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Abstract(s)
O presente Relatório de Prática Profissional e Projeto de Intervenção Pedagógica ‘Música em Movimento, o movimento como impulsionador da prática pedagógica de piano: Projeto de Intervenção Pedagógica como ferramenta para a aprendizagem de piano’ foi realizado na Academia de Amadores de Música, em Lisboa, no contexto do Mestrado em Ensino de Música, área de piano, da Universidade Católica Portuguesa, Escola das Artes, e teve como finalidade incrementar a motivação na aprendizagem musical e proporcionar aos alunos uma nova abordagem ao nível da aprendizagem pianística. A partir dos conteúdos programáticos dos quarto e sétimo graus de piano (ensino articulado e supletivo) foi construído um percurso em que, com os fundamentos da teoria, se foi consolidando a componente artística e interpretativa. No contexto do ensino artístico especializado, foi fomentada a vivência musical em sala de aula e em ambiente de aprendizagem online, a partir dos conteúdos programáticos dos respetivos graus, da introdução de elementos novos como o movimento (Método Dalcroze) e de repertório jazzístico. A implementação do Projeto de Intervenção Pedagógica foi realizada com o auxílio do site ‘Música em Movimento’, ferramenta essencial, criada no âmbito desta intervenção e partilha educativa. Obedecendo a uma sequência e articulação com as aulas de piano presenciais, procedeu-se a um trabalho enriquecedor e motivador, que proporcionou aos alunos envolvidos a consciência musical do próprio corpo e a sua aplicação ao estudo do instrumento. A pesquisa bibliográfica que constituiu a base deste trabalho revelou-se essencial para a estruturação do mesmo e para os resultados obtidos pelos alunos, que adquiriram uma nova postura no estudo e uma maior consciência dos elementos que constituem a música.
This Professional Practice Report and Pedagogical Intervention Project 'Music in Movement, movement as a driver of piano pedagogical practice: Pedagogical Intervention Project as a tool for piano learning' was carried out at the Academia de Amadores de Música, in Lisbon, in the context of the Masters in Music Teaching, piano area, at Universidade Católica Portuguesa, Escola das Artes, and aimed to increase motivation in music learning and provide students with a new approach to piano learning. Based on the syllabus of the fourth and seventh grades of piano (articulated and supplementary teaching), a path was built in which, with the foundations of theory, the artistic and interpretive component was consolidated. In the context of specialized artistic teaching, musical experience in the classroom and in an online learning environment was encouraged, based on the syllabus of the respective degrees, the introduction of new elements such as movement (Dalcroze Method) and jazz repertoire. The implementation of the Pedagogical Intervention Project was carried out with the help of the 'Música em Movimento' website, an essential tool created within the scope of this intervention and educational sharing. Obeying a sequence and articulation with the face-to face piano lessons, an enriching and motivating work was carried out, which provided the students involved with the musical awareness of their own bodies and their application to the study of the instrument. The bibliographical research that formed the basis of this work proved to be essential for its structure and for the results obtained by the students, who acquired a new posture in the study and a greater awareness of the elements that constitute music.
This Professional Practice Report and Pedagogical Intervention Project 'Music in Movement, movement as a driver of piano pedagogical practice: Pedagogical Intervention Project as a tool for piano learning' was carried out at the Academia de Amadores de Música, in Lisbon, in the context of the Masters in Music Teaching, piano area, at Universidade Católica Portuguesa, Escola das Artes, and aimed to increase motivation in music learning and provide students with a new approach to piano learning. Based on the syllabus of the fourth and seventh grades of piano (articulated and supplementary teaching), a path was built in which, with the foundations of theory, the artistic and interpretive component was consolidated. In the context of specialized artistic teaching, musical experience in the classroom and in an online learning environment was encouraged, based on the syllabus of the respective degrees, the introduction of new elements such as movement (Dalcroze Method) and jazz repertoire. The implementation of the Pedagogical Intervention Project was carried out with the help of the 'Música em Movimento' website, an essential tool created within the scope of this intervention and educational sharing. Obeying a sequence and articulation with the face-to face piano lessons, an enriching and motivating work was carried out, which provided the students involved with the musical awareness of their own bodies and their application to the study of the instrument. The bibliographical research that formed the basis of this work proved to be essential for its structure and for the results obtained by the students, who acquired a new posture in the study and a greater awareness of the elements that constitute music.
Description
Keywords
Prática profissional Ensino artístico especializado Piano Aprendizagem musical e motivação Música em Movimento Professional practice Specialized art education Piano Music learning and motivation Music in Motion