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Da teoria à prática: metodologias para o ensino de repertório orquestral para tímpanos e percussão
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Resumo(s)
No que respeita à metodologia, o projeto centrou-se na recolha de diferentes instrumentos de recolha de dados complementares: a realização de quatro
entrevistas a professores de percussão de conservatórios e universidades em diferentes regiões de Portugal e noutros países europeus (Alemanha e Holanda); a aplicação de um questionário a professores de percussão de diferentes níveis de ensino especializado e a músicos residentes em orquestras profissionais, com vista a recolher perceções sobre a aprendizagem do repertório orquestral; e a observação de uma aula prática de percussão, com o objetivo de identificar diretamente os desafios sentidos pelos alunos no trabalho deste tipo de repertório. Os resultados apontam para a necessidade de uma maior sistematização no ensino do repertório orquestral, com destaque para: a importância da introdução gradual e progressiva em fases mais precoces; o papel do professor como mediador entre a técnica e a musicalidade; e o recurso a metodologias diversificadas que aproximem os alunos da prática orquestral real. Em síntese, o presente estudo sugere que a integração precoce do repertório orquestral, associada a estratégias pedagógicas inovadoras e consistentes, poderá contribuir de forma decisiva para a preparação dos percussionistas em contexto profissional.
Abstract: This report is part of the Master's Degree in Music Education and is divides into two distinct sections. The first consists of the description, analysis and critical reflection on the Supervised Teaching Practice, carried out at the Conservatory of Music of Cascais, in the Percussion discipline and Ensemble Class, during the 2024/2025 academic year. The second section presents the research project, which focuses on the teaching of orchestral repertoire for percussion instruments, seeking to understand existing gaps and propose pedagogical strategies that promote a more solid and integrated training. The choice of theme resulted from the observation that orchestral repertoire, although essential for the preparation of future percussionists, is often introduced too late and with insufficient depth. This study therefore aimed to examine how the teaching of orchestral repertoire can be integrated more consistently, articulating the technical and interpretative dimensions required for professional performance from an earlier stage. In terms of methodology, the project was based on three complementary approaches: conducting four interviews with percussion teachers from conservatories and universities in different regions of Portugal and in other European countries (Germany and the Netherlands); applying a questionnaire to teachers at different levels of specialist music education and orchestral musicians, in order to gather perceptions about the learning of orchestral repertoire; and observing a practical percussion class, with the aim of directly identifying the challenges faced by students when working with this type of repertoire. The results highlight the need for greater systematization in the teaching of orchestral repertoire, underlining the importance of a gradual and progressive introduction from the early grades, the teaxher's role as mediator between technique and musicality, and the adoption of diverse methodologies that bring students closer to real orchestral practice. In conclusion, the study indicates that the early integration of orchestral repertoire, combined with innovative and consistent pedagogical strategies, can significantly contribute to the preparation of percussionists for their future professional context.
Abstract: This report is part of the Master's Degree in Music Education and is divides into two distinct sections. The first consists of the description, analysis and critical reflection on the Supervised Teaching Practice, carried out at the Conservatory of Music of Cascais, in the Percussion discipline and Ensemble Class, during the 2024/2025 academic year. The second section presents the research project, which focuses on the teaching of orchestral repertoire for percussion instruments, seeking to understand existing gaps and propose pedagogical strategies that promote a more solid and integrated training. The choice of theme resulted from the observation that orchestral repertoire, although essential for the preparation of future percussionists, is often introduced too late and with insufficient depth. This study therefore aimed to examine how the teaching of orchestral repertoire can be integrated more consistently, articulating the technical and interpretative dimensions required for professional performance from an earlier stage. In terms of methodology, the project was based on three complementary approaches: conducting four interviews with percussion teachers from conservatories and universities in different regions of Portugal and in other European countries (Germany and the Netherlands); applying a questionnaire to teachers at different levels of specialist music education and orchestral musicians, in order to gather perceptions about the learning of orchestral repertoire; and observing a practical percussion class, with the aim of directly identifying the challenges faced by students when working with this type of repertoire. The results highlight the need for greater systematization in the teaching of orchestral repertoire, underlining the importance of a gradual and progressive introduction from the early grades, the teaxher's role as mediator between technique and musicality, and the adoption of diverse methodologies that bring students closer to real orchestral practice. In conclusion, the study indicates that the early integration of orchestral repertoire, combined with innovative and consistent pedagogical strategies, can significantly contribute to the preparation of percussionists for their future professional context.
Descrição
Relatório de Estágio apresentado à Escola Superior de Artes Aplicadas do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino da Música - Instrumento e Música de Conjunto.
Foi aplicado o n.º 4 do art.º 3.º da Política de Depósito de Documentos no Repositório Científico do IPCB.
Palavras-chave
Repertório orquestral Tímpanos e percussão Ensino especializado da música Metodologias de ensino Orchestral repertoire Timpani and percussion Specialized music education Teaching methodologies