Posicionamento do dedo polegar da mão esquerda na introdução de adultos iniciantes ao violino: uma experimentação pedagógico-violinística

Abstract

This homework is part of the area of ​​Violin Pedagogy research the subject of the violinist's body posture, in particular the placement of the thumb of the hand left on the violin's arm. Aiming careful attention to hand placement left on the violin, the interest arose to seek methodological alternatives capable of avoid or minimize problems such as excessive thumb pressure stiffness of the left hand, postural discomfort and even physical pain of beginning students in this instrument. Following the guidance of educators of this instrument - Ivan Galamian (1903-1981), Carl Flesch (1873-1944), Leopold Auer (1845-1930), and Paul Rolland (1911-1978) - this TCC aimed at general conduct a pedagogical experimentation of initiation of adult students to the violin testing methodological guidelines designed by pedagogues / violinists for the thumb placement of the left hand on the instrument arm. The goals specific were: to know the motor and movement patterns thought by I. Galamian, C. Flesch, L. Auer, P. Rolland for placement and posture of the thumb of the left hand on the violin's arm; experience motor and movement patterns thought by the above mentioned pedagogues / violinists in the placement and posture of the finger thumb of left hand of beginner violin adults; evaluate and reflect on these motor and movement patterns experienced in adult initiation to violin placing and positioning your left thumb on the instrument. Methodologically, a pedagogical experimentation of initiation of adult students to the violin by testing the methodological guidelines thought by I. Galamian, C. Flesch, L. Auer, and P. Rolland for positioning the thumb of the left hand on the instrument arm. Three people participated in this experiment. adults (a 52-year-old woman; a 25-year-old woman; and a 27-year-old man), residents of the city of Uberlândia, MG. These people were part of my life in the UFU and, once invited by me, agreed to participate as collaborators of this academic work. As materialization of the pedagogical experimentation of initiation of these three adult students to the violin, they were offered ten individual lessons from the approximately 50 minutes once a week for the second semester of 2018. The interaction between the collaborating students of this pedagogical experimentation and the violin during 10 weekly classes is reported in this TCC, structured by student, from each of Class-by-class information is presented in chronological order. Finally, it is concluded that the fact that students choose instrumental pedagogical guidance differently with the which most felt comfortable indicates that the violin teacher should research among available literature which is the best theoretical-methodological framework for technical-instrumental development of your individual student, after all, they are different, their bodies adapt idiosyncratically to the instrument.