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Advisor(s)
Abstract(s)
Este trabalho reflete o percurso da Prática de Ensino Supervisionada em turmas
do 5.º e 6.º anos, no 2.º Ciclo do Ensino Básico que decorreu durante o ano letivo
2016/2017, no âmbito do Mestrado em Ensino de Educação Musical no Ensino Básico,
em Bragança. Numa primeira fase percebi que as turmas em questão manifestavam
pouco interesse para a disciplina de Educação Musical estando também pouco
recetivos à participação nas atividades em lecionação. Através da observação direta, de
um modelo de investigação em Educação Musical procurei perceber de que forma o
desenvolvimento de atividades e estratégias fundamentadas em abordagens de
pedagogia musical ativa proporcionaram práticas musicais e experiências mais
apelativas em contexto de sala de aula. Seguindo a abordagem Orff-Schulwerk foram
aplicados jogos musicais com instrumentos convencionais e não convencionais, o
recurso à voz (canto), percussão corporal e outras ferramentas de forma a propiciar um
ambiente mais envolvente aos alunos, na disciplina de Educação Musical. Foram ainda
utilizadas as Novas Tecnologias de modo a dinamizar a prática letiva e a incorporar
conceitos da Educação Musical sem recurso à exposição teórica e assim tentei perceber
a sua relevânciana em contexto de ensino/aprendizagem. A ação desenvolvida e o
processo de ensino/aprendizagem, em contexto de sala de aula, foram seguidas à luz
das linhas curriculares para esta disciplina no quadro das Metas Curriculares do Ensino
Básico. Posso referir que, de uma forma geral, foi observado que os alunos, alvo do
estudo, apresentaram gradualmente mais interesse pelas atividades propostas, bem
como a participação individual e em grupo foi aumentando substancialmente.
This report reflects the course of the Supervised Teaching Pratictice in 5th and 6th grades in the 2nd Basic Education Cycle, which took place during 2016/2017 school year, integrated on the Masters Degree in Teaching Music Education, in Bragança. In a first phase I realized that the classes in question showed little interest for the discipline of Music Education and also were not very receptive to participation in the activities in the lesson. Through the direct observation of a research model in music education, I tried to understand how the development of activities and strategies based on approaches of active musical pedagogy provided musical practices and more appealing experiences in the context of the classroom. Following the Orff-Schulwerk approach, musical games were applied with conventional and unconventional instruments, the use of voice (singing), body percussion and other tools in order to provide a more engaging environment for students in the Music Education discipline. New Technologies were also used in order to stimulate learner practice and to incorporate concepts of Music Education without recourse to theoretical exposition and, therefore, I tried to perceive its relevance in a teaching / learning context.The perfomed action and the process of teaching / learning, in the context of the classroom, were followed in the light of the curricular lines for this discipline within the framework of the Curricular Goals of Basic Education. I can say that, in general, it was observed that students, who were the target of the study, gradually showed more interest in the proposed activities, as well as individual and group participation increased substantially.
This report reflects the course of the Supervised Teaching Pratictice in 5th and 6th grades in the 2nd Basic Education Cycle, which took place during 2016/2017 school year, integrated on the Masters Degree in Teaching Music Education, in Bragança. In a first phase I realized that the classes in question showed little interest for the discipline of Music Education and also were not very receptive to participation in the activities in the lesson. Through the direct observation of a research model in music education, I tried to understand how the development of activities and strategies based on approaches of active musical pedagogy provided musical practices and more appealing experiences in the context of the classroom. Following the Orff-Schulwerk approach, musical games were applied with conventional and unconventional instruments, the use of voice (singing), body percussion and other tools in order to provide a more engaging environment for students in the Music Education discipline. New Technologies were also used in order to stimulate learner practice and to incorporate concepts of Music Education without recourse to theoretical exposition and, therefore, I tried to perceive its relevance in a teaching / learning context.The perfomed action and the process of teaching / learning, in the context of the classroom, were followed in the light of the curricular lines for this discipline within the framework of the Curricular Goals of Basic Education. I can say that, in general, it was observed that students, who were the target of the study, gradually showed more interest in the proposed activities, as well as individual and group participation increased substantially.
Description
Keywords
Educação Musical Prática de ensino supervisionada Pedagogias musicais ativas