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Este relatório, elaborado no âmbito das unidades curriculares de Prática Profissional (PP) I e II, reflete o percurso realizado na instituição de acolhimento, Escola de Música de Perosinho (EMP) sob a supervisão científica e pedagógica das Professoras Doutora Luísa Orvalho e Drª Sílvia Dias. Evidencia também, a pesquisa do tipo intervenção pedagógica que envolveu planeamento e implementação de mudanças e inovações pedagógicas, destinadas a produzir melhorias nos processos de ensino e aprendizagem dos alunos de Formação Musical (FM) Iniciação, níveis III e IV e a posterior avaliação dos efeitos e impactos no sucesso e desempenho escolares dos sujeitos participantes. O Projeto de Intervenção Pedagógica (PIP) foi concebido, calendarizado e implementado nas unidades curriculares de Seminário de Intervenção Pedagógica e Projeto de Intervenção Pedagógica, do plano de estudos do 2º ano, 1º e 2º semestres respetivamente, do curso de Mestrado em Ensino de Música, da Escola das Artes e Faculdade de Educação e Psicologia, da Universidade Católica Portuguesa, Católica Porto. Na PARTE I, faz-se a descrição do percurso realizado durante a PP, efetuada durante o ano letivo de 2020/2021, com as turmas das disciplinas de FM- Iniciação, dos níveis III e IV, e Classe de Conjunto (CC) Coro, do Curso Básico de Iniciação em Música, em regime supletivo. Depois de um enquadramento do contexto, é apresentada uma descrição detalhada das componentes da prática supervisionada e termina-se com uma reflexão crítica sobre o desenvolvimento profissional e organizacional vivenciada nesta fase de formação. Na PARTE II, apresenta-se, no formato de artigo científico, a investigação qualitativa que foi realizada na PP, durante os meses de fevereiro a maio de 2021, em vinte aulas, com as turmas de FM Iniciação, para aplicar o PIP designado “Contributos para a Construção de um e-Referencial de Práticas Pedagógicas para o Ensino da Formação Musical Iniciação” numa amostra de vinte e um alunos, que frequentavam o Curso de Iniciação em Música, dos níveis III e IV, em regime supletivo, com idades compreendidas entre os 8 e os 9 anos de idade, com recurso à utilização de métodos ativos dos pedagogos musicais Émile Jaques-Dalcroze, Edgar Willems, George Self e Murray Schafer. Como produto desta pesquisa, foi construído um e-Referencial de Práticas Pedagógicas para o Ensino da Iniciação Musical, selecionando as Aprendizagens Essenciais interiorização dos elementos musicais (timbre, intensidade, articulação, andamento, duração, altura, densidade, modos e forma), entoação, improvisação, leitura e descoberta de novos sons, criação de notações musicais e escrita de partituras com avaliação muito positiva no desenvolvimento curricular concretizado.
This report, prepared within the scope of the Professional Practice (PP) curricular unit, reflects the path taken at the host institution, Escola de Música de Perosinho (EMP) under the scientific and pedagogical supervision of Professors Doctor Luísa Orvalho and Sílvia Dias. Evidence, also a research the type pedagogical intervention that involved support and implementation of changes and pedagogical innovations, destined the production production changes in the teaching and learning of students in Musical Education (FM) – Initiation, Level III and IV and the subsequent evaluation of effects and impact in success and school performance of the participants. The Pedagogical Intervention Project (PIP) was conceived, scheduled and implemented in the curricular units of Pedagogical Intervention Seminar and Pedagogical Intervention Project, of the 2nd year, 1st and 2nd semester study plan, respectively, of the Master's course in Music Education, of the Escola das Artes and Faculdade de Educação e Psicologia of the Universidade Católica Portuguesa, Católica Porto. In PART I, the description of the route taken during the PP, made during the academic year 2020/2021, is made with the classes of the disciplines of FM Initiation, of levels III and IV, and Class of Ensemble (CC) Choir, from the Basic Music Initiation Course, on a supplementary basis. After framing the context, a detailed description of the components of the supervised practice is presented and ends with a critical reflection on the professional and organizational development experienced in this stage of training. PART II presents, in the format of a scientific article, the qualitative research that was carried out at PP, from February to May 2021, in twenty classes with the FM Initiation classes, to apply the intervention project (PIP) called “Contributions for the Construction of an e-Referencial for Pedagogical Practices to the Teaching of Musical Education Initiation” levels III and IV”, in a sample of twenty-one students, who attended the Music Initiation Course, of levels III and IV, on a supplementary basis, aged between 8 and 9 years old, using the active methods of the musical educators Émile Jaques-Dalcroze, Edgar Willems, George Self e Murray Schafer. As a product of this research, an E-Referential of Pedagogical Practices for the Teaching of Musical Initiation was built, selecting the strategic teaching actions interiorization of the musical elements (timbre, intensity, articulation, tempo, duration, height, density, modes and form), intonation, improvisation, reading and discovering new sounds, creating musical notations and writing scores with a very positive evaluation in the actual curriculum development.
This report, prepared within the scope of the Professional Practice (PP) curricular unit, reflects the path taken at the host institution, Escola de Música de Perosinho (EMP) under the scientific and pedagogical supervision of Professors Doctor Luísa Orvalho and Sílvia Dias. Evidence, also a research the type pedagogical intervention that involved support and implementation of changes and pedagogical innovations, destined the production production changes in the teaching and learning of students in Musical Education (FM) – Initiation, Level III and IV and the subsequent evaluation of effects and impact in success and school performance of the participants. The Pedagogical Intervention Project (PIP) was conceived, scheduled and implemented in the curricular units of Pedagogical Intervention Seminar and Pedagogical Intervention Project, of the 2nd year, 1st and 2nd semester study plan, respectively, of the Master's course in Music Education, of the Escola das Artes and Faculdade de Educação e Psicologia of the Universidade Católica Portuguesa, Católica Porto. In PART I, the description of the route taken during the PP, made during the academic year 2020/2021, is made with the classes of the disciplines of FM Initiation, of levels III and IV, and Class of Ensemble (CC) Choir, from the Basic Music Initiation Course, on a supplementary basis. After framing the context, a detailed description of the components of the supervised practice is presented and ends with a critical reflection on the professional and organizational development experienced in this stage of training. PART II presents, in the format of a scientific article, the qualitative research that was carried out at PP, from February to May 2021, in twenty classes with the FM Initiation classes, to apply the intervention project (PIP) called “Contributions for the Construction of an e-Referencial for Pedagogical Practices to the Teaching of Musical Education Initiation” levels III and IV”, in a sample of twenty-one students, who attended the Music Initiation Course, of levels III and IV, on a supplementary basis, aged between 8 and 9 years old, using the active methods of the musical educators Émile Jaques-Dalcroze, Edgar Willems, George Self e Murray Schafer. As a product of this research, an E-Referential of Pedagogical Practices for the Teaching of Musical Initiation was built, selecting the strategic teaching actions interiorization of the musical elements (timbre, intensity, articulation, tempo, duration, height, density, modes and form), intonation, improvisation, reading and discovering new sounds, creating musical notations and writing scores with a very positive evaluation in the actual curriculum development.
Description
Keywords
Ensino artístico especializado de música Formação musical - iniciação Classe de conjunto - coro Aprendizagens essenciais Métodos musicais ativos Pedagogos musicais Specialized artistic music teaching Musical education - initiation Ensemble class - choir Essential learnings Active musical methods Musical pedagogues