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Abstract(s)
Inserido na problemática da didática específica da Música, este estudo
pretende dar um contributo pedagógico de reflexão e aplicação prática da
noção musical de harmonia nas aulas do 1º e 2º graus de Formação Musical no
Ensino Básico da Música.
Para tal, esta dissertação pretende avaliar alguns princípios para ensinar
conteúdos de harmonia na disciplina de formação musical. São analisados e
aplicados os métodos de Willems, Kodaly, Orff e Wuytack, os ideais de
Schoenberg e Schenker, bem como o manual ABRSM, investigando os
resultados obtidos nos alunos a frequentar o CCM nos conteúdos de harmonia.
Para além disso, são ainda avaliados os benefícios pedagógicos no ensino da
harmonia em outras áreas curriculares.
Partiu-se do pressuposto teórico que o ensino da composição musical se
divide normalmente em três setores: harmonia, contraponto e formas musicais,
e que a harmonia estuda os sons simultâneos (acordes) e as suas
possibilidades de encadeamento, tendo em conta os seus valores
arquitectónicos, melódicos e rítmicos e as suas relações de equilíbrio
(Schoenberg, 1911). Neste estudo apenas será investigado a harmonia dada
na faixa étaria dos alunos do 1º e 2º graus.
Tratando-se de uma opção metodológica que parte do estudo de caso, e
tendo como objectivo analisar o fenómeno no seu ambiente natural, de acordo
com Benbasatet al, delimitou-se uma amostra a 2 turmas do 1º e 2º graus do
ensino básico de Formação Musical. Foram aplicados questionários e
posteriormente efetuada uma avaliação quantitativa às variáveis testadas.
Como complemento à avaliação quantitativa fizeram-se fichas de observação
qualitativa.
As conclusões deste estudo empírico constituem um contributo válido,
no sentido de demonstrar os conteúdos que valorizam a ligação ao dia a dia
das crianças a cantar trechos musicais em inglês, assim como a sua
disponibilidade criativa, num processo de ensino aprendizagem de qualidade
através da harmonia, mais eficaz e determinante.
Inserted in the specific issue of Music Didactic Methods, this study aims to give a pedagogical contribution of reflection and practical application of the notion of musical harmony in school classes, in the first and second degrees of Musical Training in the Primary Music Education. For such, this dissertation aims to assess some principles for teaching content of harmony in the discipline of musical training. For this, Willems, Kodaly, Orff Wuytack, the Schoenberg and Schenker pedagogues are analyzed and their methods applied, as well as the ABRSM manual, investigating the results obtained from students attending CCM in the contents of harmony. Furthermore, it is still assessed the pedagogical benefits of teaching harmony in other curriculum areas. We started with the theoretical assumption that the teaching of musical composition is usually divided into three sectors: harmony, counterpoint and musical forms. And that harmony studies the simultaneous sounds (chords) and their possibilities of chaining, taking into account their architectural values, melodic and rhythmic and their equilibrium relations (Schonberg, 1911). In this study only the given harmony of the age range of the studied pupils will be addressed. Since this is a methodological option that parts of a case study, and with the objective to analyze the phenomenon of their natural environment, according to “Benbasated al. 1987”, a sample was delimited to two classes of the first and second grades of Musical Training of elementary education. Questionnaires were conducted and subsequently carried out, quantitative assessments of the tested variables. As a complement to the quantitative evaluations, their were made assessment sheets of qualitative observation. The conclusions of this empirical study are considered a valuable contribution towards demonstrating the value of the content that link to the daily life of children as well as their creative availability to sing musical excerpts in English, which are more effective and decisive in the process of teaching with quality learning through harmony.
Inserted in the specific issue of Music Didactic Methods, this study aims to give a pedagogical contribution of reflection and practical application of the notion of musical harmony in school classes, in the first and second degrees of Musical Training in the Primary Music Education. For such, this dissertation aims to assess some principles for teaching content of harmony in the discipline of musical training. For this, Willems, Kodaly, Orff Wuytack, the Schoenberg and Schenker pedagogues are analyzed and their methods applied, as well as the ABRSM manual, investigating the results obtained from students attending CCM in the contents of harmony. Furthermore, it is still assessed the pedagogical benefits of teaching harmony in other curriculum areas. We started with the theoretical assumption that the teaching of musical composition is usually divided into three sectors: harmony, counterpoint and musical forms. And that harmony studies the simultaneous sounds (chords) and their possibilities of chaining, taking into account their architectural values, melodic and rhythmic and their equilibrium relations (Schonberg, 1911). In this study only the given harmony of the age range of the studied pupils will be addressed. Since this is a methodological option that parts of a case study, and with the objective to analyze the phenomenon of their natural environment, according to “Benbasated al. 1987”, a sample was delimited to two classes of the first and second grades of Musical Training of elementary education. Questionnaires were conducted and subsequently carried out, quantitative assessments of the tested variables. As a complement to the quantitative evaluations, their were made assessment sheets of qualitative observation. The conclusions of this empirical study are considered a valuable contribution towards demonstrating the value of the content that link to the daily life of children as well as their creative availability to sing musical excerpts in English, which are more effective and decisive in the process of teaching with quality learning through harmony.
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Keywords
Ensino da harmonia Formação musical Ensino básico, 1º e 2º graus do Ensino Básico CCM Teaching harmony Musical training basic education, 1st and 2nd grades of basic education