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Abstract(s)
O Projeto de Intervenção Pedagógica (P.I.P.) teve como objetivo principal perceber de que forma a música corporal é uma prática pedagógica motivadora para a aprendizagem da música. Foi pensado e para a Direção de Serviços de Educação Artística / Conservatório - Escola Profissional das Artes da Madeira (DSEA/CEPAM), e desenvolvido na disciplina de Percussão, para dois grupos de alunos com idades compreendidas entre os onze e os dezasseis anos. A investigação baseou-se na definição do conceito de música corporal, segundo os músicos que utilizam este conceito diretamente na sua prática musical e pedagógica, a motivação como necessidade intrínseca do ser humano, fundamental para o ensino da música, e as metodologias pedagógicas que valorizam o corpo como parte fundamental para a aprendizagem e musicalização da criança colocando no empirismo a base da construção de todo o conhecimento musical. O estudo teve como principal objetivo o de descrever a relação entre as duas variáveis de estudo e perceber se os alunos que têm aulas de música corporal na sala de aula estão mais motivados para a aprendizagem da música em relação aos que não têm aulas de música corporal. A metodologia utilizada foi uma investigação-ação quasi-experimental tendo sido criados dois grupos: um de controlo e um experimental. Como técnica de recolha de dados foi aplicado um inquérito por questionário aos dois grupos de alunos da disciplina de Percussão que estavam sob a minha orientação e observação direta. Os resultados indicam que aprender música corporal na disciplina de Percussão, aumentou a motivação dos alunos, contribuiu para o melhoramento das aptidões técnicas e rítmicas dos alunos e capacidades relacionadas com o movimento e a consciência corporal.
The Pedagogical Intervention Project (P.I.P.) had as its main objective to understand how body music is a motivating pedagogical practice for the learning of music. It was designed and developed for the Department of Artistic Education Services / Conservatory - Professional School of Arts in Madeira (DSEA/CEPAM), in the discipline of Percussion, for two groups of students aged between eleven and sixteen years old. The investigation was based on the definition of the concept of body music, according to musicians who use this concept directly in their musical and pedagogical practice, motivation as an intrinsic human need, fundamental for music teaching, and the pedagogical methodologies that value the body as a fundamental part for children's learning and musicalization, placing empiricism as the basis for the construction of all musical knowledge. The main objective of the study was to describe the relationship between the two study variables and to understand whether students who have body music classes in the classroom are more motivated to learn music than those who do not have body music classes. The methodology used was an action-investigation case study, quasi-experimental, having been created two groups: a control and an experimental one. As a data collection technique, a questionnaire was applied to the two groups of students in the Percussion discipline who were under my supervision and direct observation. The results indicate that learning body music in the Percussion subject increased students' motivation, contributed to the improvement of technical and rhythmic skills of students and abilities related to movement and body awareness.
The Pedagogical Intervention Project (P.I.P.) had as its main objective to understand how body music is a motivating pedagogical practice for the learning of music. It was designed and developed for the Department of Artistic Education Services / Conservatory - Professional School of Arts in Madeira (DSEA/CEPAM), in the discipline of Percussion, for two groups of students aged between eleven and sixteen years old. The investigation was based on the definition of the concept of body music, according to musicians who use this concept directly in their musical and pedagogical practice, motivation as an intrinsic human need, fundamental for music teaching, and the pedagogical methodologies that value the body as a fundamental part for children's learning and musicalization, placing empiricism as the basis for the construction of all musical knowledge. The main objective of the study was to describe the relationship between the two study variables and to understand whether students who have body music classes in the classroom are more motivated to learn music than those who do not have body music classes. The methodology used was an action-investigation case study, quasi-experimental, having been created two groups: a control and an experimental one. As a data collection technique, a questionnaire was applied to the two groups of students in the Percussion discipline who were under my supervision and direct observation. The results indicate that learning body music in the Percussion subject increased students' motivation, contributed to the improvement of technical and rhythmic skills of students and abilities related to movement and body awareness.
Description
Keywords
Música corporal Motivação Aprendizagem Body music Motivation Learning