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Aplicação da abordagem pedagógica "Simultaneous Learning" no ensino da guitarra
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Resumo(s)
O presente relatório de estágio encontra-se dividido em duas parte. Na primeira, apresentam-se os registos das atividades desenvolvidas no âmbito da Prática de Ensino Supervisionada, inserida no Mestrado em Ensino de Música - Instrumento (Guitarra) e Música de Conjunto. As atividades foram realizadas no Conservatório de Música de Paredes, com dois alunos de instrumento em regime individual e uma Orquestra de Guitarras. A segunda parte foca-se num projeto de investigação que procurou explorar a abordagem pedagógica inovadora "Simultaneous learning" desenvolvida por Paul Harris, no ensino da guitarra. O principal objetivo do estudo consistiu em explorar e analisar o efeito desta abordagem na dinâmica da sala de aula, na motivação dos alunos e na sua eficácia na preparação do novo repertório musical, quando comparada com um estilo de ensino mais reativo, commumente associado ao ensino tradicional.
Recorrendo à metodologia de investigação-aÇão, o estudo empírico foi aplicado com seis a alunos de iniciação à guitarra. O projeto foi composto por duas fases de intervenção distintas, tendo a primeira focado numa abordagem de ensino reativa, centrada na reação do professor ao desenvolvimento do aluno e a segunda num ensino proativo, associado aos princípios "Simultaneous learning". Para complementar os dados obtidos durante a observação da prática pedagógica, foram utilizados dois instrumentos adicionais: (1) um questionário dirigido a professores de instrumento, com o intuito de compreender a dinâmica das suas aulas, o seu estido de ensino e a sua perceção relativa a abordagens pedagógicas proativas; (2) uma entrevista ao criador da abordagem pedagógica, Paul Harris, de forma a contextualizar e reforçar a pertinência do estudo.
Os dados obtidos permitiram cobncluir que o ensino proativo, apoiado pelos princípios de "Simultaneous learning", se revelou eficaz, evidenciando benefícios ao nível da motivação, da consolidação de competências e da tranferência de conhecimentos entre diferentes contextos musicais. Os alunos demonstraram evolução significativa ao longo da intervenção, bem como preferência por estratégias que promovem atonomia, compreensão global e ligação entre conceitos.
Abstract: This internship report is divided into two parts. The first presents the records of the activities carried out within the scope of the Supervised Teaching Practice, part of the Master's Degree in Music Education - Instrument (Guitar) and Ensemble Music. These activities took placet at the Conservatório de Música de Paredes, invilving two individual guitar students and a Guitar Orchestra. The second part focuses on a research project that sought to explore the application of the innovative pedagogical approach "Simultaneous Learning" developed by Paul Harris, in guitar teaching. The main objective of the study was to explore and analyze the effect of this approach on classroom dynamics, student motivation, and its effectiveness in preparing new musical repertoire, compared with a more reactive teaching style, commonly associated with traditional instruction. Using an action-research methodology, the empirical study was conducted with six beginner guitar students. The project consisted of two distinct intervention phases: the first focusing on a reactive teaching approach, centered on the teacher's response to the student's development; the second applied a proactive teaching approach based on the principles of "Simultaneous learning". To complement the data gathered from pedagogical practice, two additional instruments were used: (1) a questionnaire for instrumental teachers, aiming to understand their classroom dynamics, teaching style, and perceptions regarding proactive pedagogical approaches; and (2) an interview with the creator of the pedagogical approach, Paul Harris, in order to contextualize and reinforce the relevance of the study. The data obtained allowed teh conclusion that proactive teaching, supported by the principles of "Simultaneous learning", proved to be effective, showing benefits in terms of motivation, skill consolidation, and knowledge transfer across different musical contexts. The students demonstrated significant progress throughout the intervention, as well as a preference for strategies that promote autonomy, holistic understanding, and connections between concepts.
Abstract: This internship report is divided into two parts. The first presents the records of the activities carried out within the scope of the Supervised Teaching Practice, part of the Master's Degree in Music Education - Instrument (Guitar) and Ensemble Music. These activities took placet at the Conservatório de Música de Paredes, invilving two individual guitar students and a Guitar Orchestra. The second part focuses on a research project that sought to explore the application of the innovative pedagogical approach "Simultaneous Learning" developed by Paul Harris, in guitar teaching. The main objective of the study was to explore and analyze the effect of this approach on classroom dynamics, student motivation, and its effectiveness in preparing new musical repertoire, compared with a more reactive teaching style, commonly associated with traditional instruction. Using an action-research methodology, the empirical study was conducted with six beginner guitar students. The project consisted of two distinct intervention phases: the first focusing on a reactive teaching approach, centered on the teacher's response to the student's development; the second applied a proactive teaching approach based on the principles of "Simultaneous learning". To complement the data gathered from pedagogical practice, two additional instruments were used: (1) a questionnaire for instrumental teachers, aiming to understand their classroom dynamics, teaching style, and perceptions regarding proactive pedagogical approaches; and (2) an interview with the creator of the pedagogical approach, Paul Harris, in order to contextualize and reinforce the relevance of the study. The data obtained allowed teh conclusion that proactive teaching, supported by the principles of "Simultaneous learning", proved to be effective, showing benefits in terms of motivation, skill consolidation, and knowledge transfer across different musical contexts. The students demonstrated significant progress throughout the intervention, as well as a preference for strategies that promote autonomy, holistic understanding, and connections between concepts.
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 Música - Instrumento e Música de Conjunto.
Palavras-chave
Simultaneous learning Ensino proativo Construtivismo Prática instrumental Ensino de Guitarra Proactive teaching Constructivism Instrumental practice Guitar teaching