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A improvisação no contexto idiomático do jazz como estratégia pedagógica no ensino do vibrafone: um estudo exploratório em contexto de estágio no ensino artístico especializado
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O presente Relatório de Estágio foi desenvolvido no âmbito do Mestrado em Ensino de Música, na área de especialização de Instrumento — Percussão, tendo como tema a improvisação no contexto idiomático do jazz como estratégia pedagógica no ensino do vibrafone. A Prática de Ensino Supervisionada decorreu na Escola Profissional de Música de Espinho, no ano letivo de 2025/2026, envolvendo observação, cooperação, planificação e lecionação supervisionada.
O estudo parte da constatação de que a improvisação, apesar da sua relevância na linguagem jazzística, nem sempre é integrada de forma sistemática no ensino formal do vibrafone. Assim, procurou-se compreender de que modo uma abordagem pedagógica progressiva à improvisação jazzística poderia contribuir para o desenvolvimento técnico, auditivo, criativo e expressivo dos alunos.
A investigação assumiu uma abordagem qualitativa, exploratória e com características de investigação-ação. A intervenção organizou-se em sete sessões progressivas, centradas na variação rítmica, desenvolvimento motívico, pergunta-resposta, exploração tímbrica, treino auditivo, harmonia funcional e integração dos conteúdos em contexto jazzístico.
A análise permitiu observar que a improvisação pode favorecer uma aprendizagem mais integrada do vibrafone, articulando técnica instrumental, escuta ativa, consciência rítmica, controlo tímbrico, compreensão harmónica e criatividade musical. O estudo reforça, assim, a pertinência da improvisação jazzística como estratégia pedagógica no ensino do vibrafone no contexto do ensino artístico especializado.
This Internship Report was developed within the Master’s Degree in Music Teaching, in the area of Instrument and Ensemble Classes — Percussion. Its main theme is improvisation within the idiomatic context of jazz as a pedagogical strategy for teaching the vibraphone. The Supervised Teaching Practice took place at Escola Profissional de Música de Espinho during the 2025/2026 academic year, involving observation, cooperation, lesson planning and supervised teaching. The study arises from the observation that improvisation, despite its relevance within the jazz language, is not always systematically integrated into formal vibraphone teaching. Therefore, the main aim was to understand how a progressive pedagogical approach to jazz improvisation could contribute to the technical, aural, creative and expressive development of students. The research followed a qualitative and exploratory approach, with characteristics of action research. The intervention was organised into seven progressive sessions, focusing on rhythmic variation, motivic development, call and response, timbral exploration, ear training, functional harmony and the integration of these contents within a jazz context. The analysis suggested that improvisation may support a more integrated approach to vibraphone learning, connecting instrumental technique, active listening, rhythmic awareness, timbral control, harmonic understanding and musical creativity. The study therefore highlights the relevance of jazz improvisation as a pedagogical strategy for vibraphone teaching within the context of specialised music education.
This Internship Report was developed within the Master’s Degree in Music Teaching, in the area of Instrument and Ensemble Classes — Percussion. Its main theme is improvisation within the idiomatic context of jazz as a pedagogical strategy for teaching the vibraphone. The Supervised Teaching Practice took place at Escola Profissional de Música de Espinho during the 2025/2026 academic year, involving observation, cooperation, lesson planning and supervised teaching. The study arises from the observation that improvisation, despite its relevance within the jazz language, is not always systematically integrated into formal vibraphone teaching. Therefore, the main aim was to understand how a progressive pedagogical approach to jazz improvisation could contribute to the technical, aural, creative and expressive development of students. The research followed a qualitative and exploratory approach, with characteristics of action research. The intervention was organised into seven progressive sessions, focusing on rhythmic variation, motivic development, call and response, timbral exploration, ear training, functional harmony and the integration of these contents within a jazz context. The analysis suggested that improvisation may support a more integrated approach to vibraphone learning, connecting instrumental technique, active listening, rhythmic awareness, timbral control, harmonic understanding and musical creativity. The study therefore highlights the relevance of jazz improvisation as a pedagogical strategy for vibraphone teaching within the context of specialised music education.
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Palavras-chave
Ensino do vibrafone Improvisação jazzística Ensino artístico especializado Prática de ensino supervisionada Pedagogia musical Criatividade musical Vibraphone teaching Jazz improvisation Specialised music education Supervised teaching practice Music pedagogy Musical creativity