| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 8.04 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este relatório tem por objetivo a implementação do método de iniciação ao piano Key Cards, que tem sido aplicado e desenvolvido durante os últimos três anos de atividade docente do investigador. O método valoriza o reconhecimento audiovisual de elementos e padrões musicais, encontrados no repertório do programa de piano do 1º ao 4º grau, nomeadamente: pentacordes, tríades e arpejos, com as suas respetivas inversões. Aplicados na Prática Profissional, pretende sistematizar os conceitos acima mencionados, contextualizado no Conservatório Regional do Algarve Maria Campina (CRAMC), bem como no Colégio Bernardette Romeira, no âmbito das Unidades Curriculares Prática Profissional I e II e Seminários de Intervenção Pedagógica, no curso de Mestrado em Ensino de Música, Escola das Artes, Universidade Católica do Porto. De abordagem qualitativa, esta pesquisa caracteriza-se enquanto uma aproximação à investigação-ação, centrada num estudo de caso do CRAMC, e pretende desenvolver uma contribuição para a pedagogia do piano e para uma melhor compreensão dos processos de ensino-aprendizagem instrumental, que incluem o tocar de ouvido e a notação musical. Os resultados deste estudo mostraram que a aprendizagem musical, quando desenvolvida de forma integrada e equilibrada, promove a aquisição e apropriação da linguagem musical escrita. Os resultados aqui apresentados enfatizam a necessidade de se repensar os currículos das instituições, no que concerne à literacia musical.
This report aims to introduce the practical application of the Key Cards piano initiation method, which has been developed and employed over the past three years within the researcher's instructional practice. The method emphasizes the visual and auditory recognition of fundamental musical elements and patterns within the piano curriculum spanning grades 1 to 4. This includes the study of pentachords, triads, and arpeggios, alongside their respective inversions. The method is integrated into the context of Professional Practice and seeks to systematize these concepts. This implementation is situated within the Maria Campina Algarve Regional Conservatory (CRAMC) and Bernardette Romeira College. It aligns with the curriculum's Professional Practice I and II units, along with Pedagogical Intervention Seminars, all part of the Master's program in Music Education offered by the School of Arts at the Catholic University of Porto. Following a qualitative research approach, this study is characterized as action research centered on a case study conducted at CRAMC. Its primary aim is to contribute to piano pedagogy and enhance the understanding of instrumental teaching and learning processes, including aspects like ear training and musical notation. The results of this study demonstrate that a balanced and integrated approach to musical education promotes the acquisition and assimilation of written musical language. The presented findings underscore the need for a reconsideration of institutional curricula, particularly in terms of musical literacy.
This report aims to introduce the practical application of the Key Cards piano initiation method, which has been developed and employed over the past three years within the researcher's instructional practice. The method emphasizes the visual and auditory recognition of fundamental musical elements and patterns within the piano curriculum spanning grades 1 to 4. This includes the study of pentachords, triads, and arpeggios, alongside their respective inversions. The method is integrated into the context of Professional Practice and seeks to systematize these concepts. This implementation is situated within the Maria Campina Algarve Regional Conservatory (CRAMC) and Bernardette Romeira College. It aligns with the curriculum's Professional Practice I and II units, along with Pedagogical Intervention Seminars, all part of the Master's program in Music Education offered by the School of Arts at the Catholic University of Porto. Following a qualitative research approach, this study is characterized as action research centered on a case study conducted at CRAMC. Its primary aim is to contribute to piano pedagogy and enhance the understanding of instrumental teaching and learning processes, including aspects like ear training and musical notation. The results of this study demonstrate that a balanced and integrated approach to musical education promotes the acquisition and assimilation of written musical language. The presented findings underscore the need for a reconsideration of institutional curricula, particularly in terms of musical literacy.
Descrição
Palavras-chave
Estratégias de ensino Prática de ensino supervisionada Piano Teaching strategies Supervised teaching practice Piano