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Estratégias pedagógicas e metodológicas para o ensino de música: classe de conjunto com alunos iniciantes
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Este trabalho apresenta uma investigação desenvolvida no âmbito do ensino da música, focada nas práticas pedagógicas em classes de conjunto para alunos iniciantes. O objetivo principal é propor intervenções pedagógicas que favoreçam tanto o desenvolvimento técnico como musical dos alunos, promovendo uma aprendizagem integrada e colaborativa. A metodologia adotada é de natureza qualitativa, centrada na combinação de observação-ação e estudo de caso. Estas abordagens permitem não apenas observar as práticas pedagógicas existentes, mas também implementar e avaliar intervenções ao longo do processo. A recolha de dados foi realizada através de observações diretas em aulas e questionários aplicados aos alunos, garantindo uma visão abrangente e detalhada das dinâmicas em sala de aula. No que respeita às intervenções pedagógicas, estas centraram-se na adaptação dos princípios fundamentais dos métodos Suzuki e Paul Harris. O método Suzuki foi aplicado com ênfase na audição ativa e na repetição como ferramentas para desenvolver a audição coletiva e a sincronização em grupo. Por sua vez, a abordagem "Aprendizagem Simultânea" de Paul Harris foi utilizada para integrar a técnica, a leitura musical e a expressão artística, promovendo uma experiência musical mais completa e autónoma. A seleção do reportório foi cuidadosamente elaborada, privilegiando obras acessíveis e motivadoras que considerassem o nível técnico e os interesses dos alunos. Este estudo reforça a importância de uma abordagem reflexiva e adaptativa no ensino da música, particularmente em contextos de aprendizagem coletiva. Ao alinhar métodos pedagógicos consagrados com as necessidades e interesses dos alunos, foi possível fomentar um processo educativo mais dinâmico e inclusivo, oferecendo novas perspetivas para o desenvolvimento de práticas no ensino de classes de conjunto.
Abstract: This work presents research developed in the field of music education, focused on pedagogical practices in ensemble classes for beginner students. The main objective is to propose pedagogical interventions that support both the technical and musical development of students, fostering integrated and collaborative learning. The methodology adopted is qualitative, combining actionobservation and case study approaches. These methods made it possible not only to observe existing pedagogical practices, but also to implement and evaluate interventions throughout the process. Data collection was carried out through direct classroom observations and student questionnaires, providing a comprehensive and detailed view of classroom dynamics. With regard to pedagogical interventions, these focused on adapting the fundamental principles of the Suzuki method and Paul Harris's approach. The Suzuki method was applied with an emphasis on active listening and repetition as tools to develop collective listening and group sybchronization. In turn, Paul Harris's Simultaneous Learning approach was used to integrate technique, music reading, and artistic expression, promoting a more complete and autonomous musical experience. The reportoire selection was carefully designed, prioritizing accessible and motivating pieces that took into account students' technical level and interests. This study highlights the importance of a reflective and adaptive approach in music education, particularly in collective learning contexts. By aligning established pedagogical methods with students' needs and interests, it was possible to foster a more dynamic and inclusive educational process, offering new perspectives for the development of practices in the teaching of ensemble classes.
Abstract: This work presents research developed in the field of music education, focused on pedagogical practices in ensemble classes for beginner students. The main objective is to propose pedagogical interventions that support both the technical and musical development of students, fostering integrated and collaborative learning. The methodology adopted is qualitative, combining actionobservation and case study approaches. These methods made it possible not only to observe existing pedagogical practices, but also to implement and evaluate interventions throughout the process. Data collection was carried out through direct classroom observations and student questionnaires, providing a comprehensive and detailed view of classroom dynamics. With regard to pedagogical interventions, these focused on adapting the fundamental principles of the Suzuki method and Paul Harris's approach. The Suzuki method was applied with an emphasis on active listening and repetition as tools to develop collective listening and group sybchronization. In turn, Paul Harris's Simultaneous Learning approach was used to integrate technique, music reading, and artistic expression, promoting a more complete and autonomous musical experience. The reportoire selection was carefully designed, prioritizing accessible and motivating pieces that took into account students' technical level and interests. This study highlights the importance of a reflective and adaptive approach in music education, particularly in collective learning contexts. By aligning established pedagogical methods with students' needs and interests, it was possible to foster a more dynamic and inclusive educational process, offering new perspectives for the development of practices in the teaching of ensemble classes.
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.
Palavras-chave
Ensino da música Classes de conjunto Método Suzuki Método Paul Harris Práticas pedagógicas Music teaching Ensemble class Suzuki method Paul Harris method Pedagogical practices