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Promoting Self-regulation Strategies: A Study with an Intermediate Level Violin Student.,
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Marija Mihajlovic Pereira

Promoting Self-regulation Strategies: A Study with an Intermediate Level Violin Student.

Research Paper – Sunday 26th September – 11:00-11:30 (CEST)

Marija Mihajlovic Pereira

BIOGRAPHY

Born in Belgrade, she holds a master’s degree in Musical Arts (FMU, Serbia) and a master’s degree in Music Performance (UFMG, Brasil).
Currently, Marija is involved in doctoral studies in the area of Psychology and Music Education (NOVA FCSH, Portugal). Devising ways to promote knowledge, practices, and attitudes towards more efficient learning, her main interest as a researcher is to promote self-regulated learning amongst students and colleagues.
As a violinist, she was a permanent member of the Belgrade Philharmonic Orchestra and the Minas Gerais Philharmonic Orchestra and now performs with the Cascais and Oeiras Chamber Orchestra. Within the context of solo and chamber music interpretation, she presented numerous recitals in Brazil, Serbia, Italy, Argentina, and Portugal as a member of the Duo Mihajlovic/Bastos. As a teacher, Marija works at the Conservatory of Music of Cascais, as well as in the Orquestra Geração musical and social-inclusion project.

Promoting Self-regulation Strategies: A Study with an Intermediate Level Violin Student.

This research paper aims to articulate teaching practices with the cyclical model of self-regulated learning theory (Zimmerman, 2000) within the context of string teaching.
Data was collected from three individual lessons held by the author to one fourteen-year-old intermediate violin student, in addition to three individual practice sessions by the student. Data analysis was conducted using MaxQda software, version 20. Coding revealed 24 rehearsal frames corresponding to classroom events (Duke, 2000), classified in four categories (teaching strategies, teaching verbalizations, self-regulated learning and student’s performance). As a result, selected rehearsal frames describe strategies that enhanced the student’s performance, for example, associating a particular word to posture correction or “hearing in mind”. Findings are discussed in terms of (i) attitudes, quality and clarity of teacher’s instructions, (ii) assessing gaps in student’s practice that could be targeted and strengthened in the future, and (iii) a framework to promote self-regulation learning strategies more consciously.