Reflexões sobre a autonomia de estudantes de graduação em piano nos estágios iniciais de preparação da Sonata K. 271 de D. Scarlatti
DOI:
https://doi.org/10.5216/mh.v22.70580Keywords:
learner’s autonomy, instrumental practice, performance, practice strategies.Abstract
The present article aims at identifying signs of autonomy as well as at reflecting on the decision and the challenges faced by two undergraduate piano students as they learned and prepared the Sonata K. 271 by Domenico Scarlatti for their first piano lesson. By means of observation of practice sessions, markings on the score and interviews, different levels of autonomy were identified, particularly in terms of establishment of goals, organization and persistence in the implementation of practice strategies. Challenges were observed with regard to memorization and reading as well as dependence on external sources for interpretative choices.