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Advisor(s)
Abstract(s)
Este relatório tem como base relatar e fundamentar as práticas pedagógicas implementadas ao longo da minha Prática de Ensino Supervisionada, durante o ano letivo de 2016/2017 na Escola Paulo Quintela, em Bragança. Pude observar, durante o período dedicado ao conhecimento do contexto escolar, que os alunos apresentavam défice de experiências práticas na Educação Musical que promovessem a criatividade. Para colmatar o problema detetado, reforcei a minha numa prática ativa e na análise da revisão literária com enfoque a várias pedagogias e abordagens musicais de referência. Deste modo e, assente numa panóplia de autores, tais como Edgar Willems, Christopher Azzara, John Paynter, Murray Shaffer, Zoltan Kódaly, Jos Wuytack, entre outros entendi que a minha prática e experiência profissional fosse baseada nas suas filosofias. A minha atenção recaiu ainda em Carl Orff, cuja abordagem Orff-Schulwerk, se tornou o enfoque da minha atuação para explorar, a partir de experiências musicais, a criatividade dos alunos. A metodologia seguida procurou acentar numa Investigação-Ação em Educação Musical, no sentido de uma atitude sempre em crescendo para a construção de uma prática e experiências musicais profícuas.
This report intends to report and to base the pedagogical practices implemented throughout my Supervised Teaching Practice, during the academic year 2016/2017 at the Paulo Quintela Basic School in Bragança. During the period dedicated to the knowledge of the school context, I could observe that the target students had a lack of practical experiences in music education that promoted creativity. In order to overcome the problem, I reinforced mine in an active practice and in the analysis of the literary revision with a focus on several pedagogies and reference musical approaches. Thus, based on a number of authors, such as Edgar Willems, Christopher Azzara, John Paynter, Murray Shaffer, Zoltan Kódaly and Jos Wuytack, among others, I understood that my practice and professional experience was based on his philosophies. My attention fell on Carl Orff, whose Orff-Schulwerk approach became the focus of my performance to explore, from musical experiences, the creativity of students. The methodology followed sought to emphasize a Research-Action in Music Education, in the sense of an ever-growing attitude towards the construction of a practice and fruitful musical experiences.
This report intends to report and to base the pedagogical practices implemented throughout my Supervised Teaching Practice, during the academic year 2016/2017 at the Paulo Quintela Basic School in Bragança. During the period dedicated to the knowledge of the school context, I could observe that the target students had a lack of practical experiences in music education that promoted creativity. In order to overcome the problem, I reinforced mine in an active practice and in the analysis of the literary revision with a focus on several pedagogies and reference musical approaches. Thus, based on a number of authors, such as Edgar Willems, Christopher Azzara, John Paynter, Murray Shaffer, Zoltan Kódaly and Jos Wuytack, among others, I understood that my practice and professional experience was based on his philosophies. My attention fell on Carl Orff, whose Orff-Schulwerk approach became the focus of my performance to explore, from musical experiences, the creativity of students. The methodology followed sought to emphasize a Research-Action in Music Education, in the sense of an ever-growing attitude towards the construction of a practice and fruitful musical experiences.
Description
Keywords
Educação Musical abordagem Orff-Schulwerk Criatividade Vivência musical