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Abstract(s)
Este artigo registra os resultados da intervenção prático-pedagógica denominada Narrativas Musicais e o Digital Sock, no qual investigamos a capacidade estimuladora do protótipo instrumental Digital Sock durante a construção de narrativas cênico-musicais, tendo como modelo de atuação, um conjunto de atividades envolvendo os gestos e os sons. Constituí¬do por um eixo teórico e outro prático, o modo de agir priorizado durante a intervenção esteve ancorado nos pedagogos da Reforma Educativa Musical, nomeadamente Dalcroze (1920); Orff & Keetman (1954) e Murray Schafer (1977). Com foco na investigação-ação, o eixo prático esteve centrado na criação de narrativas sonoras com o Digital Sock e a reflexão sobre a prática. Os resultados indicaram que um modo de agir centrado na dualidade gesto-som, na improvisação e na ludicidade, tendo como estí¬mulo sonoro o Digital Sock e outros artefatos cênicos-musicais, permite a aprendizagem musical; estimula a criatividade e promove a comunicação em processos interativos envolvendo corpo-instrumento-ambiente.
This article records the results of the practical-pedagogical intervention called Musical Narratives and the Digital Sock, in which we investigate the stimulating capacity of the Digital Sock instrumental prototype during the construction of scenic-musical narratives, having as a model of performance, a set of activities involving the gestures and sounds. Constituted by a theoretical and a practical axis, the way of acting prioritized during the intervention was anchored in the educators of the Musical Educational Reform, namely Dalcroze (1920); Orff & Keetman (1954) and Murray Schafer (1977). With a focus on action-research, the practical axis was centered on the creation of sound narratives with Digital Sock and a reflection about practice. The results indicated that a way of acting centered on gesture-sound duality, improvisation and playfulness, with Digital Sock and other scenic-musical artifacts as a sound stimulus, allows musical learning; stimulates creativity and promotes communication in interactive processes involving body-instrument-environment.
This article records the results of the practical-pedagogical intervention called Musical Narratives and the Digital Sock, in which we investigate the stimulating capacity of the Digital Sock instrumental prototype during the construction of scenic-musical narratives, having as a model of performance, a set of activities involving the gestures and sounds. Constituted by a theoretical and a practical axis, the way of acting prioritized during the intervention was anchored in the educators of the Musical Educational Reform, namely Dalcroze (1920); Orff & Keetman (1954) and Murray Schafer (1977). With a focus on action-research, the practical axis was centered on the creation of sound narratives with Digital Sock and a reflection about practice. The results indicated that a way of acting centered on gesture-sound duality, improvisation and playfulness, with Digital Sock and other scenic-musical artifacts as a sound stimulus, allows musical learning; stimulates creativity and promotes communication in interactive processes involving body-instrument-environment.
Description
Keywords
Digital sock Gesto-som Educação musical Prática pedagógica Performance Sound gesture Musical education Pedagogical practice Performance