Self-evaluation as a skill in the performing musician: from class evaluation to the acquisition of self-evaluation skill De la evaluación en clase a la adquisición de la destreza autoevaluativa

Abstract

Music performance needs the reception of an assessment about the performance displayed. Some pedagogical actions, considered as normal in traditional education, tend to promote high levels of arousal which are against an optimal performance, thus impairing acquisition of knowledge and praxias, both of them evidenced during the performing event, and also increasing the risk of lesions development. In order to investigate this topic, we developed and validated a survey which was applied to 780 musicians from Argentina, aimed to get information about factors indicating increases in arousal levels. Considering that intermediate levels of arousal are the optimal state for the performing task, we tried to establish which interventions favors learning in the students, thus minimizing subjectivity in Music Teaching Pedagogy. The assessment matrix used in the class is incorporated by the student, thus becoming a part of their behavioral repertoire. The self-assessment appears as a skill directed towards the development of self-reliance for studying, able to moderate the arousal levels, and opening the possibility to make efficient and useful corrections, even in real-time, during music performance.

Self-assessment

Performance

Pedagogy

Skills