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Para além das potencialidades pedagógicas da composição: um projeto de investigação artística no contexto do ensino do contrabaixo
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Este relatório articula a Prática de Ensino Supervisionada realizada no Conservatório de Música do Porto com um projeto de investigação artística centrado na composição no ensino do contrabaixo. O estudo parte de uma preocupação com as tendências contemporâneas de especialização no ensino artístico e com as possíveis consequências da compartimentação dos processos de desenvolvimento humano, procurando explorar a composição como espaço de expressão, criatividade e construção de significado.
Desenvolvido com alunos do ensino artístico especializado do contrabaixo, o projeto consistiu numa proposta de composição guiada e gamificada, integrada nas aulas de instrumento. Através de uma abordagem qualitativa e interpretativa, foram analisados os processos criativos e as obras produzidas pelos participantes.
Os resultados evidenciam elevados níveis de envolvimento, autonomia, experimentação sonora e diversidade estética, revelando diferentes formas de apropriação dos recursos composicionais e do processo criativo. A experiência permitiu igualmente observar uma participação ativa dos alunos na construção das suas aprendizagens e na tomada de decisões artísticas.
Para além dos resultados obtidos, a investigação procura contribuir para a reflexão sobre o lugar da composição no ensino artístico especializado, abrindo espaço à discussão sobre o potencial de práticas pedagógicas que valorizem a criação, a participação e o desenvolvimento integral dos alunos.
This report combines the Supervised Teaching Practice carried out at the Conservatory of Music of Porto with an artistic research project focused on composition in double bass education. The study stems from a concern with contemporary trends towards specialization in arts education and the potentially harmful consequences of the fragmentation of human development, seeking to explore composition as a space for expression, creativity, and meaning-making. Developed with students enrolled in specialized music education, the project consisted of a guided and gamified composition proposal integrated into instrumental lessons. Adopting a qualitative and interpretative approach, the study analysed both the creative processes and the artistic works produced by the participants. The results reveal high levels of engagement, autonomy, sound exploration, and aesthetic diversity, highlighting different ways in which students appropriated compositional resources and engaged with the creative process. The experience also provided evidence of students' active participation in shaping their own learning and making artistic decisions. Beyond the outcomes observed, the research seeks to contribute to reflection on the place of composition within specialized music education, opening a discussion on the potential of pedagogical practices that value creation, participation, and the holistic development of students.
This report combines the Supervised Teaching Practice carried out at the Conservatory of Music of Porto with an artistic research project focused on composition in double bass education. The study stems from a concern with contemporary trends towards specialization in arts education and the potentially harmful consequences of the fragmentation of human development, seeking to explore composition as a space for expression, creativity, and meaning-making. Developed with students enrolled in specialized music education, the project consisted of a guided and gamified composition proposal integrated into instrumental lessons. Adopting a qualitative and interpretative approach, the study analysed both the creative processes and the artistic works produced by the participants. The results reveal high levels of engagement, autonomy, sound exploration, and aesthetic diversity, highlighting different ways in which students appropriated compositional resources and engaged with the creative process. The experience also provided evidence of students' active participation in shaping their own learning and making artistic decisions. Beyond the outcomes observed, the research seeks to contribute to reflection on the place of composition within specialized music education, opening a discussion on the potential of pedagogical practices that value creation, participation, and the holistic development of students.
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Investigação artística Composição Ensino artístico especializado Criatividade Pedagogia Contrabaixo Currículo musical Artistic research Composition Specialized music education Creativity Pedagogy Double bass Music curriculum