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Advisor(s)
Abstract(s)
A dissertação A PEDAGOGIA DA PIANISTA HELENA SÁ E COSTA
pretendeu debruçar-se sobre o legado pedagógico da pianista Helena Moreira de Sá e
Costa (Porto, 26 de Maio de1913- Porto, 8 de Janeiro de 2006).
Descendente de uma antiga linhagem de mestres do piano, os quais
consideravam e praticavam a pedagogia do instrumento numa perspetiva ética e
estética, a sua ascendência enquanto legado de tradição interpretativa e pedagógica de
Escola de Piano remonta ao famoso pianista Franz Liszt (Lourenço, 2011, p. 79),
conforme literatura crítica publicada.
Sendo atualmente ainda possível o contacto direto com diversos discípulos de
diferentes gerações de Helena Moreira de Sá e Costa, todos no ativo enquanto
intérpretes e pedagogos em Portugal e no estrangeiro, através da técnica de inquérito
entrevista, pretendeu-se aferir e elencar informação relevante sobre a pedagogia da
pianista.
As 10 entrevistas realizadas a estes pianistas e pedagogos incluíram questões
abertas sobre interpretação, técnica, didática e questões musicais e culturais atinentes.
Na respetiva pesquisa empírica, e numa perspetiva de design metodológico de âmbito
qualitativo, as entrevistas foram depois objeto de uma análise de conteúdo.
Com esta investigação, concluímos a importância e o contributo da pedagogia
de Helena Sá e Costa, fazendo assim uma justa homenagem à incontornável pedagoga
da Música do século XX português, e referem ainda a pertinência e a importância da
recolha da presente informação num registo sistemático e analítico. Pretendeu-se
igualmente dar um contributo para o registo da tradição oral mestre e discípulo do
secular ensino do piano, uma vez que “O discípulo aprende o seu ofício
simultaneamente pelo ensino e pelo exemplo do Mestre, vai passando pouco a pouco
das tarefas mais simples às de nível mais especializado e autonomiza-se gradualmente
dessa tutela até se poder estabelecer por si próprio, mas a afirmação da sua
individualidade criativa não quebra os laços e afinidade estética e técnica fundamental
que o ligam à sua experiência de formação.” (Nery, R. V. in Lourenço, 2011, p. 13)
The dissertation “The Pedagogy of PIANIST HELENA SÁ E COSTA” addresses the pedagogical legacy of pianist Helena Moreira de Sá e Costa (Porto, May 26th 1913 - Porto, January 8th, 2006). Descendant of an ancient lineage of piano teachers who believed and practiced instrument pedagogy in an ethical and aesthetic perspective, Helena Moreira de Sá e Costa represents the legacy of the Piano School of the famous pianist Franz Liszt on its interpretive and educational tradition (Lourenço, 2011, p. 79), as identified in published literature. Currently, it is still possible to contact directly with many pupils of Helena Moreira de Sá e Costa from different generations, all of them active as interpreters and teachers in Portugal and abroad. Based on the interview survey technique, it was intended to gather and analyse relevant information concerning the pedagogy of the piano. The 10 interviews with these pianists and pedagogues included open questions related to interpretation, technique, teaching and musical and cultural issues. For the empirical research, and attending to the methodological design on a qualitative level, the content analysis of the interviews has been done. The conclusions of this study highlight the tribute and homage to an essential pedagogue of the twentieth century on Portuguese music, and further state the relevance and importance of the collection of this information in a systematic and analytical record. It also sought to make a contribution on the documentation of the oral tradition present in the master-disciple model of secular piano teaching: "The disciple learns his craft simultaneously from the teaching and example of the Master, advances little by little from the simplest tasks to those of more specialized level and gradually becomes autonomous from this protection until he is able to establish by himself, but asserting his creative individuality does not break the bonds and aesthetic affinity and fundamental technique that connects him to his training experience. "(Nery, RV in Lourenço, 2011, p. 13)
The dissertation “The Pedagogy of PIANIST HELENA SÁ E COSTA” addresses the pedagogical legacy of pianist Helena Moreira de Sá e Costa (Porto, May 26th 1913 - Porto, January 8th, 2006). Descendant of an ancient lineage of piano teachers who believed and practiced instrument pedagogy in an ethical and aesthetic perspective, Helena Moreira de Sá e Costa represents the legacy of the Piano School of the famous pianist Franz Liszt on its interpretive and educational tradition (Lourenço, 2011, p. 79), as identified in published literature. Currently, it is still possible to contact directly with many pupils of Helena Moreira de Sá e Costa from different generations, all of them active as interpreters and teachers in Portugal and abroad. Based on the interview survey technique, it was intended to gather and analyse relevant information concerning the pedagogy of the piano. The 10 interviews with these pianists and pedagogues included open questions related to interpretation, technique, teaching and musical and cultural issues. For the empirical research, and attending to the methodological design on a qualitative level, the content analysis of the interviews has been done. The conclusions of this study highlight the tribute and homage to an essential pedagogue of the twentieth century on Portuguese music, and further state the relevance and importance of the collection of this information in a systematic and analytical record. It also sought to make a contribution on the documentation of the oral tradition present in the master-disciple model of secular piano teaching: "The disciple learns his craft simultaneously from the teaching and example of the Master, advances little by little from the simplest tasks to those of more specialized level and gradually becomes autonomous from this protection until he is able to establish by himself, but asserting his creative individuality does not break the bonds and aesthetic affinity and fundamental technique that connects him to his training experience. "(Nery, RV in Lourenço, 2011, p. 13)