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Prática de Ensino Supervisionada: Experiências de Ensino- Aprendizagem Baseadas na Criação Musical
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Abstract(s)
Este trabalho decorre da frequência na Unidade Curricular de Prática de Ensino Supervisionada, do mestrado em Ensino da Educação Musical no Ensino Básico, promovido
pela Escola Superior de Educação do Instituto Politécnico de Bragança, aquando do ano letivo de 2023/2024. A intervenção pedagógica que subjaz a este trabalho centrou-se na utilização de uma abordagem eminentemente prática do processo de ensino-aprendizagem, baseada na experimentação e criação musical, enquanto estratégia para o desenvolvimento de competências musicais e criativas entre os alunos.
A investigação procurou compreender de que forma a criação e experimentação musical podem potenciar uma aprendizagem mais significativa e promover o desenvolvimento global dos alunos. Partindo de uma abordagem construtivista, valorizou-se a participação ativa dos alunos e a colaboração no processo criativo, permitindo-lhes explorar, criar e refletir sobre a música de forma autónoma e coletiva.
A investigação-ação desenvolvida teve como base a seleção de temas populares para envolver os alunos e criar uma conexão com o conteúdo. A escuta e análise crítica dessas
músicas permitiram desenvolver a perceção musical. Posteriormente, os alunos foram desafiados a criar peças musicais com um número reduzido de notas e liberdade rítmica, fomentando a criatividade e a experimentação coletiva. As composições foram desenvolvidas para diferentes instrumentos, como flauta de bisel, xilofones e percussão, culminando numa performance final.
Os instrumentos de recolha e tratamento de dados incluíram observação direta e participativa, permitindo acompanhar a evolução dos alunos, bem como grelhas de
observação para registar indicadores do desenvolvimento musical e colaborativo. Além disso, realizaram-se reflexões críticas com o professor cooperante para avaliar o impacto das estratégias implementadas.
Os resultados demonstraram que a criação musical estimulou a criatividade e facilitou a aprendizagem, além de promover um aumento significativo na confiança, comunicação e colaboração entre os alunos. Conclui-se que metodologias que integram escuta crítica, composição guiada e performance prática proporcionam aprendizagens mais envolventes e significativas, permitindo que os alunos se expressem musicalmente e desenvolvam competências transversais essenciais.
This work is part of the Supervised Teaching Practice course within the Master’s in Music Education for Primary Education, offered by the School of Education of the Polytechnic Institute of Bragança during the 2023/2024 academic year. The pedagogical intervention underlying this study focused on a highly practical approach to the teaching-learning process, based on musical experimentation and creation as a strategy for developing students' musical and creative skills. The research aimed to understand how musical creation and experimentation can enhance meaningful learning and contribute to students' overall development. Adopting a constructivist approach, emphasis was placed on students' active participation and collaboration in the creative process, allowing them to explore, create, and reflect on music both independently and collectively. The action-research approach was based on the selection of popular songs to engage students and create a connection with the content. Listening to and critically analyzing these songs helped develop musical perception. Subsequently, students were challenged to create musical pieces using a limited number of notes and rhythmic freedom, fostering creativity and collective experimentation. The compositions were developed for different instruments, such as the recorder, xylophones, and percussion, culminating in a final performance. The data collection and analysis instruments included direct and participatory observation, allowing close monitoring of students' progress, as well as observation grids to record indicators of musical and collaborative development. Additionally, critical reflections were carried out with the cooperating teacher to assess the impact of the implemented strategies. The results demonstrated that musical creation stimulated creativity and facilitated learning while also significantly improving students' confidence, communication, and collaboration. It was concluded that methodologies integrating critical listening, guided composition, and practical performance provide more engaging and meaningful learning experiences, enabling students to express themselves musically and develop essential transversal skills.
This work is part of the Supervised Teaching Practice course within the Master’s in Music Education for Primary Education, offered by the School of Education of the Polytechnic Institute of Bragança during the 2023/2024 academic year. The pedagogical intervention underlying this study focused on a highly practical approach to the teaching-learning process, based on musical experimentation and creation as a strategy for developing students' musical and creative skills. The research aimed to understand how musical creation and experimentation can enhance meaningful learning and contribute to students' overall development. Adopting a constructivist approach, emphasis was placed on students' active participation and collaboration in the creative process, allowing them to explore, create, and reflect on music both independently and collectively. The action-research approach was based on the selection of popular songs to engage students and create a connection with the content. Listening to and critically analyzing these songs helped develop musical perception. Subsequently, students were challenged to create musical pieces using a limited number of notes and rhythmic freedom, fostering creativity and collective experimentation. The compositions were developed for different instruments, such as the recorder, xylophones, and percussion, culminating in a final performance. The data collection and analysis instruments included direct and participatory observation, allowing close monitoring of students' progress, as well as observation grids to record indicators of musical and collaborative development. Additionally, critical reflections were carried out with the cooperating teacher to assess the impact of the implemented strategies. The results demonstrated that musical creation stimulated creativity and facilitated learning while also significantly improving students' confidence, communication, and collaboration. It was concluded that methodologies integrating critical listening, guided composition, and practical performance provide more engaging and meaningful learning experiences, enabling students to express themselves musically and develop essential transversal skills.
Description
Keywords
Processo de ensino-aprendizagem Criação musical Competências musicais