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A introdução aos acessórios no ensino da percussão no 2º e 3º ciclo: projeto de investigação-ação
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Resumo(s)
O presente trabalho foi elaborado no âmbito do Mestrado em Ensino da Música e remete para um projeto de investigação-ação realizado no Conservatório de Música de Gondomar durante os anos letivos 2023/2024 e 2024/2025. A prática pedagógica centrou-se na inclusão de instrumentos complementares de percussão no ensino básico do 2º e 3º ciclo.
O projeto de investigação teve como finalidade promover a aproximação dos alunos de percussão do ensino básico às práticas e técnicas inerentes a cada um dos instrumentos complementares selecionados, bem como proporcionar-lhes conhecimentos fundamentais para uma performance orquestral rigorosa. Para esse fim, foram concebidas e implementadas metodologias específicas, que incluíram a observação sistemática das técnicas e a experimentação prática dos instrumentos.
No final do método e, com o objetivo de avaliar os resultados obtidos, foi realizado um questionário aos alunos intervenientes. Concomitantemente, foi realizado também um questionário a professores de percussão que lecionam no ensino básico, para compreender a importância que dão ao ensino destes instrumentos e a forma como a aprendizagem dos mesmos é inserida nas suas aulas individuais.
Ao longo dos últimos anos, constatou-se uma atenção crescente por parte de diversos autores na criação de métodos específicos para instrumentos
complementares, no entanto, nenhum destes métodos é direcionado aos alunos do ensino básico. Para combater esta falta de material existente, foi escrito um livro de estudos preparatórios direcionados a estes alunos para se poderem preparar para a prática orquestral.
Como resultado de todo este processo de investigação-ação e, através da análise dos resultados dos questionários e da observação direta dos alunos, considera-se que há muito pouco investimento no ensino destes instrumentos complementares durante o ensino básico. Foi possível compreender que esta lacuna está principalmente associada à falta de tempo nas aulas de percussão e à falta de materiais direcionados ao estudo destes instrumentos. Com a aplicação do método, foi possível observar uma grande evolução no que toca ao conhecimento técnico e domínio destes instrumentos por parte dos alunos, levando a performances superiores em orquestra.
Abstract: This work has been developed as part of the Master's Degree in Music Teaching and refers to an action-research project carried out at the Gondomar Conservatory of Music during the 2023/2024 and 2024/2025 school years. The pedagogical practice focused on the inclusion of complementary percussion instruments in 2nd and 3rd cycle elementary education. The aim of the research project was to bring elementary school percussion students closer to the practices and techniques inherent in each of the selected complementary instruments, as well as to provide them with fundamental knowledge for rigorous orchestral performance. To this end, specific methodologies were designed and implemented, which included systematic observation of the techniques and practical experimentation with the instruments. At the end of the method, and in order to evaluate the results obtained, a questionnaire was sent to the students involved. At the same time, a questionnaire was also sent to percussion teachers who teach in elementary school, in order to understand the importance they attach to teaching these instruments and how learning them is included in their individual lessons. In recent years, there has been increasing attention from various authors to creating specific methods for complementary instruments, but none of these methods are aimed at elementary school students. To overcome this lack of material, a book of preparatory studies was written for these students to prepare them for orchestral practice. As a result of this whole action-research process, and through the analysis of the results of the questionnaires and direct observation of the students, it can be seen that there is very little investment in teaching these complementary instruments during elementary school. It was possible to understand that this gap is mainly associated with the lack of time in percussion classes and the lack of materials aimed at studying these instruments. With the application of the method, it was possible to observe a great evolution in the students' technical knowledge anmastery of these instruments, leading to greater performances in the orchestra.
Abstract: This work has been developed as part of the Master's Degree in Music Teaching and refers to an action-research project carried out at the Gondomar Conservatory of Music during the 2023/2024 and 2024/2025 school years. The pedagogical practice focused on the inclusion of complementary percussion instruments in 2nd and 3rd cycle elementary education. The aim of the research project was to bring elementary school percussion students closer to the practices and techniques inherent in each of the selected complementary instruments, as well as to provide them with fundamental knowledge for rigorous orchestral performance. To this end, specific methodologies were designed and implemented, which included systematic observation of the techniques and practical experimentation with the instruments. At the end of the method, and in order to evaluate the results obtained, a questionnaire was sent to the students involved. At the same time, a questionnaire was also sent to percussion teachers who teach in elementary school, in order to understand the importance they attach to teaching these instruments and how learning them is included in their individual lessons. In recent years, there has been increasing attention from various authors to creating specific methods for complementary instruments, but none of these methods are aimed at elementary school students. To overcome this lack of material, a book of preparatory studies was written for these students to prepare them for orchestral practice. As a result of this whole action-research process, and through the analysis of the results of the questionnaires and direct observation of the students, it can be seen that there is very little investment in teaching these complementary instruments during elementary school. It was possible to understand that this gap is mainly associated with the lack of time in percussion classes and the lack of materials aimed at studying these instruments. With the application of the method, it was possible to observe a great evolution in the students' technical knowledge anmastery of these instruments, leading to greater performances in the orchestra.
Descrição
Dissertação apresentada 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 de Música.
Palavras-chave
Percussão Instrumentos complementares Ensino básico Orquestra Percussion Complementary instruments Elementary education Orchestra