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Abstract(s)
Esta dissertação tem como objetivo geral oferecer um contributo para a
reflexão sobre um dos elementos básicos da Música - o ritmo, uma vez que, “ao falar
da natureza da música, pensamos primeiro que tudo nos três elementos
fundamentais da música: ritmo, melodia e harmonia” (Willems, 1970, p.15).
Por outro lado, o objectivo específico está centrado nas aulas de formação
musical do ensino básico especializado da Música, particularmente no modo de
ensino dos conteúdos rítmicos da disciplina de formação musical. Tendo por base as
propostas para o ensino do ritmo de Willems, Wuytack e Kodály, foi verificado o
interesse das crianças nestas metodologias.
Precisamente no campo da metodologia, foi adotado o modelo de estudo de
caso em duas turmas do 1º e 2º graus do ensino básico no CCM, a partir de uma
abordagem quantitativa, efetuada por inquéritos aos alunos. Foi igualmente realizado
um breve estudo comparativo destes métodos a partir da análise das contribuições de
alguns pedagogos de educação musical, nomeadamente Willems, Wuytack, e
Kodály.
As conclusões deste estudo pretendem melhorar os resultados pedagógicos
da disciplina de Formação Musical e aferir quais as atividades de aprendizagem que
despertam maior interesse aos alunos do 1º e 2º graus do ensino especializado da
música do CCM.
The main objective of this work is to contribute to the reflection on one of the three basic elements that form Music – the rhythm, once that "speaking of the nature of music, first of all we think about the three basic elements of music: rhythm, melody and harmony” (Willems, 1970, p.15). The specific objective is focused on the classes of musical training in basic and specialized teaching of Music, particularly in how the rhythmic contents are taught in classes of musical training, in specialized musical education. Bearing in mind Willems, Wuytack and Kodály methodological proposals for teaching rhythm, we checked the level of interest of children on them. In terms of methodology, we adopted the case study made in two classes of the 1st and 2nd grades of elementary education in CCM, from a quantitative approach, based on surveys made to students. Starting with the summary made by some pedagogues of musical education, particularly Willems, Wuytack and Kodály, we also made a brief comparative study of these methods. The conclusions of this study aimed to improve teaching results in the discipline of Musical Training and assess which learning activities are of most interest to students of the 1st and 2nd degrees of specialized music teaching in CCM.
The main objective of this work is to contribute to the reflection on one of the three basic elements that form Music – the rhythm, once that "speaking of the nature of music, first of all we think about the three basic elements of music: rhythm, melody and harmony” (Willems, 1970, p.15). The specific objective is focused on the classes of musical training in basic and specialized teaching of Music, particularly in how the rhythmic contents are taught in classes of musical training, in specialized musical education. Bearing in mind Willems, Wuytack and Kodály methodological proposals for teaching rhythm, we checked the level of interest of children on them. In terms of methodology, we adopted the case study made in two classes of the 1st and 2nd grades of elementary education in CCM, from a quantitative approach, based on surveys made to students. Starting with the summary made by some pedagogues of musical education, particularly Willems, Wuytack and Kodály, we also made a brief comparative study of these methods. The conclusions of this study aimed to improve teaching results in the discipline of Musical Training and assess which learning activities are of most interest to students of the 1st and 2nd degrees of specialized music teaching in CCM.
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Keywords
Ensino da formação musical Ritmo Ensino básico Teaching musical training Rhythm Basic education