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| 6.75 MB | Adobe PDF |
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Abstract(s)
Este relatório insere-se no âmbito do curso de Mestrado em Ensino de Educação Musical
no Ensino Básico, sendo a reflexão de todo o trabalho desenvolvido na minha Prática de
Ensino Supervisionada em contexto do 2.º ciclo do Ensino Básico. Nesta prática encontrei
desafios diários e saberes fundamentais sentidos pelos alunos, mas sempre com vontade
de os identificar, compreender e corrigir. Também de realçar a importância de saber lidar
com perfis de alunos diferenciados ao longo de toda a prática. A perspicácia de dinamizar
atividades no contexto da Educação Musical no 2.º ciclo do Ensino Básico em analogia
com o avanço de softwares tecnológicos musicais, pressupôs um interesse maior por parte
dos alunos em apreender e desenvolver os seus conhecimentos musicais com os objetivos
de (1) promover a utilização das tecnologias digitais no processo de experimentação e
criação musical; (2) desenvolver atividades multimédia de experimentação e criação
musical dentro da sala de aula, monitorizando o seu impacto na aquisição e consolidação
de conceitos musicais; e (3) identificar as potencialidades e limitações da utilização das
tecnologias digitais no âmbito da criação/composição. O resultado dessas experiências
findou com composições em notação não convencional por parte dos alunos, analisadas
e expostas neste relatório e assentes em dois grandes pilares: (1) desenvolvimento de
saberes e aptidões de forma a desenvolver a aprendizagem para todos; e culminou com
(2) desenrolar de relações interpessoais de todos com todos em prol da inclusão escolar.
A minha Prática de Ensino Supervisionada também me abriu portas relativamente ao
amadurecimento e consolidação sobre os conteúdos intrínsecos à área da Educação
Musical. Permitiu-me administrar situações profissionais e também desenvolver a melhor
forma de agir em relação às diversas circunstâncias da sala de aula.
This report is part of the master's degree in Teaching Music Education in Basic Education, reflecting of all the work developed in my Supervised Teaching Practice in the context of the 2nd cycle of Basic Education. In this practice I found daily challenges and fundamental knowledges felt by students, but always willing to identify, understand and correct them. Also, to emphasize the importance of knowing how to deal with profiles of differentiated students throughout the practice. The acuteness of dynamising activities in the context of Music Education in the 2nd cycle of Basic Education in analogy with music technology software has presupposed a greater interest on the part of students in learning and developing their musical knowledge with objectives like (1) promote the use of digital technologies in the process of experimentation and musical creation; (2) develop multimedia music experimentation and creation activities within the classroom, driving their impact on the acquisition and consolidation of musical concepts; and (3) identify the potentialities and limitations of the use of digital technologies in the context of creation/composition. The result of these experiences ended with compositions in unconventional notation by the students, analyzed and exposed in this report and based on two major pillars: (1) development of knowledge and skills in order to develop learning for all; and culminated in (2) the development of interpersonal relationships with all in favour of school inclusion. My Supervised Teaching Practice also opened door to me regarding maturing and consolidation on intrinsic contents of the area of Musical Education. It allowed me to manage professional situations and also to develop the best way of acting in relation to the various circumstances of the classroom.
This report is part of the master's degree in Teaching Music Education in Basic Education, reflecting of all the work developed in my Supervised Teaching Practice in the context of the 2nd cycle of Basic Education. In this practice I found daily challenges and fundamental knowledges felt by students, but always willing to identify, understand and correct them. Also, to emphasize the importance of knowing how to deal with profiles of differentiated students throughout the practice. The acuteness of dynamising activities in the context of Music Education in the 2nd cycle of Basic Education in analogy with music technology software has presupposed a greater interest on the part of students in learning and developing their musical knowledge with objectives like (1) promote the use of digital technologies in the process of experimentation and musical creation; (2) develop multimedia music experimentation and creation activities within the classroom, driving their impact on the acquisition and consolidation of musical concepts; and (3) identify the potentialities and limitations of the use of digital technologies in the context of creation/composition. The result of these experiences ended with compositions in unconventional notation by the students, analyzed and exposed in this report and based on two major pillars: (1) development of knowledge and skills in order to develop learning for all; and culminated in (2) the development of interpersonal relationships with all in favour of school inclusion. My Supervised Teaching Practice also opened door to me regarding maturing and consolidation on intrinsic contents of the area of Musical Education. It allowed me to manage professional situations and also to develop the best way of acting in relation to the various circumstances of the classroom.
Description
Keywords
Educação Musical Experiências tecnológicas Composição