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A perceção do elemento tímbrico nas práticas letivas de Formação Musical: os instrumentos musicais dos alunos na sala de aula
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| 11.4 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente Relatório de Estágio foi desenvolvido no âmbito do Mestrado em Ensino de Música, ramo Formação Musical da Escola Superior de Educação e Escola Superior de Música e Artes do Espetáculo do Politécnico do Porto. Apresenta-se dividido em três capítulos: o primeiro capítulo foi dedicado ao Polo de estágio, iniciando-se com uma reflexão sobre a observação como estratégia para aprender a ensinar. O segundo capítulo espelha a Prática de Ensino Supervisionada descrevendo o processo de planificação, lecionação e de reflexão. E o terceiro capítulo centrou-se no projeto de investigação que teve como objetivo principal perceber se a utilização dos instrumentos musicais dos alunos, no âmbito das práticas letivas de Formação Musical, é um exercício distintivo para o desenvolvimento de uma escuta musical apurada tendo em atenção o elemento tímbrico.
Em termos metodológicos, o projeto teve uma abordagem mista, que envolve a combinação de procedimentos de recolha, análise e integração de técnicas quantitativas e qualitativas. No que diz respeito aos instrumentos de recolha de dados, foram implementados inquéritos a alunos do 1.º grau do Pólo de Estágio e realizadas entrevistas semi-estruturadas aos professores de Formação Musical dessa mesma instituição.
A utilização dos instrumentos musicais dos alunos no desenvolvimento das atividades de Formação Musical permite que estes, que se encontram a iniciar o seu percurso musical, possam usufruir desde muito cedo o contacto com uma diversidade tímbrica na produção dos elementos rítmico e melódico. Ao estimular a diferenciação tímbrica, este processo facilita uma aprendizagem mais envolvente e dinâmica, tornando a experiência musical mais rica e significativa, o que pode influenciar positivamente a motivação e o progresso dos estudantes ao longo do seu percurso musical.
This Internship Report was developed within the scope of the Master's Degree in Music Teaching, specializing in Music Theory, at the School of Education and the School of Music and Performing Arts of the Polytechnic Institute of Porto. It is divided into three chapters: the first chapter is dedicated to the Internship Center, beginning with a reflection on observation as a strategy for learning to teach. The second chapter reflects on the Supervised Teaching Practice, describing the processes of planning, teaching, and reflection. The third chapter focuses on the research project, which aimed to understand whether the use of students' musical instruments within the context of Music Theory classes is a distinctive exercise for developing refined musical listening, with special attention to timbre. Methodologically, the project adopted a mixed approach, combining quantitative and qualitative data collection, analysis, and integration techniques. Regarding data collection instruments, student surveys were implemented, and semi-structured interviews were conducted with Music Theory teachers from the Internship Center. The use of students' musical instruments in Music Theory activities allows those who are at the beginning of their musical journey to experience timbral diversity early on in the production of rhythmic and melodic elements. By stimulating timbral differentiation, this process facilitates a more engaging and dynamic learning experience, making musical practice richer and more meaningful, which can positively influence students' motivation and progress throughout their musical journey.
This Internship Report was developed within the scope of the Master's Degree in Music Teaching, specializing in Music Theory, at the School of Education and the School of Music and Performing Arts of the Polytechnic Institute of Porto. It is divided into three chapters: the first chapter is dedicated to the Internship Center, beginning with a reflection on observation as a strategy for learning to teach. The second chapter reflects on the Supervised Teaching Practice, describing the processes of planning, teaching, and reflection. The third chapter focuses on the research project, which aimed to understand whether the use of students' musical instruments within the context of Music Theory classes is a distinctive exercise for developing refined musical listening, with special attention to timbre. Methodologically, the project adopted a mixed approach, combining quantitative and qualitative data collection, analysis, and integration techniques. Regarding data collection instruments, student surveys were implemented, and semi-structured interviews were conducted with Music Theory teachers from the Internship Center. The use of students' musical instruments in Music Theory activities allows those who are at the beginning of their musical journey to experience timbral diversity early on in the production of rhythmic and melodic elements. By stimulating timbral differentiation, this process facilitates a more engaging and dynamic learning experience, making musical practice richer and more meaningful, which can positively influence students' motivation and progress throughout their musical journey.
Description
Keywords
Timbre Formação musical Prática de ensino supervisionada Instrumentos musical Music education Supervised teaching practice Musical instruments