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A marcação de compasso: Um processo mecânico ou um gesto musical
| Name: | Description: | Size: | Format: | |
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| 9.38 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O atual relatório de estágio propõe uma análise reflexiva das aprendizagens adquiridas ao longo da Prática
de Ensino Supervisionada, culminando, dessa forma, o 2.º ciclo de estudos concretizado na Escola
Superior de Educação e na Escola Superior de Música e Artes do Espetáculo do Politécnico do Porto.
Desenvolve-se em torno de quatro capítulos. O primeiro capítulo trata da reflexão sobre a relação dos
alunos do Conservatório de Música de Paredes com a disciplina de Formação Musical, seguido de uma
contextualização do polo de estágio, integrando a caracterização das disciplinas e turmas de ensino básico
e secundário envolvidas na Prática de Ensino Supervisionada. O segundo capítulo expõe o contexto
geográfico, os detalhes do Conservatório de Música de Paredes e o seu projeto educacional e as
observações práticas de forma a contextualizar o terceiro capítulo, onde se descreve de forma detalhada
todo o processo do estágio: a observação e registo de aulas; a planificação e lecionação de aulas; e, por
fim, as reflexões e análises pertinentes para o desenvolvimento profissional pessoal. O quarto capítulo
apresenta uma investigação sobre o tema “A marcação de compasso: um processo mecânico ou um gesto
musical”. Para recolha de dados, foram utilizados questionários conduzidos para os docentes da disciplina
de Formação Musical, alunos atuais e passados da disciplina e uma entrevista.
A revisão de literatura, aliada à triangulação e análise dos resultados dos questionários, oferece uma
reflexão sobre a importância, aplicação e direções futuras da marcação de compasso como um processo
mecânico e um gesto musical na Formação Musical. As significações e implicações do cruzamento entre
a prática de ensino supervisionada e o estudo encorajam a reflexão e aplicação prática no contexto
educacional, podendo orientar uma visão mais integrada e alargada da Formação Musical.
The current internship report proposes a reflective analysis of the learning acquired during the Supervised Teaching Practice, thus culminating the 2nd cycle of studies carried out at the School of Education and the School of Music and Performing Arts of the Polytechnic of Porto. It consists of four chapters. The first chapter reflects on the relationship between the students of the Paredes Conservatory of Music and the subject of Music Education, followed by a contextualization of the internship site, including a characterization of the subjects and classes of primary and secondary education involved in the Supervised Teaching Practice. The second chapter sets out the geographical context, details of the Paredes Conservatory of Music and its educational project and practical observations in order to contextualize the third chapter, which describes in detail the entire internship process: observing and recording lessons; planning and teaching lessons; and, finally, the reflections and analyses relevant to personal professional development. The fourth chapter presents an investigation into the topic "Time signature: Mechanical process or musical gesture". For data collection, questionnaires were used for teachers of the Music Formation subject, current and past students of the subject and an interview. The literature review, together with the triangulation and analysis of the questionnaire results, offers a reflection on the importance, application and future directions of timekeeping as a mechanical process and a musical gesture in music education. The meanings and implications of the intersection between supervised teaching practice and the study encourage reflection and practical application in the educational context, and can guide a more integrated and broader vision of Music Education.
The current internship report proposes a reflective analysis of the learning acquired during the Supervised Teaching Practice, thus culminating the 2nd cycle of studies carried out at the School of Education and the School of Music and Performing Arts of the Polytechnic of Porto. It consists of four chapters. The first chapter reflects on the relationship between the students of the Paredes Conservatory of Music and the subject of Music Education, followed by a contextualization of the internship site, including a characterization of the subjects and classes of primary and secondary education involved in the Supervised Teaching Practice. The second chapter sets out the geographical context, details of the Paredes Conservatory of Music and its educational project and practical observations in order to contextualize the third chapter, which describes in detail the entire internship process: observing and recording lessons; planning and teaching lessons; and, finally, the reflections and analyses relevant to personal professional development. The fourth chapter presents an investigation into the topic "Time signature: Mechanical process or musical gesture". For data collection, questionnaires were used for teachers of the Music Formation subject, current and past students of the subject and an interview. The literature review, together with the triangulation and analysis of the questionnaire results, offers a reflection on the importance, application and future directions of timekeeping as a mechanical process and a musical gesture in music education. The meanings and implications of the intersection between supervised teaching practice and the study encourage reflection and practical application in the educational context, and can guide a more integrated and broader vision of Music Education.
Description
Keywords
Prática de ensino supervisionada Formação Musical Educação Conservatório de música Direção de Ensembles Marcação de compasso Classes de conjunto Supervised teaching practice Music theory Education Music conservatoire Ensemble direction Tempo Marking Ensemble Classes
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
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CC License
Without CC licence