A carregar...
Publicação
O gibberish como estímulo para a criatividade na construção de partituras gráficas com alunos de Educação Musical do 2º Ciclo do Ensino Básico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.45 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente relatório foi elaborado no âmbito da unidade curricular Prática de Ensino Supervisionada (PES), disciplina do Mestrado em Ensino de Educação Musical no Ensino Básico, da Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa. O relatório encontra-se dividido em duas grandes partes, a prática pedagógica e a o tema privilegiado da PES. A primeira parte, é subdividida em quatro capítulos. No primeiro, é feito um enquadramento da disciplina de Educação Musical no Ensino Básico no contexto português, tendo em conta os documentos orientadores e os objetivos da disciplina. O segundo capítulo oferece uma caracterização pormenorizada da prática de ensino supervisionada, abordando todo o contexto escolar, planos de estudo e ofertas complementares no âmbito do Complemento à Educação Artística. Ainda neste capítulo são descritas as salas de educação musical e mencionados os projetos relacionados com a área da música. No terceiro capítulo inicia-se a prática de ensino propriamente dita, através da caracterização da turma lecionada, das aulas observadas nas diferentes disciplinas relacionadas com a música, e das aulas lecionadas à turma atribuída. Tanto as aulas observadas como as lecionadas fazem-se acompanhar de um relato descritivo minucioso e reflexões subsequentes da professora estagiária, baseadas na literatura de referência. Além disto, todas as planificações das aulas lecionadas pela professora estagiária se encontram disponíveis para consulta em forma de apêndice. Para fechar esta primeira parte, encontra-se o capítulo referente à participação em projetos e outras atividades independentes da prática letiva. A segunda parte deste relatório descreve o projeto implementado no decorrer do estágio, redigido em formato de artigo. Este parte da premissa de que os alunos enfrentam uma falta de motivação para com a disciplina de Educação Musical, procurando dar resposta a este crescente problema. Através da introdução do elemento inovador gibberish, que até à data de redação do artigo não aparece referenciado como explorado na disciplina, pretende-se averiguar se pode consistir num estímulo para a criatividade dos alunos, tornando-os predispostos a criar através da composição de partituras gráficas.
This report was created as part of Supervised Teaching module, a subject in the master’s program in Music Education for the Elementary Education at the Faculdade de Ciências Sociais e Humanas of Universidade Nova de Lisboa. The report is divided into two major parts: pedagogical practice and research component. The first part is subdivided into four chapters. In the first chapter, an overview of Music Education in Elementary Education in the Portuguese context is provided, taking into consideration the guiding documents and the purpose of the discipline. The second chapter provides a detailed characterization of the practice itself, addressing the entire school context, study plans and complementary offering within the Artistic Education Complement. In this chapter, the music classrooms are also described as well as projects related to the field of music. On the third chapter the teaching practice itself begins with a characterization of the assigned class and the description of the lessons observed in music-related disciplines, as well as taught lessons to the assigned class. Both observed and taught classes are accompanied by a detailed description and subsequent reflections by the trainee teacher, based on reference literature. Furthermore, all lesson plans made by the trainee teacher of the taught classes are available for consultation in the appendices. To conclude this first part there is a chapter regarding participation in projects and other activities outside music teaching. The second part of this report describes the research project implemented during the internship presented in an article format. This project starts from the premise that students face a lack of motivation towards Music Education seeking to address this growing issue. By introducing the gibberish element which has yet to be referenced as explored in the Music Education, the aim is to investigate whether it can serve as a stimulus for students’ creativity making them inclined to create through composition of graphic scores.
This report was created as part of Supervised Teaching module, a subject in the master’s program in Music Education for the Elementary Education at the Faculdade de Ciências Sociais e Humanas of Universidade Nova de Lisboa. The report is divided into two major parts: pedagogical practice and research component. The first part is subdivided into four chapters. In the first chapter, an overview of Music Education in Elementary Education in the Portuguese context is provided, taking into consideration the guiding documents and the purpose of the discipline. The second chapter provides a detailed characterization of the practice itself, addressing the entire school context, study plans and complementary offering within the Artistic Education Complement. In this chapter, the music classrooms are also described as well as projects related to the field of music. On the third chapter the teaching practice itself begins with a characterization of the assigned class and the description of the lessons observed in music-related disciplines, as well as taught lessons to the assigned class. Both observed and taught classes are accompanied by a detailed description and subsequent reflections by the trainee teacher, based on reference literature. Furthermore, all lesson plans made by the trainee teacher of the taught classes are available for consultation in the appendices. To conclude this first part there is a chapter regarding participation in projects and other activities outside music teaching. The second part of this report describes the research project implemented during the internship presented in an article format. This project starts from the premise that students face a lack of motivation towards Music Education seeking to address this growing issue. By introducing the gibberish element which has yet to be referenced as explored in the Music Education, the aim is to investigate whether it can serve as a stimulus for students’ creativity making them inclined to create through composition of graphic scores.
Descrição
Palavras-chave
Educação musical Gibberish Partituras gráficas Motivação Criatividade Composição Music education Graphic scores Motivation Creativity Composition