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Advisor(s)
Abstract(s)
O presente documento incide na prática profissional que efetuei enquanto mestranda na Universidade Católica das Artes do Porto na Academia de Música de Castelo de Paiva no ano letivo de 2016/2017. Este relatório consiste na compilação dos aspetos essenciais ao desenvolvimento do percurso pessoal e profissional numa perspetiva reflexiva do professor/mestrando. Na primeira parte que inclui o Relatório de Prática Profissional, caracteriza-se a entidade acolhedora onde se desenvolveu o estágio, os alunos e seu percurso, estratégias pedagógicas utilizadas ao longo do mesmo, com enfoque nos aspetos mais relevantes que contribuiram para o desenvolvimento dos alunos. Explicitam-se os principais objetivos propostos para o estágio na visão do estagiário, contemplando o desenvolvimento do perfil do professor nas diferentes dimensões e refletindo sobre as práticas educativas que abarcam a introdução de estratégias como meio de contribuir para o sucesso do processo ensino/aprendizagem.
A segunda parte integra o Projeto de Intervenção Pedagógica, denominado de Atelier Criativo, com sete alunos pertencentes à classe de piano, cujo objetivo passou pela introdução de estratégias e implementação de metodologias variadas com o intuito de ajudar alunos de piano a ultrapassar dificuldades inerentes ao estudo do instrumento e na aquisição de competências inovadoras exploradas. A metodologia consistiu na criação de aulas de grupo, traduzido na incorporação de várias áreas, nomeadamente o Método Dalcroze, Yoga, práticas de Improvisação e Composição, numa visão criativa e interdisciplinar, a fim de proporcionar aos alunos aprendizagens que colmatassem as lacunas musicais previamente identificadas nos alunos de piano abrangidos pela referida investigação. As estratégias da metodologia e atividades planeadas pretenderam desenvolver competências específicas dos domínios da criatividade, motivação, consciência corporal, memória e comportamento, envolvidos no processo de aprendizagem musical. Os resultados observados permitiram demonstrar que um conceito de aula conjunta, na qual se articulam os diversos elementos presentes na música, uniformizando e correlacionando a parte teórica com a parte prática, contribui para o incremento da motivação individual, criatividade, consciência corporal, capacidade de memória e de aspetos concretos do comportamento do aluno em grupo.
This document focuses on my professional practice as a master student at the Catholic University of the Arts of Oporto and at the Castelo de Paiva Music Academy in the academic year 2016/2017. This report consists of a compilation of the crucial aspects to my personal and professional development, considering a reflective perspective as a professor and master student. In the first part, which includes the Professional Practice Report, we characterize the welcoming entity where the internship was developed, the students and their learning process, and. the applied pedagogical strategies throughout the internship, particularly highlighting the most relevant aspects that contributed for the students´ development. The main goals that were proposed for the internship are explained according to the intern’s vision, contemplating the development of the teacher’s profile in different dimensions and reflecting on the educational practices that embrace the introduction of strategies as a mean to contribute to the teaching-learning process success. The second part includes the Pedagogical Intervention Project, named Atelier Criativo, with seven students of my piano class, whose main goal aimed to introduce strategies and to implement several methodologies, namely to help piano students to overcome some difficulties, which are inherent to the study of an instrument, as well as to provide the acquisition of innovative skills. The methodology consisted in the creation of group lessons, translated into the incorporation of several areas, more precisely the Dalcroze Method, Yoga, Improvisation and Composition practices, specifically in a creative and interdisciplinary vision, in order to help students to fill the musical gaps that were previously identified in the piano students that were covered by the present research. The strategies of the methodology and the planned activities aimed to develop some specific skills, especially in the areas of creativity, motivation, body awareness, memory and behavior, which are all involved in the process of musical learning. The results showed that a group lesson concept, in which the various elements present in music are articulated, unifying and correlating the theoretical part with the practical part, contributes to the increase of individual motivation, creativity, body awareness, memory capacity and concrete aspects on the student´s group behavior.
This document focuses on my professional practice as a master student at the Catholic University of the Arts of Oporto and at the Castelo de Paiva Music Academy in the academic year 2016/2017. This report consists of a compilation of the crucial aspects to my personal and professional development, considering a reflective perspective as a professor and master student. In the first part, which includes the Professional Practice Report, we characterize the welcoming entity where the internship was developed, the students and their learning process, and. the applied pedagogical strategies throughout the internship, particularly highlighting the most relevant aspects that contributed for the students´ development. The main goals that were proposed for the internship are explained according to the intern’s vision, contemplating the development of the teacher’s profile in different dimensions and reflecting on the educational practices that embrace the introduction of strategies as a mean to contribute to the teaching-learning process success. The second part includes the Pedagogical Intervention Project, named Atelier Criativo, with seven students of my piano class, whose main goal aimed to introduce strategies and to implement several methodologies, namely to help piano students to overcome some difficulties, which are inherent to the study of an instrument, as well as to provide the acquisition of innovative skills. The methodology consisted in the creation of group lessons, translated into the incorporation of several areas, more precisely the Dalcroze Method, Yoga, Improvisation and Composition practices, specifically in a creative and interdisciplinary vision, in order to help students to fill the musical gaps that were previously identified in the piano students that were covered by the present research. The strategies of the methodology and the planned activities aimed to develop some specific skills, especially in the areas of creativity, motivation, body awareness, memory and behavior, which are all involved in the process of musical learning. The results showed that a group lesson concept, in which the various elements present in music are articulated, unifying and correlating the theoretical part with the practical part, contributes to the increase of individual motivation, creativity, body awareness, memory capacity and concrete aspects on the student´s group behavior.
Description
Keywords
Criatividade Improvisação Dalcroze Piano Creativity Improvisation