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Este estudo analisa a influência das bandas filarmónicas na formação de jovens músicos que ingressam no 2.º ciclo do ensino especializado de música. Através de uma metodologia mista, foram aplicados questionários a alunos e professores e realizadas entrevistas a maestros e docentes de classe de conjunto, envolvendo duas bandas filarmónicas (Vestiaria e Maiorga) e duas escolas de música (AMAC e Conservatório das Caldas da Rainha).
Os resultados evidenciam que a participação em bandas contribui para a motivação, disciplina e competência de trabalho em grupo dos alunos, facilitando a integração no ensino formal. Contudo, surgem também desafios relacionados com a adaptação às exigências curriculares. Conclui-se que os ensinos formais e não formais podem articular-se de forma complementar, reforçando a qualidade da formação musical dos jovens.
This study analyzes the influence of philharmonic bands on the education of young musicians entering the second cycle of specialised music education seeking to understand how the experience gained in these non-formal institutions contributes to their motivation, technical preparation, and integration into formal education.Philharmonic bands, as spaces of musical and social learning deeply rooted in local communities, play a decisive role in preserving cultural identity and promoting artistic education in Community settings. The research adopted a mixed methodology approach, combining quantitative and qualitative procedures through questionnaires applied to students and teachers, and interviews with conducters and artistic directors. The results show that students with band experience demonstrate higher levels of motivation, self-confidence, and group performance skills as well as ease sight-reading and ensemble practice. Some teachers, however, note variations in technical consistency among institutions, highlighting the need for stronger articulation between formal and non-formal education. Overall, the findings suggest that participation in philharmonic bands enhances both musical and social competences, fostering a smoother education transition and promoting a more comprehensive and inclusive artistic formation.
This study analyzes the influence of philharmonic bands on the education of young musicians entering the second cycle of specialised music education seeking to understand how the experience gained in these non-formal institutions contributes to their motivation, technical preparation, and integration into formal education.Philharmonic bands, as spaces of musical and social learning deeply rooted in local communities, play a decisive role in preserving cultural identity and promoting artistic education in Community settings. The research adopted a mixed methodology approach, combining quantitative and qualitative procedures through questionnaires applied to students and teachers, and interviews with conducters and artistic directors. The results show that students with band experience demonstrate higher levels of motivation, self-confidence, and group performance skills as well as ease sight-reading and ensemble practice. Some teachers, however, note variations in technical consistency among institutions, highlighting the need for stronger articulation between formal and non-formal education. Overall, the findings suggest that participation in philharmonic bands enhances both musical and social competences, fostering a smoother education transition and promoting a more comprehensive and inclusive artistic formation.
Descrição
Relatório apresentado á Escola Superior de Artes Aplicadas do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino de Música - Instrumento e Música de Conjunto.
Palavras-chave
Bandas filarmónicas Identidade cultural Ensino da música Ensino formal e não-formal Transição educativa Philharmonic bands Community music education Formal and non-formal education Social competences Educational transition