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Relatório final da prática de ensino supervisionada: preparação do aluno para os pré-requisitos de formação musical das provas de conhecimentos gerais de música no acesso ao ensino superior
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| 11.21 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório reflete a prática de ensino desenvolvida no âmbito da unidade
curricular de Prática de Ensino Supervisionada, onde está incluído um estudo de
investigação.
A primeira parte aborda a Prática de Ensino Supervisionada desenvolvida na Escola
Secundária Dr. Manuel Fernandes, pertencente ao Agrupamento de Escolas nº2 de
Abrantes, onde inicialmente se faz a caracterização da mesma, das turmas de Formação
Musical e Música de Conjunto e onde se apresenta uma demonstração das planificações
e relatórios de aula, assim como uma reflexão crítica do trabalho desenvolvido ao longo
do ano letivo de 2022/2023.
Na segunda parte apresenta-se o trabalho de investigação sob o título: Preparação
do aluno para os pré-requisitos de Formação Musical das Provas de Conhecimentos
Gerais de Música no acesso ao Ensino Superior. Sendo os pré-requisitos um assunto
decisivo na vida de um aluno que pretende candidatar-se ao ensino superior de música,
esta investigação visa a melhoraria do ensino para a realização das referidas provas,
tendo por base as Aprendizagens Essenciais de Formação Musical do Ensino
Secundário, nomeadamente do 12º ano de escolaridade, bem como o Programa de
Formação Musical da Escola Secundária Dr. Manuel Fernandes e as provas modelo dos
concursos locais de acesso ao ensino superior de música, também denominadas
simplesmente como provas de acesso ou de aptidão. Nesse âmbito, será realizada uma
investigação orientada ao problema, a qual contará com uma metodologia qualitativa
descritiva, com triangulação orientada aos três vetores anunciados. As conclusões
apontam para o facto de que todos os conteúdos programáticos abrangidos nas provas
modelo das instituições de ensino superior de música em Portugal, constam das
Aprendizagens Essenciais e estão previstos no programa da disciplina de 12º ano,
provando que o aluno candidato tem condições para concorrer ao ensino superior e
ser bem-sucedido nas provas de admissão. Todavia, o organizador da criação não está
contemplado, não sendo considerado fundamental para os conteúdos programáticos.
As provas de admissão ignoram ainda a análise auditiva de excertos musicais proposta
pelas AE e o programa de FM. Pelo que são sugeridos novos recursos para uma implementação profícua dos
conteúdos programáticos.
Abstract: This report reflects the teaching practice developed in the curricular unit of Supervised Teaching Practice, as well as a research work developed in the curricular unit of Artistic Teaching Project. The first part approaches the Supervised Teaching Practice developed at the Dr. Manuel Fernandes Secondary School, belonging to the School Group No. 2 of Abrantes, where initially the characterization of the same is made, of the Musical Training and Ensemble Music classes and where a demonstration of the lesson plans and reports is presented, as well as a critical reflection of the work developed throughout the 2022/2023 school year. In the second part is presented the research work developed in Artistic Education Project, under the title: Student’s preparation for the prerequisites of Musical Training of the Tests of General Knowledge of Music in the access to Higher Education. In this research, it is intended to assess how to qualify a student for the admission tests of Music Theory or Aural Education in higher education of music, based on the Essential Learning of Musical Training of Secondary Education, namely of the 12th year of schooling, the Musical Training Program of Escola Secundária Dr. Manuel Fernandes and the Model Tests of the local proof for access to music’s higher education, also referred as access or aptitude tests. In this context, a problem-oriented investigation will be carried out, which will rely on a descriptive qualitative methodology, with triangulation oriented to the three announced vectors. The observations point to the fact that all the syllabus covered in the model exams of higher education music institutions in Portugal are included in the Essential Learning of Musical Training and are included in the 12th year discipline program, proving that the candidate student is capable of competing to higher education and be successful in the entrance exams. However, the creative organizer is not included and is not considered fundamental to the programmatic contents. The admission tests also ignore the auditory analysis of musical excerpts proposed by Essential Learning and the discipline program. Therefore, new resources are suggested for a fruitful implementation of the programmatic contents
Abstract: This report reflects the teaching practice developed in the curricular unit of Supervised Teaching Practice, as well as a research work developed in the curricular unit of Artistic Teaching Project. The first part approaches the Supervised Teaching Practice developed at the Dr. Manuel Fernandes Secondary School, belonging to the School Group No. 2 of Abrantes, where initially the characterization of the same is made, of the Musical Training and Ensemble Music classes and where a demonstration of the lesson plans and reports is presented, as well as a critical reflection of the work developed throughout the 2022/2023 school year. In the second part is presented the research work developed in Artistic Education Project, under the title: Student’s preparation for the prerequisites of Musical Training of the Tests of General Knowledge of Music in the access to Higher Education. In this research, it is intended to assess how to qualify a student for the admission tests of Music Theory or Aural Education in higher education of music, based on the Essential Learning of Musical Training of Secondary Education, namely of the 12th year of schooling, the Musical Training Program of Escola Secundária Dr. Manuel Fernandes and the Model Tests of the local proof for access to music’s higher education, also referred as access or aptitude tests. In this context, a problem-oriented investigation will be carried out, which will rely on a descriptive qualitative methodology, with triangulation oriented to the three announced vectors. The observations point to the fact that all the syllabus covered in the model exams of higher education music institutions in Portugal are included in the Essential Learning of Musical Training and are included in the 12th year discipline program, proving that the candidate student is capable of competing to higher education and be successful in the entrance exams. However, the creative organizer is not included and is not considered fundamental to the programmatic contents. The admission tests also ignore the auditory analysis of musical excerpts proposed by Essential Learning and the discipline program. Therefore, new resources are suggested for a fruitful implementation of the programmatic contents
Description
Dissertação apresentada à Escola Superior de Artes Aplicadas do Instituto Politécnico de Castelo Branco para obtenção do grau de Mestre em Ensino de Música – Formação Musical e Música de Conjunto
Keywords
Formação musical Pré-requisitos Aptidão Provas de seleção Formação auditiva Aprendizagens essenciais Perfil do aluno Concurso local de acesso Musical training Prerequisites Aptitude Selection tests Auditory training Essential learning Student profile