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Abstract(s)
Atualmente, o ensino da iniciação ao instrumento (1º ciclo) é comummente
contemplado nos currículos das escolas de ensino vocacional de música. Desde 2009, a
legislação em vigor reconhece a possibilidade de adotar aulas partilhadas tanto na iniciação
como no 2º ciclo do ensino especializado de música. À luz destas alterações, novas
estratégias pedagógicas são necessárias, dado que a dinâmica na sala de aula com alunos
emparelhados no mesmo tempo letivo é alterada. Com vista à contemplação destes novos
modelos de aulas partilhas, a presente dissertação começa por traçar uma visão global dos
manuais que suportam estes níveis de ensino, no que diz respeito a três grandes domínios:
enquadramento histórico, competências técnicas e estratégias pedagógicas. Uma análise
comparativa aos métodos fornece a base para a definição de conteúdos a abordar na
elaboração de um jogo didático-pedagógico, que pretende ser direcionado para dinâmicas
de aulas em conjunto.
Após notada uma lacuna nos conteúdos dos manuais em análise para o atual modelo
de aulas partilhadas na iniciação ao ensino do saxofone, propomos um jogo didáticopedagógico
que assenta na aquisição e solidificação de competências técnico interpretativas.
São contemplados as seguintes três grandes competências no jogo: articulação, ritmo e
intensidades. A avaliação do jogo assenta também numa proposta inovadora que é motivada
pelo ensino diferenciado.
Realizamos uma avaliação do jogo didático-pedagógico proposto com o intuito de
aferir o estimulo e motivação fomentada pelo jogo num total de 14 participantes. Os
resultados desta avaliação demonstraram que, para esta amostra específica, os participantes
apresentaram um positivo nível de motivação intrínseca, com elevados níveis de
prazer/interesse e esforço/importância. Globalmente, o modelo usado para determinar os
vencidos e vencedores a cada etapa do jogo resultou em valores bastante uniformes,
sugerindo que a estratégia de avaliação reforça uma aprendizagem diferenciada no contexto
de aulas de grupo, mesmo quando exposta a participantes com notável desnível de
competências.
Today, the teaching of initiation to the instrument (in elementary school/ 1st – 4th grade) is commonly addressed in the curriculum of vocational music schools. Since 2009, the legislation considers the possibility of adopting shared classes, both at the initiation, as in the 5th and 6th grade of specialized music education. Because of these changes, new pedagogical strategies are necessary, since the students’ group dynamics in the classroom is altered. In order to contemplate these new models of shared classes, the present dissertation begins by outlining a global vision of the school books that supports these levels of teaching, in relation to three major skills: historical framing, technical skills and pedagogical strategies. A comparative analysis of methods provides the definition of topics to be addressed in the elaboration of a pedagogical didactic games, which will be used in the dynamics of these shared classes. After idetifying a gap in the contents of the school books analyzed for the current model of shared classes in the initiation of teaching saxophone, we propose a pedagogical didactic game that is based on the acquisition and solidification of technical and interpretative abilities. The game considers three major domains: articulation, rhythm and intensities. The evaluation of the game is also based on an innovative proposal that is motivated by differentiated teaching. We carried out an evaluation of this pedagogical didactic game in order to measure the stimulation and motivation fostered by the game in a total of 14 participants. The results of this evaluation demonstrated that for this specific sample, the participants presented a positive level of intrinsic motivation, with high levels of pleasure / interest and effort / importance. Overall, the model used to determine losers and winners at each stage of the game resulted in fairly uniform values, suggesting that the strategy of evaluation reinforces differentiated learning in the context of group classes, even when exposed to participants with a noticeable difference of skills.
Today, the teaching of initiation to the instrument (in elementary school/ 1st – 4th grade) is commonly addressed in the curriculum of vocational music schools. Since 2009, the legislation considers the possibility of adopting shared classes, both at the initiation, as in the 5th and 6th grade of specialized music education. Because of these changes, new pedagogical strategies are necessary, since the students’ group dynamics in the classroom is altered. In order to contemplate these new models of shared classes, the present dissertation begins by outlining a global vision of the school books that supports these levels of teaching, in relation to three major skills: historical framing, technical skills and pedagogical strategies. A comparative analysis of methods provides the definition of topics to be addressed in the elaboration of a pedagogical didactic games, which will be used in the dynamics of these shared classes. After idetifying a gap in the contents of the school books analyzed for the current model of shared classes in the initiation of teaching saxophone, we propose a pedagogical didactic game that is based on the acquisition and solidification of technical and interpretative abilities. The game considers three major domains: articulation, rhythm and intensities. The evaluation of the game is also based on an innovative proposal that is motivated by differentiated teaching. We carried out an evaluation of this pedagogical didactic game in order to measure the stimulation and motivation fostered by the game in a total of 14 participants. The results of this evaluation demonstrated that for this specific sample, the participants presented a positive level of intrinsic motivation, with high levels of pleasure / interest and effort / importance. Overall, the model used to determine losers and winners at each stage of the game resulted in fairly uniform values, suggesting that the strategy of evaluation reinforces differentiated learning in the context of group classes, even when exposed to participants with a noticeable difference of skills.
Description
Keywords
Ensino especializado da música Iniciação musical Saxofone Jogos didático pedagógicos Specialized music teaching Musical initiation Saxophone Pedagogical didactic games