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Authors
Advisor(s)
Abstract(s)
Este Projeto de Intervenção (PI) surge no âmbito da Unidade Curricular da Prática de Ensino
Supervisionada, do Mestrado em Ensino de Educação Musical da Escola Superior de Educação,
do Instituto Politécnico de Bragança. O mesmo está dividido em quatro capítulos: no primeiro
é abordada a justificação do tema e opções metodológicas que o definem; o segundo passa pela
caracterização da escola e comunidade educativa na qual foi desenvolvido; o terceiro é
reservado ao desenvolvimento e aprendizagem profissional, com uma exposição detalhada dos
conteúdos trabalhados no seu âmbito; e, por último, o quarto capítulo, dedicado à reflexão das
práticas aplicadas e resultados obtidos. O PI, na sua essência, teve como principal objetivo
transmitir aos alunos alguns dos elementos básicos e fundamentais da música, assim como a
aquisição de competências capazes de criar um bom desenvolvimento artístico e performativo,
desenvolvimento esse validado nas apresentações finais de projeto. Como base metodológica
foram tidos como principal linha orientadora os seguintes autores: Gordon (2015), que
defendida que a aprendizagem musical vivia não só dos ensinamentos, mas também da
compreensão da música; e Dalcroze que, segundo Mantovani (2009), criou um método
intitulado de Rítmica, capaz de gerar aprendizagem através do movimento corporal. Os
principais conceitos abordados, e considerados como essenciais para a compreensão da música,
foram: a pulsação; os andamentos; os sons graves; e os sons agudos. Estes conceitos foram
trabalhados na componente teoria do Projeto de Intervenção e aplicados na sua parte prática,
através de exemplos visuais, sensoriais, corporais e auditivos, com recurso à audição ativa de
música, à cantiga de roda com movimento incorporado, à utilização de instrumentos não
convencionais, ao reconhecimento das diferentes alturas entre sons, à entoação e à execução
instrumental, objetivando um percurso capaz de proporcionar uma melhor compreensão do que
é a música e o que é necessário para a sua execução.
This Intervention Project (PI) arises within the scope of the Curricular Unit of Supervised Teaching Practice, of the Master's in Music Education Teaching of the Higher School of Education, Polytechnic Institute of Bragança. This project is divided into four chapters: the first deals with the justification of the theme and methodological options that define it; the second goes through the characterization of the school and educational community in which it was developed; the third is reserved for professional development and learning, with a detailed exposition of the contents worked in its scope; and finally the fourth chapter is dedicated to the reflection of the practices applied and the results obtained. The PI, in its essence, had as main objective, to transmit to the students some of the basic and fundamental elements of music, as well as the acquisition of skills capable of creating a good artistic and performative development. A development that was validated in the final project presentations. As a methodological basis, the following authors were taken as the main guideline: Gordon (2015), who argued that musical learning lives not only from teaching but also from understanding music; and Dalcroze who, according to Mantovani (2009), created a method called Rhythmic, capable of generating learning through body movement. The main concepts approached and considered essential for the understanding of music was: the pulse; the movements; the bass sounds; and high-pitched sounds. These concepts were worked on the theory component of the PI and applied in its practical part, through visual, sensorial, body and audio examples, using active music listening, the song wheel with movement, the use of unconventional instruments, recognition of different pitches between sounds, intonation and instrumental performance, aiming at the path capable of providing a better understanding of what music is and what is necessary for its execution.
This Intervention Project (PI) arises within the scope of the Curricular Unit of Supervised Teaching Practice, of the Master's in Music Education Teaching of the Higher School of Education, Polytechnic Institute of Bragança. This project is divided into four chapters: the first deals with the justification of the theme and methodological options that define it; the second goes through the characterization of the school and educational community in which it was developed; the third is reserved for professional development and learning, with a detailed exposition of the contents worked in its scope; and finally the fourth chapter is dedicated to the reflection of the practices applied and the results obtained. The PI, in its essence, had as main objective, to transmit to the students some of the basic and fundamental elements of music, as well as the acquisition of skills capable of creating a good artistic and performative development. A development that was validated in the final project presentations. As a methodological basis, the following authors were taken as the main guideline: Gordon (2015), who argued that musical learning lives not only from teaching but also from understanding music; and Dalcroze who, according to Mantovani (2009), created a method called Rhythmic, capable of generating learning through body movement. The main concepts approached and considered essential for the understanding of music was: the pulse; the movements; the bass sounds; and high-pitched sounds. These concepts were worked on the theory component of the PI and applied in its practical part, through visual, sensorial, body and audio examples, using active music listening, the song wheel with movement, the use of unconventional instruments, recognition of different pitches between sounds, intonation and instrumental performance, aiming at the path capable of providing a better understanding of what music is and what is necessary for its execution.
Description
Keywords
Pulsação Andamentos Sons graves Sons agudos Dueto musical