{"id":919,"date":"2016-08-21T08:00:31","date_gmt":"2016-08-21T08:00:31","guid":{"rendered":"https:\/\/www.nunomarinho.com\/?p=919"},"modified":"2025-11-18T18:03:14","modified_gmt":"2025-11-18T18:03:14","slug":"the-inspiring-teacher","status":"publish","type":"post","link":"https:\/\/www.nunomarinho.com\/pt\/the-inspiring-teacher\/","title":{"rendered":"O professor inspirador"},"content":{"rendered":"

\u201cO professor med\u00edocre conta.<\/em><\/p>\n\n\n\n

O bom professor explica.<\/em><\/p>\n\n\n\n

O professor superior demonstra.<\/em><\/p>\n\n\n\n

O grande professor inspira\u201d.\u201d<\/em><\/p>\n\n\n\n

(William Arthur Ward)<\/p>\n\n\n\n

O Centro para a Aprendizagem da M\u00fasica (na Universidade do Texas em Austin) est\u00e1 na vanguarda do rastreio INSPIRA\u00c7\u00c3O <\/a>PROFESSORES<\/a> qualidades e modus operandi<\/em>.<\/p>\n\n\n\n

Eis o perfil destes Mestres<\/a>. J\u00e1 conheceste algum destes? Preste homenagem aos seus mentores, partilhando este post com eles \ud83d\ude42<\/p>\n\n\n\n

1 - O repert\u00f3rio<\/strong><\/p>\n\n\n\n

    \n
  1. O Professor Inspirador desafia os alunos com material musical dentro das suas capacidades t\u00e9cnicas actuais.<\/li>\n\n\n\n
  2. Os alunos preparam previamente o repert\u00f3rio tocando, lendo \u00e0 primeira vista, interpretando, ouvindo e experimentando o material.<\/li>\n\n\n\n
  3. As tens\u00f5es f\u00edsicas, mentais ou de leitura \u00e0 vista s\u00e3o evitadas para impedir que o aluno se esforce.<\/li>\n\n\n\n
  4. Ao mesmo tempo, a t\u00f3nica \u00e9 colocada na constru\u00e7\u00e3o de uma execu\u00e7\u00e3o t\u00e9cnica superior.<\/li>\n<\/ol>\n\n\n\n

    2 - Imagem auditiva clara<\/strong><\/p>\n\n\n\n

      \n
    1. O Professor Inspirador tem uma imagem v\u00edvida em mente sobre a pe\u00e7a.<\/li>\n\n\n\n
    2. O objetivo \u00e9 levar o aluno a utilizar as ferramentas musicais mais adequadas para produzir o car\u00e1cter, a interpreta\u00e7\u00e3o e o sentimento desejados.<\/li>\n<\/ol>\n\n\n\n

      3 - Qualidade do som<\/strong><\/p>\n\n\n\n

        \n
      1. Produzir e preservar um bom timbre, afina\u00e7\u00e3o e toque \u00e9 indispens\u00e1vel.<\/li>\n\n\n\n
      2. As indica\u00e7\u00f5es t\u00e9cnicas servem o objetivo de produzir o melhor som poss\u00edvel.<\/li>\n<\/ol>\n\n\n\n

        4 - Sele\u00e7\u00e3o de objectivos<\/strong><\/p>\n\n\n\n

          \n
        1. Cada li\u00e7\u00e3o tem um objetivo espec\u00edfico a atingir.<\/li>\n\n\n\n
        2. A pertin\u00eancia dos temas escolhidos baseia-se na express\u00e3o efectiva de ideias musicais espec\u00edficas e na fundamenta\u00e7\u00e3o geral do espetro musical.<\/li>\n\n\n\n
        3. Os objectivos s\u00e3o alcan\u00e7\u00e1veis no momento presente, as auto-correc\u00e7\u00f5es s\u00e3o percept\u00edveis e a melhoria \u00e9 imediata.<\/li>\n<\/ol>\n\n\n\n

          5 - Evolu\u00e7\u00e3o comparativa<\/strong><\/p>\n\n\n\n

            \n
          1. O Professor Inspirador descreve em pormenor os progressos do aluno.<\/li>\n\n\n\n
          2. As reac\u00e7\u00f5es negativas s\u00e3o breves e sempre construtivas.<\/li>\n<\/ol>\n\n\n\n

            6 - A pr\u00e1tica \u00e9 igual ao desempenho<\/strong><\/p>\n\n\n\n

              \n
            1. As pe\u00e7as s\u00e3o executadas do princ\u00edpio ao fim, sem interrup\u00e7\u00f5es.<\/li>\n\n\n\n
            2. As aulas assemelham-se a espect\u00e1culos p\u00fablicos.<\/li>\n\n\n\n
            3. As interrup\u00e7\u00f5es s\u00f3 ocorrem quando s\u00e3o cometidos erros.<\/li>\n\n\n\n
            4. O feedback \u00e9 fornecido tendo em conta a perce\u00e7\u00e3o de um p\u00fablico.<\/li>\n\n\n\n
            5. Cada ensaio pr\u00e1tico deve ser executado como se algu\u00e9m o estivesse a ouvir.<\/li>\n<\/ol>\n\n\n\n

              7 - Os erros motivam a paragem e a corre\u00e7\u00e3o<\/strong><\/p>\n\n\n\n

                \n
              1. As notas e os ritmos devem ser previamente preparados pelo aluno e s\u00f3 ser\u00e3o corrigidos pelo Professor Inspirador se necess\u00e1rio.<\/li>\n\n\n\n
              2. Os erros s\u00e3o imediatamente corrigidos.<\/li>\n<\/ol>\n\n\n\n

