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Authors
Abstract(s)
O projeto aqui apresentado pretende averiguar quais os contributos que a memorização pode ter quando utilizada como ferramenta pedagógica para a superação de dificuldades técnicas na flauta transversal.
De facto, a temática da memorização é imensamente abordada e explorada na diversa literatura destinada à execução instrumental. Contudo, a grande maioria dos artigos tem como principal objetivo a otimização da memória na performance instrumental em público. Neste contexto, a memorização surge associada ao benefício do instrumentista se desprender da partitura na procura de uma identidade musical e de uma maior liberdade na performance. Porém, a redação deste projeto visa aprofundar o tema da memorização não pela via do “momento de performance”, mas pela integração da memória no estudo contínuo e diário do aluno para superação das dificuldades técnicas. Busca ainda descobrir que papel pode a memorização de diferentes passagens técnicas ter na motivação do aluno.
Neste documento são também apresentados o relatório de estágio e as planificações de aulas elaboradas no âmbito da disciplina “Prática do Ensino Supervisionada”, integrada no plano de estudos do segundo ano do Mestrado em Ensino de Música da Escola Superior de Música e Artes do Espetáculo. O estágio foi realizado no Conservatório de Música do Porto (CMP) sendo composto por aulas individuais de Flauta Transversal e por aulas de classe de conjunto, nomeadamente o Grupo de Música Contemporânea do CMP.
Com o intuito de avaliar os contributos da memorização para a evolução técnica instrumental, foi elaborado um questionário em formato digital destinado a estudantes e professores de flauta. Foram também realizadas, como complemento académico e científico, duas entrevistas semiestruturadas a docentes de escolas nacionais, com vista a perceber de que forma a memorização se articula com a prática pedagógica.
This project intends to investigate the contributions of memorization as a pedagogical tool to overcome technical difficulties in the flute studying. The topic of memorization is abundantly addressed and explored in the diverse literature dedicated to instrumental performance. However, the vast majority of articles have as their main objective the optimization of memory during instrumental performance in front of an audience. In this context, is considered how memorization can help the player detaching from the score in the quest of a musical identity and greater freedom in performance. Differently, this project aims to bring new insights about the role of memorization during the student’s daily practice in their continuous effort to overcome technical difficulties. It also seeks to discover what role can the memorization of different technical passages have in the student’s motivation. This document presents the internship report and the lesson plans elaborated within the scope of the discipline “Prática de Ensino Supervisionada”, integrated in the syllabus for the second year of the Master in Music Education at the “Escola Superior de Música e Artes do Espetáculo”. The internship was held at the “Conservatório de Música do Porto”(CMP) and consisted of individual Transversal Flute classes and group classes, namely the Contemporary Music Group of CMP. In order to approach the contributions of memorization on the technical instrumental evolution, a digital survey was built, delivered and addressed to flute students and teachers. As an academic and scientific complement, two semi-structured interviews were carried out addressing teachers from national schools, in order to understand how memorization can be articulated with pedagogical practice.
This project intends to investigate the contributions of memorization as a pedagogical tool to overcome technical difficulties in the flute studying. The topic of memorization is abundantly addressed and explored in the diverse literature dedicated to instrumental performance. However, the vast majority of articles have as their main objective the optimization of memory during instrumental performance in front of an audience. In this context, is considered how memorization can help the player detaching from the score in the quest of a musical identity and greater freedom in performance. Differently, this project aims to bring new insights about the role of memorization during the student’s daily practice in their continuous effort to overcome technical difficulties. It also seeks to discover what role can the memorization of different technical passages have in the student’s motivation. This document presents the internship report and the lesson plans elaborated within the scope of the discipline “Prática de Ensino Supervisionada”, integrated in the syllabus for the second year of the Master in Music Education at the “Escola Superior de Música e Artes do Espetáculo”. The internship was held at the “Conservatório de Música do Porto”(CMP) and consisted of individual Transversal Flute classes and group classes, namely the Contemporary Music Group of CMP. In order to approach the contributions of memorization on the technical instrumental evolution, a digital survey was built, delivered and addressed to flute students and teachers. As an academic and scientific complement, two semi-structured interviews were carried out addressing teachers from national schools, in order to understand how memorization can be articulated with pedagogical practice.
Description
Keywords
Memorização Ensino Técnico Flauta Criatividade Memorization Learning Technical Flute Criativity