ABSTRACT
Applied Research and Development Methodology in the study entitled "Design of a pedagogical tool to facilitate the acquisition of sound basic movements by violinists at the beginning of their violin studies"
PROBLEM
Considerable literature attests to the fact that a high proportion of violinists of all ages are afflicted by various physical ailments linked to their playing the violin over the course of their musical lives. Young musicians also run the risk of developing physical injuries over the period of their pre-professional training. This warrants conducting research into solutions that would allow all musicians, regardless of their age, to learn sound functional movements.
According to the literature, having the opportunity to benefit from quality teaching from the very beginning of musical studies would help protect musicians. Many researchers agree on recommending a preventative approach from the beginning of a musician's training. However, there are no real tools based on scientific research for learning sound movements and postures to guide students in their daily practice sessions at the beginning of their musical training.
According to the literature, having the opportunity to benefit from quality teaching from the very beginning of musical studies would help protect musicians. Many researchers agree on recommending a preventative approach from the beginning of a musician's training. However, there are no real tools based on scientific research for learning sound movements and postures to guide students in their daily practice sessions at the beginning of their musical training.
RESEARCH OBJECTIVE
We propose to fill this void by developing a motor-skills learning program that will consist of a DVD and its companion guide. This tool will be designed to facilitate the acquisition of sound basic movements. It is intended to help violinists use their bodies in an optimal and safe way while playing their instrument so they can develop their psychomotor and artistic potentials to the fullest. It will specifically target students at the beginning of their musical training and will serve as a guide in order to model and structure their daily practice session. A short reference to a particular exercise will permit the student to practice it again at home, with the appropriate models to refer to (Bandura, 1980, 1986, 2007), and thereby learn or modify a psychomotor behaviour involved in playing the instrument.
We expect this pedagogical tool to heighten the awareness of a large number of music teachers and students concerning the risk of injuries related to playing the violin, and provide them with more accessible, well-founded, accurate information on mastering the fundamental movements of a violinist.
We expect this pedagogical tool to heighten the awareness of a large number of music teachers and students concerning the risk of injuries related to playing the violin, and provide them with more accessible, well-founded, accurate information on mastering the fundamental movements of a violinist.
METHODS
Research results are regularly published in scientific publications; however, this literature is rarely consulted by music teachers or their students. We consider the development of pedagogical materials by researchers to be an essential phase in the research process, since it makes it possible to disseminate the results obtained from scientific research.
Our study falls within an applied research approach known as research and development (R&D). We focused on the model put forward by Van der Maren (2014) and its collaborative variant (Van der Maren, 1995). Other music education researchers have used this same methodological framework to develop tools in music pedagogy (Héroux, 2005; Nantel, 2015; Robidas, 2010) and have obtained convincing results.
The methodology consists of five phases: (1) Market Analysis, to examine the needs of the potential users; (2) Project Specifications, to determine the functions of the tool; (3) Design of the Tool, which consists of compiling all the information needed to design the material, synthesize it, and develop a comprehensive model; (4) Preparation of the prototype, which entails the recruiting and training of violin students (N = 3 to 4) who will serve as models in video segments designed to demonstrate the various movement and posture exercises; (5) Adjustment, which consists of testing, modifying, adapting and evaluating the prototypes of the video and the companion guide.
Our study falls within an applied research approach known as research and development (R&D). We focused on the model put forward by Van der Maren (2014) and its collaborative variant (Van der Maren, 1995). Other music education researchers have used this same methodological framework to develop tools in music pedagogy (Héroux, 2005; Nantel, 2015; Robidas, 2010) and have obtained convincing results.
The methodology consists of five phases: (1) Market Analysis, to examine the needs of the potential users; (2) Project Specifications, to determine the functions of the tool; (3) Design of the Tool, which consists of compiling all the information needed to design the material, synthesize it, and develop a comprehensive model; (4) Preparation of the prototype, which entails the recruiting and training of violin students (N = 3 to 4) who will serve as models in video segments designed to demonstrate the various movement and posture exercises; (5) Adjustment, which consists of testing, modifying, adapting and evaluating the prototypes of the video and the companion guide.
PRELIMINARY RESULTS
Data were collected for phases 1 and 2 by means of (1) a discussion group composed of six violin teachers, who also had to fill out a written questionnaire; (2) individual research interviews with three violin students; and (3) an analysis of scientific and didactic-pedagogic literature as well as audiovisual documents sharing some similarities with the tool to be designed.
In collaboration with health and music education professionals, examination of these data allowed us to identify principles that guided our choices for the conceptualization of the tool model in phase 3.
