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Advisor(s)
Abstract(s)
A dissertação que aqui apresento, com o título “Um contributo de revisão
didática para a introdução da canção nas aulas de Iniciação Musical”, tem por
objetivo aferir de que forma é que a introdução de novas canções nas aulas de
Iniciação Musical pode melhorar a motivação dos alunos e, consequentemente,
os seus níveis de desempenho. Assim, ao longo de três meses, trabalhei, numa
turma do 4º ano, da Escola EB de Cruz, em Vila Nova de Famalicão, 12 canções
da minha autoria. Usando uma estratégia metodológica de investigação-ação
participante, esta análise ao comportamento dos alunos face a novos estímulos
permitiu obter resultados muito interessantes.
Os inquéritos (aplicados aos onze alunos) depois de validados e de obtidas
respostas às sete questões fechadas permitiram fazer uma análise quantitativa.
Para além de todos os alunos terem considerado que o estudo contribuiu
para a sua aprendizagem e aumento dos seus conhecimentos, há, no entanto,
uma grande percentagem que sentiu dificuldades nos exercícios / atividades
musicais realizados neste estudo.
Quando questionados sobre se tinham gostado das canções inéditas que
trabalharam e sobre se este estudo contribuiria para um aumento da sua
motivação das aulas de Iniciação Musical, a totalidade dos alunos respondeu
afirmativamente.
Tendo em conta estes resultados, considero que este trabalho apresenta
dados revelantes para a temática da Iniciação Musical, abrindo a possibilidade de
aplicar na sala de aula novos temas, que são potenciadores de maior motivação.
The dissertation presented here, entitled “A contribution of didactic revision for the introduction of a song in the classes of Musical Initiation”, aims to assess in what way the introduction of new songs in lessons of Musical Initiation can improve the students’ motivation and, consequently, their performance levels. Thus, during three months, I have worked with a fourth grade class in Escola EB de Cruz, Vila Nova de Famalicão, 12 songs composed by me. By using a participatory action-research methodological strategy, this analysis to the students’ behaviour faced with new stimuli allowed to obtain very interesting results. The surveys (applied to the eleven students) after being validated and obtained answers to the seven closed questions allowed making a quantitative analysis. In addition to all the students who considered that the study contributed to their learning and increase in their knowledge, there is, however, a big percentage who felt difficulties in the exercise / musical activities done in this study. When questioned about whether they liked the unpublished songs they worked on and whether this study would contribute to an increase in their motivation for Music Initiation classes, all students responded in the affirmative. Taking into account these results, I consider that this work presents relevant data for the thematic of Musical Initiation, opening the possibility of applying new themes in the classroom, which are motivators of greater motivation.
The dissertation presented here, entitled “A contribution of didactic revision for the introduction of a song in the classes of Musical Initiation”, aims to assess in what way the introduction of new songs in lessons of Musical Initiation can improve the students’ motivation and, consequently, their performance levels. Thus, during three months, I have worked with a fourth grade class in Escola EB de Cruz, Vila Nova de Famalicão, 12 songs composed by me. By using a participatory action-research methodological strategy, this analysis to the students’ behaviour faced with new stimuli allowed to obtain very interesting results. The surveys (applied to the eleven students) after being validated and obtained answers to the seven closed questions allowed making a quantitative analysis. In addition to all the students who considered that the study contributed to their learning and increase in their knowledge, there is, however, a big percentage who felt difficulties in the exercise / musical activities done in this study. When questioned about whether they liked the unpublished songs they worked on and whether this study would contribute to an increase in their motivation for Music Initiation classes, all students responded in the affirmative. Taking into account these results, I consider that this work presents relevant data for the thematic of Musical Initiation, opening the possibility of applying new themes in the classroom, which are motivators of greater motivation.
Description
Keywords
Iniciação musical Motivação Canções inéditas Musical initiation Motivation Unpublished songs