A carregar...
Publicação
Integração da improvisação musical nas aulas de formação musical: Potencialidades e limitações do modelo de John Kratus
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 79.57 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente relatório de estágio, elaborado no âmbito do Mestrado em Ensino de Música, na área de especialização em Formação Musical e Classes de Conjunto, reflete a Prática de Ensino Supervisionada desenvolvida ao longo do ano letivo 2025/2026, bem como o Projeto de Investigação centrado na improvisação musical segundo o modelo de John Kratus.
O primeiro capítulo dedica-se à contextualização da instituição que acolheu a Prática de Ensino Supervisionada, a Academia de Paços de Brandão, apresentando os seus princípios e valores orientadores, a oferta formativa, o corpo docente e as atividades pedagógicas promovidas pela escola. Neste capítulo, é igualmente apresentada uma reflexão sobre a improvisação musical no contexto da formação musical, considerando o significado e o impacto da palavra “improvisar” à luz da literatura e da minha experiência pessoal enquanto aluno de Formação Musical e estudante de Jazz.
O segundo capítulo descreve o percurso desenvolvido durante a Prática de Ensino Supervisionada, com enfoque nas experiências vivenciadas nas disciplinas de Formação Musical e Classes de Conjunto (Coro). Este capítulo encontra-se organizado em três subcapítulos, correspondentes à observação, à planificação e lecionação, e à reflexão, que espelham as diferentes etapas do estágio. Ao longo deste processo, foi possível desenvolver e aperfeiçoar estratégias pedagógicas ajustadas aos diversos desafios da prática letiva, contribuindo para a consolidação de competências profissionais, o aprofundamento de metodologias de intervenção e a promoção de aprendizagens musicais significativas.
O terceiro capítulo é dedicado ao Projeto de Investigação sobre a improvisação musical no contexto da formação musical, tendo como referência o modelo de John Kratus. Este projeto baseou-se nos exercícios propostos por Inês Machado (2020), a partir do qual foram replicadas, adaptadas e desenvolvidas novas atividades de improvisação. A implementação destas atividades, articulada com uma metodologia de Investigação-Ação, permitiu descrever e analisar diferentes dimensões do processo, nomeadamente os aspetos positivos e negativos das atividades, as aprendizagens da turma, bem como as potencialidades e limitações do modelo de Kratus.
This internship report, prepared within the scope of the Master’s Degree in Music Teaching, specializing in Music Theory and Ensemble Classes, reflects the Supervised Teaching Practice carried out during the 2025/2026 academic year, as well as the Research Project focused on musical improvisation according to John Kratus’s model. The first chapter is dedicated to the contextualization of the institution that hosted the Supervised Teaching Practice, the Paços de Brandão Academy, presenting its guiding principles and values, educational offer, teaching staff, and pedagogical activities promoted by the school. This chapter also includes a reflection on musical improvisation in the context of music theory, considering the meaning and impact of the word “improvise” in light of the literature and my personal experience as a Music Theory student and Jazz student. The second chapter describes the path developed throughout the Supervised Teaching Practice, focusing on the experiences lived in the subjects of Music Theory and Ensemble Classes (Choir). This chapter is organized into three subchapters corresponding to observation, planning and teaching, and reflection, which reflect the different stages of the internship. Throughout this process, it was possible to develop and refine pedagogical strategies adapted to the various challenges of teaching practice, contributing to the consolidation of professional skills, the deepening of intervention methodologies, and the promotion of meaningful musical learning. The third chapter is dedicated to the Research Project on musical improvisation in the context of music theory, taking John Kratus’s model as its reference. This project was based on the exercises proposed by Inês Machado (2020), from which activities were replicated, adapted, and newly developed. The implementation of these activities, combined with an Action Research methodology, made it possible to describe and analyze different dimensions of the process, namely the positive and negative aspects of the activities, the students’ learning, as well as the strengths and limitations of Kratus’s mode.
This internship report, prepared within the scope of the Master’s Degree in Music Teaching, specializing in Music Theory and Ensemble Classes, reflects the Supervised Teaching Practice carried out during the 2025/2026 academic year, as well as the Research Project focused on musical improvisation according to John Kratus’s model. The first chapter is dedicated to the contextualization of the institution that hosted the Supervised Teaching Practice, the Paços de Brandão Academy, presenting its guiding principles and values, educational offer, teaching staff, and pedagogical activities promoted by the school. This chapter also includes a reflection on musical improvisation in the context of music theory, considering the meaning and impact of the word “improvise” in light of the literature and my personal experience as a Music Theory student and Jazz student. The second chapter describes the path developed throughout the Supervised Teaching Practice, focusing on the experiences lived in the subjects of Music Theory and Ensemble Classes (Choir). This chapter is organized into three subchapters corresponding to observation, planning and teaching, and reflection, which reflect the different stages of the internship. Throughout this process, it was possible to develop and refine pedagogical strategies adapted to the various challenges of teaching practice, contributing to the consolidation of professional skills, the deepening of intervention methodologies, and the promotion of meaningful musical learning. The third chapter is dedicated to the Research Project on musical improvisation in the context of music theory, taking John Kratus’s model as its reference. This project was based on the exercises proposed by Inês Machado (2020), from which activities were replicated, adapted, and newly developed. The implementation of these activities, combined with an Action Research methodology, made it possible to describe and analyze different dimensions of the process, namely the positive and negative aspects of the activities, the students’ learning, as well as the strengths and limitations of Kratus’s mode.
Descrição
Palavras-chave
Formação musical Improvisação Musical John Kratus Investigação-Ação Music Theory Musical Improvisation Action Research