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Do Movimento em Educação Musical no Ensino Básico à envolvência nas atividades musicais - Construção de Identidades Musicais
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O presente relatório é realizado no âmbito da Prática de Ensino Supervisionada (PES), componente integrante do Mestrado em Ensino de Educação Musical do Ensino Básico, e visa relatar a atividade empírica desenvolvida ao longo da mesma, numa estreita relação com uma fundamentação teórica e uma perspetiva reflexiva. Tem como propósito promover a reflexão acerca da importância do movimento na realização musical e de como a sua adoção, enquanto estratégia pedagógica, poderá ajudar a colmatar algumas das lacunas no processo de aprendizagem dos alunos, bem como melhorar o seu desempenho nas atividades musicais.
O trabalho é composto por cinco capítulos, sendo que o primeiro consiste numa contextualização do percurso do ensino da música, desde a primeira infância até ao 3º ciclo, e, ainda, na exposição da problemática. Seguidamente, é feita uma descrição sumária do espaço físico onde decorreu a PES no 2º e no 3º ciclo do Ensino Básico, com a apresentação do Projeto Educativo e dos Projetos Extracurriculares, bem como da Sala de Educação Musical. No terceiro capítulo, é apresentada, de forma descritiva, reflexiva e crítica, toda a atividade realizada durante o ano letivo 2015/2016, no âmbito da PES, distribuída pelas aulas observadas e lecionadas. O capítulo quatro relata o estudo de investigação aplicado a quatro turmas do 5º ano e a seis turmas do 7º ano de escolaridade, através da realização de um questionário em dois momentos distintos do processo, com o objetivo de verificar, ou não, a existência de uma relação cíclica entre movimento, envolvimento e construção de identidades musicais. Por fim, o último capítulo diz respeito à reflexão sobre o contributo da implementação do estudo de investigação intitulado “A importância da música na vida de um aluno do 2º ciclo” teve no meu processo de aquisição de competências. O estudo foi realizado por uma equipa de pesquisa, e os resultados obtidos visam corroborar a ideia de que, a música tem mais importância do que aquilo que os alunos, à partida, julgam.
This report is being produced within the Supervised Teaching Practice (STP), course of the Master in Teaching Musical Education in Elementary Education, and aims to explain the empirical activity carried out throughout the course, while closely linked to its theoretical underpinnings and reflections. The purpose of the report is to reflect upon the importance of movement in musical achievement, and how adopting movement as a teaching strategy may help with bridging some of the gaps in the students’ learning process, as well as improving their performance in musical activities. The work includes five chapters. The first chapter provides the background for music education, describing the path from early years to the 3rd level, and also introducting the research problem. Next, we briefly describe the physical space where STP took place for the 2nd and 3rd Primary School levels, and also the presentation of the Educational Project and Extracurricular Projects and as well as the Music Classroom. In the third chapter, we present all the activities carried out during the 2015/2016 academic year, in a descriptive, reflective and critical manner, spread across lessons observed and taught. The fourth chapter provides details on the implementation of this Project with students from 5th grade and 7th grade. It rellies on a survey completed at two different moments which aimed to verify if there was a closed-loop relationship between movement, involvement and the process of building musical identities. Lastlly, the final chapter includes thoughts about the contribution of the implementation of a research study entitled “The importance of music in the life of a 2nd level student” had in my skills acquisition process. It was carried out by a research team, and aimed to confirm the idea that music is more important than what students, from the outset, seem to believe.
This report is being produced within the Supervised Teaching Practice (STP), course of the Master in Teaching Musical Education in Elementary Education, and aims to explain the empirical activity carried out throughout the course, while closely linked to its theoretical underpinnings and reflections. The purpose of the report is to reflect upon the importance of movement in musical achievement, and how adopting movement as a teaching strategy may help with bridging some of the gaps in the students’ learning process, as well as improving their performance in musical activities. The work includes five chapters. The first chapter provides the background for music education, describing the path from early years to the 3rd level, and also introducting the research problem. Next, we briefly describe the physical space where STP took place for the 2nd and 3rd Primary School levels, and also the presentation of the Educational Project and Extracurricular Projects and as well as the Music Classroom. In the third chapter, we present all the activities carried out during the 2015/2016 academic year, in a descriptive, reflective and critical manner, spread across lessons observed and taught. The fourth chapter provides details on the implementation of this Project with students from 5th grade and 7th grade. It rellies on a survey completed at two different moments which aimed to verify if there was a closed-loop relationship between movement, involvement and the process of building musical identities. Lastlly, the final chapter includes thoughts about the contribution of the implementation of a research study entitled “The importance of music in the life of a 2nd level student” had in my skills acquisition process. It was carried out by a research team, and aimed to confirm the idea that music is more important than what students, from the outset, seem to believe.
Descrição
Palavras-chave
Atividades Musicais Envolvimento Movimento Estratégia Pedagógica Construção de Identidades Musicais Movement Musical Activities Involvement Pedagogical Strategy Building Musical Identities