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Publication
Composição musical na disciplina de formação musical no ensino profissional de música : estudo de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.6 MB | Adobe PDF |
Abstract(s)
Ao
longo
dos
últimos
anos
é
evidente
um
crescente
interesse
pelo
tema
da
criatividade
ou
improvisação
musical,
bem
como
se
tenta
perceber
de
que
forma
esta
deve
ser
aplicada
no
contexto
da
sala
de
aula.
Nos
dias
de
hoje
a
educação
recorre
cada
vez
mais
às
mais
variadas
formas
de
mobilização,
inspiradas
essencialmente
no
jogo,
modelo
natural
de
inclusão,
interesse,
participação
e
assimilação
por
parte
do
aluno.
Através
do
jogo
espontâneo
ou
das
suas
próprias
criações
como
forma
de
expressão,
o
jovem
consegue
muito
mais
facilmente
exprimir-‐se
e
manifestar
os
conteúdos
que
assimilou,
demonstrando
desta
forma
o
sucesso
ou
não,
das
teorias
e
metodologias
de
aprendizagem
aplicadas.
Todos
nós
sabemos
que
o
processo
de
aprendizagem
se
torna
muito
mais
eficaz
quando
a
matéria
é
do
nosso
interesse
pessoal,
ou
nos
é
apresentada
de
forma
atrativa.
Não
existirá
assim
forma
mais
atrativa
de
apresentar
a
educação/formação
musical
a
um
aluno
do
que
o
próprio
jogo.
E
é
no
contexto
do
‘jogo
musical’
que
se
enquadra
a
criatividade,
onde
se
inserem
a
criação,
a
exploração
e
a
improvisação
musical.
As
competências
artístico-‐
musicais
desenvolvem-‐se
através
da
aquisição
de
competências
como
a
apropriação
de
sentidos,
de
técnicas,
de
experiências
de
reprodução,
criação
e
de
reflexão
atendendo
aos
diferentes
tipos
de
contextos
sociais
e
culturais
e
aos
níveis
particulares
de
desenvolvimento
individual
do
aluno,
devendo
sempre
a
aprendizagem
respeitar
e
acompanhar
o
ritmo
natural
do
desenvolvimento
do
aluno.
Ao
longo
do
presente
trabalho,
e
tendo
em
conta
este
contexto,
será
aplicado
um
estudo
a
um
grupo
de
alunos
do
Ensino
Profissional
de
Música,
tendo
por
base
todo
um
conjunto
de
metodologias
aplicáveis
nas
aulas
de
grupo.
Pretende-‐se
apurar
de
que
forma
estas
metodologias
são
ou
não
adequadas
a
este
tipo
de
ensino,
se
influenciam
e
ajudam
a
melhorar
o
aproveitamento
e
a
aprendizagem,
bem
como
se
vão
ou
não
ao
alcance
das
necessidades
e
pretensões
dos
alunos.
Abstract: Over the last few years is evident an increasing interest in the theme of creativity or musical improvisation, as well as trying to figure out how this should be applied in the context of the classroom. Nowadays education is increasingly the most varied forms of mobilization, inspired by essentially the game, natural model of inclusion, interest, participation and assimilation on the part of the student. Through the spontaneous game or their own creations as a way of expression, the young can more easily express themselves and express contents that assimilated, demonstrating the success or not, the theories and methodologies of applied learning. We all know that the learning process becomes much more effective when the subject is in our self-‐interest, or is presented in attractive shape. There is no attractive way of presenting the musical education/training a student than the game itself. And it is in the context of the 'musical game’ that fits the creativity, where fall the creation, exploitation and musical improvisation. Artistic-‐musical skills are developed through the acquisition of skills such as appropriation of senses, techniques, experimentations, creation and reflection in the light of the different types of social and cultural contexts and private levels of student's individual development, and always learning to respect and follow the natural rhythm of the development of the student. Throughout this work, and given this context, a study will be applied to a group of students of the Professional Music Education, based on a whole set of methodologies applicable in group classes. It is intended to determine how these methodologies are either not suitable for this type of education, if influence and help improve achievement and learning, as well as whether or not to go to reach the needs and aspirations of students.
Abstract: Over the last few years is evident an increasing interest in the theme of creativity or musical improvisation, as well as trying to figure out how this should be applied in the context of the classroom. Nowadays education is increasingly the most varied forms of mobilization, inspired by essentially the game, natural model of inclusion, interest, participation and assimilation on the part of the student. Through the spontaneous game or their own creations as a way of expression, the young can more easily express themselves and express contents that assimilated, demonstrating the success or not, the theories and methodologies of applied learning. We all know that the learning process becomes much more effective when the subject is in our self-‐interest, or is presented in attractive shape. There is no attractive way of presenting the musical education/training a student than the game itself. And it is in the context of the 'musical game’ that fits the creativity, where fall the creation, exploitation and musical improvisation. Artistic-‐musical skills are developed through the acquisition of skills such as appropriation of senses, techniques, experimentations, creation and reflection in the light of the different types of social and cultural contexts and private levels of student's individual development, and always learning to respect and follow the natural rhythm of the development of the student. Throughout this work, and given this context, a study will be applied to a group of students of the Professional Music Education, based on a whole set of methodologies applicable in group classes. It is intended to determine how these methodologies are either not suitable for this type of education, if influence and help improve achievement and learning, as well as whether or not to go to reach the needs and aspirations of students.
Description
Trabalho de Projeto 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.
Keywords
Música Composição Ensino profissional