                8 - Repeti\u00e7\u00e3o de passagens-chave<\/strong><\/p>\n\n\n\n

                  \n
                1. A exatid\u00e3o \u00e9 essencial.<\/li>\n\n\n\n
                2. A t\u00e9cnica \u00e9 fundamental.<\/li>\n\n\n\n
                3. Os movimentos f\u00edsicos s\u00e3o supervisionados de perto (postura, respira\u00e7\u00e3o, apresenta\u00e7\u00e3o).<\/li>\n\n\n\n
                4. O Professor Inspirador nunca desiste do seu aluno, adiando uma corre\u00e7\u00e3o ou abordando um assunto importante que deve ser tratado apenas pelo aluno.<\/li>\n<\/ol>\n\n\n\n

                  9 - Feedback constante<\/strong><\/p>\n\n\n\n

                    \n
                  1. O Professor Inspirador interage frequentemente com os seus alunos.<\/li>\n\n\n\n
                  2. Os coment\u00e1rios s\u00e3o curtos, concisos e diretos.<\/li>\n<\/ol>\n\n\n\n

                    10 - Demonstra\u00e7\u00f5es e palestras<\/strong><\/p>\n\n\n\n

                      \n
                    1. Pequenas pausas durante a aula favorecem o relaxamento mental e f\u00edsico.<\/li>\n\n\n\n
                    2. O humor ou as ideias inspiradoras s\u00e3o fornecidos.<\/li>\n<\/ol>\n\n\n\n

                      11 - Interpreta\u00e7\u00e3o e autonomia<\/strong><\/p>\n\n\n\n

                        \n
                      1. O Professor Inspirador apoia a identidade e as escolhas de cada aluno.<\/li>\n\n\n\n
                      2. Perante uma solu\u00e7\u00e3o, op\u00e7\u00e3o ou opini\u00e3o inadequada de um aluno, o Professor Inspirador leva-o a repensar e a selecionar alternativas mais adequadas.<\/li>\n<\/ol>\n\n\n\n

                        12 - Promover o discernimento<\/strong><\/p>\n\n\n\n

                          \n
                        1. O Professor Inspirador orienta os alunos para um pensamento anal\u00edtico sobre o seu pr\u00f3prio desempenho.<\/li>\n\n\n\n
                        2. A produ\u00e7\u00e3o de tons e a express\u00e3o musical s\u00e3o priorit\u00e1rias.<\/li>\n\n\n\n
                        3. O ritmo e as vari\u00e1veis din\u00e2micas tamb\u00e9m s\u00e3o incorporados.<\/li>\n<\/ol>\n\n\n\n

                          13 - O movimento f\u00edsico como meio de produzir som<\/strong><\/p>\n\n\n\n

                            \n
                          1. O movimento f\u00edsico afecta o som.<\/li>\n\n\n\n
                          2. A t\u00e9cnica \u00e9 a ferramenta utilizada para produzir o tom e o efeito sonoro desejados.<\/li>\n\n\n\n
                          3. \u00c9 necess\u00e1rio prestar aten\u00e7\u00e3o \u00e0s notas simples e ao sentido do final da linha ou da frase.<\/li>\n<\/ol>\n\n\n\n

                            14 - Feedback negativo<\/strong><\/p>\n\n\n\n

                              \n
                            1. O Professor Inspirador \u00e9 muito espec\u00edfico, claro e sucinto quando aborda as qualidades de desempenho que necessitam de ser melhoradas.<\/li>\n\n\n\n
                            2. A clareza e a franqueza facilitam a corre\u00e7\u00e3o eficaz dos erros.<\/li>\n<\/ol>\n\n\n\n

                              15 - Feedback positivo<\/strong><\/p>\n\n\n\n

                                \n
                              1. O Professor Inspirador mostra-se entusiasmado com os bons desempenhos durante as sess\u00f5es.<\/li>\n\n\n\n
                              2. A realiza\u00e7\u00e3o de objectivos importantes ou a cria\u00e7\u00e3o de momentos musicais s\u00e3o dignas de express\u00f5es emp\u00e1ticas de prazer.<\/li>\n\n\n\n
                              3. A repeti\u00e7\u00e3o de elogios n\u00e3o \u00e9 infrequente.<\/li>\n<\/ol>\n\n\n\n

                                16 - Modela\u00e7\u00e3o<\/strong><\/p>\n\n\n\n

                                O Professor Inspirador replica o desempenho dos alunos, alternando entre o que j\u00e1 est\u00e1 a fazer e o que seria a execu\u00e7\u00e3o mais requintada da pe\u00e7a.<\/p>\n\n\n\n

                                Para mais informa\u00e7\u00f5es sobre o assunto, consulte o Centro de Aprendizagem Musical da Universidade do Texas em Austin <\/em>https:\/\/cml.music.utexas.edu\/online-resources\/the-nature-of-expertise\/abstract\/<\/em><\/a><\/p>\n\n\n\n

                                <\/p>\n\n\n\n

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                                Facebook: \/https:\/\/www.facebook.com\/NunoMarinhoGuitar\/<\/a><\/p>","protected":false},"excerpt":{"rendered":"

                                \u201cThe mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.\u201d (William Arthur Ward) The Center for Music Learning (in the University of Texas Austin\u2019s) is at the forefront of tracking INSPIRATIONAL TEACHERS qualities and modus operandi. Here\u2019s the profile of these Masters. Have you ever meet one of these? Pay homage to your mentors by sharing this […]<\/p>\n","protected":false},"author":2,"featured_media":920,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[41],"tags":[71],"class_list":["post-919","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-maximizing-performance","tag-maximizing-performance"],"yoast_head":"\nThe Inspiring Teacher - Nuno Marinho Website<\/title>\n<meta name=\"description\" content=\"The Inspiring Teacher. 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