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Composição musical no 2º ciclo do ensino básico com recurso ao gibberish e às tecnologias
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Neste relatório, abordo a experiência decorrente da minha Prática de Ensino Supervisionada (PES), que
ocorreu numa Escola Básica dos 2º e 3º Ciclos durante o ano letivo 2022/2023. A minha investigação
concentrou-se em duas turmas do 2º ciclo. A escola em análise está situada na periferia metropolitana de
Lisboa, sendo famosa pela sua abordagem adaptativa ao ensino. Adicionalmente às disciplinas usuais,
esta instituição oferece igualmente trajetos formativos orientados para o aprofundamento profissional,
sendo o Curso Técnico de Turismo um exemplo desta oferta. A escola dispõe também de uma Unidade
de Apoio à Multideficiência. No decurso do meu estágio, procedi à análise das práticas docentes
implementadas por outros professores, o que me facultou a oportunidade de promover uma reflexão
acerca das suas metodologias pedagógicas. Esta vivência enriqueceu a minha compreensão relativa ao
processo de ensino-aprendizagem no âmbito musical e facultou-me a aquisição de abordagens
inovadoras. Cumpre realçar o impacto que este estágio exerceu sobre mim enquanto docente de Educação
Musical. Procedi ao aperfeiçoamento das minhas competências enquanto professor, fomentando, assim,
uma abordagem mais abrangente e criativa no contexto do ensino musical, simultaneamente à aquisição
de uma compreensão mais aprofundada das carências e necessidades dos alunos. A minha participação
em eventos musicais periódicos e iniciativas, como o caso das "Bandas de Garagem", facultou-me a
oportunidade de conceber novas abordagens pedagógicas, particularmente orientadas para a instrução
instrumental, bem como de estabelecer colaborações com outros profissionais da área.
Os desafios intrínsecos ao estágio conferiram-me a oportunidade de consolidar competências
fundamentais na carreira de docente de Educação Musical. Destaco a capacidade para lidar com as
problemáticas comportamentais dos alunos em contexto de sala de aula, bem como a habilidade de
promover a inclusão de todos os alunos nas atividades musicais. Adicionalmente, adquiri competências
no desenvolvimento de planos de aula elaborados para otimizar a gestão do tempo letivo. O estágio
transformou-se numa plataforma propícia para experimentar atividades e estratégias que aprendi ao longo
do meu percurso formativo, nomeadamente durante o mestrado. Isso incentivou uma reflexão contínua
sobre as opções pedagógicas adotadas e sobre a resposta obtida por parte dos alunos. Neste relatório,
investiguei a aplicação do gibberish e de tecnologias na composição musical no contexto do Ensino
Básico, mais especificamente no 2º ciclo. Ao longo deste projeto procurei promover a criatividade, a
expressão pessoal e o desenvolvimento de competências musicais e tecnológicas. Os resultados das
análises de conteúdo e das reflexões, fornecem perspetivas que podem vir a melhorar o ensino da música
neste nível de ensino, incentivando a inclusão de todos os alunos e explorando novas possibilidades
pedagógicas.
In this report, I address the experience resulting from my Supervised Teaching Practice (STP), which took place at a Primary and Lower Secondary School during the academic year 2022/2023. My research focused on two classes in the 2nd cycle. The school under review is located in the metropolitan outskirts of Lisbon and is renowned for its adaptive teaching approach. In addition to the usual subjects, this institution also offers vocational paths aimed at professional development, with the Tourism Technical Course being an example of this offering. The school also has a Multideficiency Support Unit. During my internship, I conducted an analysis of the teaching practices implemented by other teachers, which provided me with the opportunity to reflect on their pedagogical methodologies. This experience enriched my understanding of the music teaching and learning process and enabled me to acquire innovative approaches. It is worth noting the impact that this internship had on me as a music education teacher. I improved my skills as a teacher, fostering a more comprehensive and creative approach to music education, while also gaining a deeper understanding of students' needs and deficiencies. My participation in regular music events and initiatives, such as "Garage Bands," provided me with the opportunity to develop new pedagogical approaches, particularly focused on instrumental instruction, as well as to establish collaborations with other professionals in the field. The intrinsic challenges of the internship gave me the opportunity to consolidate fundamental skills in the career of a music education teacher. I highlight the ability to deal with behavioral issues of students in the classroom and the skill of promoting the inclusion of all students in music activities. Additionally, I acquired skills in developing well-structured lesson plans to optimize class time management. The internship became a suitable platform for experimenting with activities and strategies I learned throughout my educational journey, particularly during my master's program. This encouraged continuous reflection on the pedagogical choices made and the response received from the students. In this report, I investigated the application of gibberish and technology in musical composition in the context of primary education, specifically in the 2nd cycle. Throughout this project, I sought to promote creativity, personal expression, and the development of musical and technological skills. The results of content analysis and reflections provide insights that could enhance music education at this level, encouraging the inclusion of all students and exploring new pedagogical possibilities.
In this report, I address the experience resulting from my Supervised Teaching Practice (STP), which took place at a Primary and Lower Secondary School during the academic year 2022/2023. My research focused on two classes in the 2nd cycle. The school under review is located in the metropolitan outskirts of Lisbon and is renowned for its adaptive teaching approach. In addition to the usual subjects, this institution also offers vocational paths aimed at professional development, with the Tourism Technical Course being an example of this offering. The school also has a Multideficiency Support Unit. During my internship, I conducted an analysis of the teaching practices implemented by other teachers, which provided me with the opportunity to reflect on their pedagogical methodologies. This experience enriched my understanding of the music teaching and learning process and enabled me to acquire innovative approaches. It is worth noting the impact that this internship had on me as a music education teacher. I improved my skills as a teacher, fostering a more comprehensive and creative approach to music education, while also gaining a deeper understanding of students' needs and deficiencies. My participation in regular music events and initiatives, such as "Garage Bands," provided me with the opportunity to develop new pedagogical approaches, particularly focused on instrumental instruction, as well as to establish collaborations with other professionals in the field. The intrinsic challenges of the internship gave me the opportunity to consolidate fundamental skills in the career of a music education teacher. I highlight the ability to deal with behavioral issues of students in the classroom and the skill of promoting the inclusion of all students in music activities. Additionally, I acquired skills in developing well-structured lesson plans to optimize class time management. The internship became a suitable platform for experimenting with activities and strategies I learned throughout my educational journey, particularly during my master's program. This encouraged continuous reflection on the pedagogical choices made and the response received from the students. In this report, I investigated the application of gibberish and technology in musical composition in the context of primary education, specifically in the 2nd cycle. Throughout this project, I sought to promote creativity, personal expression, and the development of musical and technological skills. The results of content analysis and reflections provide insights that could enhance music education at this level, encouraging the inclusion of all students and exploring new pedagogical possibilities.
Descrição
Versão corrigida e melhorada após a sua defesa pública
Palavras-chave
Composição Gibberish Tecnologias Improvisação Partituras gráficas Composition Technologies Improvisation Graphic scores