with interartistic approaches in cultural venues, can deepen understanding, cultivate emotional sensitivity, and amplify the joy of learning. Furthermore, it underscores the importance of experiential and participatory methods, providing children with a multidimensional, inspiring, and creative learning experience.
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