Supporting music students’ refl ection in instrument studies
DOI:
https://doi.org/10.12697/eha.2014.2.2.06Keywords:
reflection, instrument study, constructivism, active learningAbstract
Tänapäevase muusikahariduse valdkonnas rõhutatakse aktiivõppe, sh refleksiooni olulisust. Sellest hoolimata puudub erimetoodika, mis toetaks õppijate refleksiooni pilliõppes. Selle uurimuse tarbeks korraldati ühe Eesti kõrgkooli muusikaõppe üliõpilaste (N = 11) hulgas ekspertide valideeritud refleksiooni toetamise mudeli prooviuuring. Mudel koosnes neljast tsüklist ja baseerus refleksiooni põhiprotsesside (kirjeldamise, hindamise, suhestumise ja refleksiooniprotsessi reflekteerimise) toetamisel. Uurimuse eesmärk oli selgitada välja, millised on muusikaõppe üliõpilaste kogemused refleksioonimudeli rakendamisel ja kuivõrd kasulikuks nad hindavad rakendatud refleksiooniülesandeid pillimänguoskuste arendamise seisukohalt. Üliõpilaste kogemuste ja hinnangute kohta koguti andmeid fookusrühma intervjuudega. Rakendatud refleksiooni toetamise mudeli puhul väärtustasid üliõpilased kõrvaltvaataja positsiooni võimaldamist, üksikasjade märkamist ja mitmekülgse tagasiside saamist kaasüliõpilastelt. Uurimistulemuste põhjal arendati mudelit edasi, et see toetaks tõhusamalt üliõpilaste refleksiooni pilliõppes ning aitaks kaasa individuaalse erialase arengu kavandamisele.
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