Phase 4 (in progress) consists of training and filming the selected students who will perform the designed exercises.
Phase 5 consists of conducting the first tests of the prototype. The video and companion guide prototypes will be tested by a sample of users (N = 5 to 8 students, their teacher, and a parent if the situation warrants it). Comments will be compiled from the users by means of interviews. The analysis of these comments will allow to diagnose the shortcomings related to the tool, to imagine solutions to these problems, and on to modify the prototype accordingly.
In collaboration with health and music education professionals, examination of these data allowed us to identify principles that guided our choices for the conceptualization of the tool model in phase 3.
Phase 4 (in progress) consists of training and filming the selected students who will perform the designed exercises.
Phase 5 consists of conducting the first tests of the prototype. The video and companion guide prototypes will be tested by a sample of users (N = 5 to 8 students, their teacher, and a parent if the situation warrants it). Comments will be compiled from the users by means of interviews. The analysis of these comments will allow to diagnose the shortcomings related to the tool, to imagine solutions to these problems, and on to modify the prototype accordingly.
REFERENCES
Bandura, A. (1980). L’apprentissage social [Social learning theory]. Brussels, Belgium: Pierre Mardaga.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (2007). Auto-efficacité. Le sentiment d’efficacité personnelle [Self-efficacy: The exercise of control] (2nd ed.). Brussels, Belgium: De Boeck.
Héroux, I. (2005). L’apport de la psychologie cognitive dans l’élaboration d’un outil didactique pour favoriser l’apprentissage de la guitare au niveau collégial [The contribution of cognitive psychology in the development of an educational tool to assist in learning the guitar at the college level] (Doctoral dissertation). Université Laval, Québec, Canada. Retrieved from: http://www.theses.ulaval.ca/2006/24070/
Nantel, A. (2015). Enseignement du piano aux personnes âgées autonomes (65 à 79 ans) : élaboration d'un guide pédagogique web [Teaching piano to autonomous seniors (65-79 years): The development of an online teaching guide] (Unpublished doctoral dissertation). Université Laval, Québec, Canada.
Robidas, N. (2010). Élaboration d'un outil pédagogique facilitant l'intégration de l'improvisation dans l'enseignement du violon au cours des trois premières années d'apprentissage [Development of a teaching tool to facilitate the integration of improvisation in teaching the violin during the first three years of learning] (Doctoral dissertation). Université Laval, Québec, Canada. Retrieved from: http://www.theses.ulaval.ca/2010/27527/
Van der Maren, J.-M. (1995). Méthodes de recherche pour l'éducation [Research methods for education]. Montréal, Canada: Presses de l'Université de Montréal.
Van der Maren, J.-M. (2014). La recherche appliquée pour les professionnels. Éducation, (para)médical, travail social. [Applied research for professionals. Education, (para)medical, social work]. Brussels, Belgium: De Boeck.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (2007). Auto-efficacité. Le sentiment d’efficacité personnelle [Self-efficacy: The exercise of control] (2nd ed.). Brussels, Belgium: De Boeck.
Héroux, I. (2005). L’apport de la psychologie cognitive dans l’élaboration d’un outil didactique pour favoriser l’apprentissage de la guitare au niveau collégial [The contribution of cognitive psychology in the development of an educational tool to assist in learning the guitar at the college level] (Doctoral dissertation). Université Laval, Québec, Canada. Retrieved from: http://www.theses.ulaval.ca/2006/24070/
Nantel, A. (2015). Enseignement du piano aux personnes âgées autonomes (65 à 79 ans) : élaboration d'un guide pédagogique web [Teaching piano to autonomous seniors (65-79 years): The development of an online teaching guide] (Unpublished doctoral dissertation). Université Laval, Québec, Canada.
Robidas, N. (2010). Élaboration d'un outil pédagogique facilitant l'intégration de l'improvisation dans l'enseignement du violon au cours des trois premières années d'apprentissage [Development of a teaching tool to facilitate the integration of improvisation in teaching the violin during the first three years of learning] (Doctoral dissertation). Université Laval, Québec, Canada. Retrieved from: http://www.theses.ulaval.ca/2010/27527/
Van der Maren, J.-M. (1995). Méthodes de recherche pour l'éducation [Research methods for education]. Montréal, Canada: Presses de l'Université de Montréal.
Van der Maren, J.-M. (2014). La recherche appliquée pour les professionnels. Éducation, (para)médical, travail social. [Applied research for professionals. Education, (para)medical, social work]. Brussels, Belgium: De Boeck.