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Publication
Conciliação professor-intérprete: Práticas e impacto na autoeficácia do ensino do canto
| Name: | Description: | Size: | Format: | |
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| 16.87 MB | Adobe PDF |
Abstract(s)
Este Relatório de Mestrado é composto por duas partes complementares que incidem o ensino do canto, em escolas do ensino especializado da música, sob diferentes prismas teóricos e empíricos.
A primeira parte apresenta um relato analítico e reflexivo sobre a Prática de Ensino Supervisionado (PES/estágio), centrado na aplicação de metodologias pedagógicas específicas ao ensino do canto, tanto em aulas individuais quanto em práticas coletivas no âmbito da disciplina de classe de conjunto - coro. A abordagem pedagógica adotada fundamenta-se, sobretudo, nas metodologias de Jean-Pierre Blivet, combinadas com diversas teorias psicopedagógicas, visando o aprimoramento das competências vocais e interpretativas dos alunos. O relatório analisa criticamente a eficácia dessas metodologias na promoção de um ambiente de aprendizagem que estimula a confiança, a expressividade musical e o desenvolvimento técnico-vocal.
A segunda parte, intitulada "Conciliação Professor-Intérprete: Práticas e Impacto na Autoeficácia do Ensino do Canto", explora a dualidade profissional de professores de canto que atuam simultaneamente como intérpretes. Neste estudo, são avaliadas as vantagens e desvantagens associadas à manutenção concomitante das carreiras de cantor e professor, bem como os fatores que influenciam essa prática. O estudo investiga ainda em que medida a atuação nestas duas vertentes impacta na autoeficácia docente, sem esquecer as fontes que podem aumentar essa autoeficácia, analisando como a experiência performativa pode influenciar as práticas pedagógicas e vice-versa. Os dados recolhidos através de questionários, fornecem uma visão detalhada das estratégias utilizadas pelos professores-intérpretes para equilibrar essas funções e dos impactos dessa conciliação no desenvolvimento vocal e artístico dos estudantes. As conclusões do estudo sugerem que a integração das atividades de ensino e performance pode oferecer uma abordagem pedagógica enriquecida, capaz de promover uma formação vocal mais completa e adaptável às exigências contemporâneas do canto clássico. Por outro lado, indicam também qual o impacto da manutenção das duas carreiras na autoeficácia do professor e que fontes de autoeficácia são consideradas pelos professores-cantores.
Abstracts: This master's report is composed of two complementary parts that focus on the teaching of singing in specialized music education schools, approached from different theoretical and empirical perspectives. The first part presents an internship report centered on the application of specific pedagogical methodologies for singing instruction, both in individual lessons and in collective practices within the choral ensemble lessons. The pedagogical approach adopted is primarily based on the methodologies of Jean-Pierre Blivet, combined with various psychopedagogical theories, aimed at enhancing students' vocal and interpretative skills. The report critically analyzes the effectiveness of these methodologies in promoting a learning environment that fosters confidence, musical expressiveness, and technical-vocal development. The second part, titled "Teacher-Performer Reconciliation: Practices and Impact on the Self-Efficacy in Singing Education," explores the professional duality of singing teachers who simultaneously perform as interpreters. This study evaluates the advantages and disadvantages associated with maintaining concurrent careers as both singers and teachers, as well as the factors influencing this practice. The study further investigates how engagement in these dual roles impacts teacher self-efficacy, while also identifying sources that may enhance this self-efficacy, analyzing how performance experience can influence pedagogical practices and vice-versa. Data collected through questionnaires provide a detailed view of the strategies employed by teacher-performers to balance these functions and the impact of this reconciliation on the vocal and artistic development of students. The study's conclusions suggest that the integration of teaching and performance activities can offer an enriched pedagogical approach, capable of promoting more comprehensive vocal training that is adaptable to the contemporary demands of classical singing. Furthermore, the study indicates the impact of maintaining both careers on teacher self-efficacy and identifies the sources of self-efficacy considered by teacher-singers.
Abstracts: This master's report is composed of two complementary parts that focus on the teaching of singing in specialized music education schools, approached from different theoretical and empirical perspectives. The first part presents an internship report centered on the application of specific pedagogical methodologies for singing instruction, both in individual lessons and in collective practices within the choral ensemble lessons. The pedagogical approach adopted is primarily based on the methodologies of Jean-Pierre Blivet, combined with various psychopedagogical theories, aimed at enhancing students' vocal and interpretative skills. The report critically analyzes the effectiveness of these methodologies in promoting a learning environment that fosters confidence, musical expressiveness, and technical-vocal development. The second part, titled "Teacher-Performer Reconciliation: Practices and Impact on the Self-Efficacy in Singing Education," explores the professional duality of singing teachers who simultaneously perform as interpreters. This study evaluates the advantages and disadvantages associated with maintaining concurrent careers as both singers and teachers, as well as the factors influencing this practice. The study further investigates how engagement in these dual roles impacts teacher self-efficacy, while also identifying sources that may enhance this self-efficacy, analyzing how performance experience can influence pedagogical practices and vice-versa. Data collected through questionnaires provide a detailed view of the strategies employed by teacher-performers to balance these functions and the impact of this reconciliation on the vocal and artistic development of students. The study's conclusions suggest that the integration of teaching and performance activities can offer an enriched pedagogical approach, capable of promoting more comprehensive vocal training that is adaptable to the contemporary demands of classical singing. Furthermore, the study indicates the impact of maintaining both careers on teacher self-efficacy and identifies the sources of self-efficacy considered by teacher-singers.
Description
Relatório 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 - Instrumento e Música de Conjunto.
Keywords
Canto Professor-cantor Performance Ensino da música Autoeficácia Singing Teacher-performer Music education Self-efficacy