Percorrer por autor "Coimbra, Daniela"
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- Exploração dos efeitos da Aprendizagem musicalPublication . Coimbra, Daniela; NOBRE DOS SANTOS LUIZ, CARLOS HUMBERTOO objectivo deste trabalho foi o de contribuir para um melhor entendimento sobre os benefícios da aprendizagem musical. A aprendizagem em música desenvolve capacidades pessoais, sociais e cognitivas, que por sua vez podem potenciar o desempenho académico. Questionou-se um grupo de 60 estudantes das Licenciaturas em Música da Escola Superior de Música e Artes do Espectáculo acerca das razões que os levaram a ser músicos. Os resultados indicaram que o principal factor de motivação dos alunos é o de atingir elevados níveis de realização artística e, consequentemente, pessoal. A fim de prosseguirem a sua actividade estes estudantes necessitam de grande persistência, criatividade, experimentação, confiança e capacidade de trabalhar em equipa. No entanto, além do desenvolvimento destas capacidades, a literatura existente descreve correlações significativas entre aprendizagem musical e desenvolvimento cognitivo, nomeadamente de capacidades matemáticas. Assim, serão apresentados estudos que revelam as relações mais significativas entre música e matemática, mais especificamente entre música e raciocínio espacial-temporal (importante em conceitos matemáticos). A inferência é sustentada numa série de estudos que exploram os efeitos da prática de teclado no raciocínio espacial-temporal, sugerindo que o domínio de um instrumento ajuda a desenvolver a compreensão matemática. A existência de uma correlação entre aprendizagem musical e desempenho matemático tem fortes implicações educacionais, especialmente na inclusão ou manutenção do ensino da música no currículo académico nacional.
- Musical learning and cognitive performancePublication . dos Santos-Luiz, Carlos; Coimbra, Daniela; Silva, Carlos Fernandes daAccording to literature, there are broad associations between music and cognitive abilities, which apparently result from the frequency of music lessons. The aim of the present work was to test these associations between a group of music students and a control group of students with no music education, thereby contributing toward understanding the link between music learning, intelligence, and academic achievement. The Battery of Reasoning Tests (BPR/7-9), collated for the Portuguese population, as well as the academic classifications of two groups of students, provided the basis for this study’s quantitative analysis. The sample population comprised students who frequented Year 7 of the basic music course in specialist music education and of the basic course in mainstream education (no music lessons). Compared with the students in the control group, those in the groups which included formal music education showed increases in their general capacity of reasoning (g factor) and in tasks of spatial and numerical reasoning. Equally, there were increases in academic achievement. The results suggest that the duration of exposure to music lessons is associated with an increased intelligence and increased academic achievement.
- The effects of music tuition on academic achievement in portuguese 8th year studentsPublication . dos Santos-Luiz, Carlos; Coimbra, Daniela; Andrade, CláudiaThe positive association between music lessons and academic achievement is well documented in the literature. Students who learn music show better academic achievements than those who are not involved in musical activities. However, this is a multifaceted association that can only be explained if several dimensions are taken into account, such as socioeconomic status (SES) or general intelligence (g). Significant differences in academic achievement were found between 8th year students who studied music (n=60) and those who did not (n=50) in five out of seven subjects analysed: natural sciences, physics and chemistry, Portuguese language, history, and geography. In addition, a multiple linear regression analysis was conducted in order to assess the role played by other potential dimensions (SES and general intelligence) in academic achievement. After including SES in the analysis, the results indicated that music tuition still contributed significantly to the given variance in academic achievement. However, in combination with all the factors (music tuition, SES, and general intelligence), music learning lost its statistical significance. Moreover, contrary to the majority of studies, one noteworthy finding was that SES had no significant impact on academic achievement. In conclusion, the results suggest that musical tuition does have a positive relationship to academic achievement.