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Abstract(s)
O presente relatório inserido no âmbito da unidade curricular de Prática de Ensino Supervisionada, integrada no plano de estudos do curso de Mestrado em Ensino de Educação Musical no Ensino Básico, apresenta, de forma contextualizada e reflexiva, as experiências de aprendizagem desenvolvidas em contexto do 2.º ciclo do Ensino Básico, com alunos com idades compreendidas entre os nove e os onze anos. Tendo como princípio orientador a composição e criação musical, as atividades desenvolvidas estiveram na base dos seguintes objetivos: (1) Desenvolver capacidades (conhecimentos) e competências musicais a partir de uma prática musical ativa com base na composição e criação; (2) Aplicar conhecimentos na criação e execução de peças musicais, pensadas sobre noções melódicas, harmónicas e forma; (3) Tocar em grupo uma peça musical, da sua autoria ou a partir de um arranjo de uma música do seu quotidiano, demonstrando a aquisição de competências técnicas do instrumento, bem como noções de tempo e ritmo necessárias para uma prática musical de conjunto. Para os objetivos estabelecidos recorremos à observação direta; às notas de campo; registos audiovisuais e narrativas dos alunos. A análise e cruzamento dos diferentes dados recolhidos durante o período de intervenção revelam que a participação nas aulas como compositores e críticos das suas próprias obras, ou intérpretes de temas com que se identifiquem contribuem para a criação da sua identidade e no incremento da motivação e educação para arte. Cabe assim ao professor, desenvolver atividades dinâmicas e gerir as mesmas de modo a contribuir para um melhor ambiente de aprendizagem na sala de aula de Educação Musical.
This report, within the scope of the practicum unit, integrated into the study plan of the master’s degree in Teach of Music Education for Elementary School, presents, in a contextualized and intuitive way, the learning experiences developed in the context of Elementary School, with students aged between nine and eleven-years-old. As a guiding principle the composition and the musical creation, the activities designed were based on the following objectives: (1) To develop musical skills (knowledge) and competencies based on an active musical practice based on composition and creation; (2) Apply knowledge in the design and execution of musical pieces, thought about melodic, harmonic and form notions; (3) Play a musical composition in the group, of his own or from an arrangement of a song of his daily life, demonstrating the acquisition of technical skills of the instrument, as well of notions of time and rhythm necessary for a musical practice as a whole. For the established objectives, we resort to observation; field notes; student’s audiovisual records and narratives. The analysis and crossing the different data collected, during the intervention, period reveal that participation in classes as composers and critics of their works, or interpreters of themes with which they identify themselves, contributes to the creation of their identity and the increase of the motivation and education for art. Thus, it is up for the teacher to develop dynamic activities and manage them to contribute to a better learning environment in Music Education classroom
This report, within the scope of the practicum unit, integrated into the study plan of the master’s degree in Teach of Music Education for Elementary School, presents, in a contextualized and intuitive way, the learning experiences developed in the context of Elementary School, with students aged between nine and eleven-years-old. As a guiding principle the composition and the musical creation, the activities designed were based on the following objectives: (1) To develop musical skills (knowledge) and competencies based on an active musical practice based on composition and creation; (2) Apply knowledge in the design and execution of musical pieces, thought about melodic, harmonic and form notions; (3) Play a musical composition in the group, of his own or from an arrangement of a song of his daily life, demonstrating the acquisition of technical skills of the instrument, as well of notions of time and rhythm necessary for a musical practice as a whole. For the established objectives, we resort to observation; field notes; student’s audiovisual records and narratives. The analysis and crossing the different data collected, during the intervention, period reveal that participation in classes as composers and critics of their works, or interpreters of themes with which they identify themselves, contributes to the creation of their identity and the increase of the motivation and education for art. Thus, it is up for the teacher to develop dynamic activities and manage them to contribute to a better learning environment in Music Education classroom
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Keywords
Educação Musical Composição, Interpretação Experiência ensino-aprendizagem