Loading...
Publication
A utilização de canções como recurso didático no ensino da iniciação musical
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 7.3 MB | Adobe PDF |
Abstract(s)
O presente Relatório incide sobre a Unidade Curricular de Prática de Ensino
Supervisionada do Mestrado em Ensino de Música na variante Formação Musical e
Música de Conjunto, nas turmas de Iniciação Musical III e Coro Juvenil, no
Conservatório Regional de Música da Covilhã.
Numa primeira parte do Relatório centramo-nos no conhecimento do contexto, da
escola e do ensino. São apresentadas descrições e apontamentos sobre as aulas
durante o nosso desempenho como docente nas disciplinas de Iniciação Musical III e
Coro Juvenil, assim como são disponibilizadas as planificações e as grelhas de
observação construídas para avaliação do desempenho dos alunos no contexto
escolar.
Na segunda parte, apresentamos um Estudo de Investigação enquadrado na
Prática de Ensino Supervisionada sendo abordado o tema: “ - A Utilização de Canções
como Recurso Didático no Ensino da Iniciação Musical”.
A questão de investigação orientadora do estudo foi a seguinte:
-“ São as canções um recurso didático privilegiado no ensino e aprendizagem da
Iniciação Musical?”
Traçamos o seguinte objetivo com vista a obter a resposta para a questão:
- Compreender se o recurso a canções pode desenvolver nas crianças as
competências musicais essenciais na Iniciação Musical.
Foi desenvolvida uma metodologia que permitiu, através do uso de canções, a
aprendizagem dos elementos essenciais da música e estimular a motivação e o
interesse das crianças durante a aprendizagem.
A investigação baseou-se essencialmente nas observações diretas registadas na
sala de aula e na análise das fichas didáticas fornecidas aos alunos no âmbito do
trabalho com as canções que fazem parte do objeto de estudo deste Projeto de Ensino
Artístico.
Elaborámos uma grelha de observação, onde foi registada a avaliação e o
desempenho dos alunos. As duas grandes categorias da grelha de observação são a
perceção sonora, subdividida em três subcategorias: melodia, ritmo e dinâmica
musical, e o interesse e motivação, subdividida em quatro categorias: abertura
perante a novidade, espirito de cooperação, esforça-se/empenha-se e
assiduidade/pontualidade.
Após a análise a estas grelhas de observação, foi feita a média de cada parâmetro
do total das aulas observadas, atribuindo-se valores aos diferentes tipos de
classificação compreendidos entre 1 e 4, respetivamente aos níveis fraco, satisfaz,
bom e muito bom. Em todos os parâmetros avaliados, a média dos resultados obtidos
foi de bom ou muito bom, podendo-se afirmar que os objetivos por nós propostos
X
foram alcançados, podendo assim concluir que as resposta à questão “São as canções
um recurso didático privilegiado no ensino e aprendizagem da Iniciação Musical?”, é
sim, as canções podem considerar-se um recurso privilegiado no ensino e
aprendizagem da Iniciação Musical.
Abstract: The present report focuses on the Course of Supervised Teaching Practice in Teaching Master’s Degree of Music Education in the Musical Training and Set Music variant, in Musical Initiation III and Youth Choir classes at the Regional Conservatory of Music in Covilhã. In the first part of the report we focus on the knowledge of the context of school and education. Descriptions and notes on the lessons during our performance as teachers are presented in the disciplines of Musical Initiation III and Youth Choir, as well as the lesson plans and constructed observation grids are available for the evaluation of students performance in the school context. In the second part, we present an Investigational Study framed in the Supervised Teaching Practice with the following issue being approached: "- The Use of Songs as a Didactic Resource in Teaching Musical Initiation ". The question of the guiding investigation of the study was the following: - “Are the songs a privileged educational resource in teaching and learning of Musical Initiation?" We trace the following objective in order to get the answer to the issue: - To understand if the use of songs can develop in children the essential musical skills in Musical Initiation. It was developed a methodology which allowed, through the use of songs, learning the essential elements of music and stimulate motivation and interest of children during learning. The research is mainly based on direct observations recorded in the classroom and on the analysis of the didactic records provided to the students under the scope of the present work with the songs that are part of the object of study of this artistic education project. We elaborated a grid of observation, where the students’ assessment and performance were recorded. The two major categories of the observation grid are the sound perception, subdivided into three subcategories: melody, rhythm, and musical dynamics, and the interest and motivation, subdivided into four categories: openness to novelty, spirit of cooperation, strives/committed and assiduity/punctuality. After analyzing these observation grids, the average of each parameter of the total observed classes was made, by assigning values to different types of rating between 1 and 4, respectively to weak, satisfying, good and very good levels. In all the evaluated parameters, the average of the obtained results was good or very good, and we can say that the objectives proposed by us have been achieved, and thus conclude that the answer to the question "Are the songs a privileged educational resource in teaching XII and learning of Musical Initiation?" is yes, the songs can be considered a privileged resource in teaching and learning Musical Initiation.
Abstract: The present report focuses on the Course of Supervised Teaching Practice in Teaching Master’s Degree of Music Education in the Musical Training and Set Music variant, in Musical Initiation III and Youth Choir classes at the Regional Conservatory of Music in Covilhã. In the first part of the report we focus on the knowledge of the context of school and education. Descriptions and notes on the lessons during our performance as teachers are presented in the disciplines of Musical Initiation III and Youth Choir, as well as the lesson plans and constructed observation grids are available for the evaluation of students performance in the school context. In the second part, we present an Investigational Study framed in the Supervised Teaching Practice with the following issue being approached: "- The Use of Songs as a Didactic Resource in Teaching Musical Initiation ". The question of the guiding investigation of the study was the following: - “Are the songs a privileged educational resource in teaching and learning of Musical Initiation?" We trace the following objective in order to get the answer to the issue: - To understand if the use of songs can develop in children the essential musical skills in Musical Initiation. It was developed a methodology which allowed, through the use of songs, learning the essential elements of music and stimulate motivation and interest of children during learning. The research is mainly based on direct observations recorded in the classroom and on the analysis of the didactic records provided to the students under the scope of the present work with the songs that are part of the object of study of this artistic education project. We elaborated a grid of observation, where the students’ assessment and performance were recorded. The two major categories of the observation grid are the sound perception, subdivided into three subcategories: melody, rhythm, and musical dynamics, and the interest and motivation, subdivided into four categories: openness to novelty, spirit of cooperation, strives/committed and assiduity/punctuality. After analyzing these observation grids, the average of each parameter of the total observed classes was made, by assigning values to different types of rating between 1 and 4, respectively to weak, satisfying, good and very good levels. In all the evaluated parameters, the average of the obtained results was good or very good, and we can say that the objectives proposed by us have been achieved, and thus conclude that the answer to the question "Are the songs a privileged educational resource in teaching XII and learning of Musical Initiation?" is yes, the songs can be considered a privileged resource in teaching and learning Musical Initiation.
Description
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
de Música – Formação Musical e Música de Conjunto.
Keywords
Canções Ensino de música Iniciação musical Motivação Competências musicais