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Abstract(s)
A utilização de acessórios no processo de ensino-aprendizagem da Trompete é amplamente reconhecida pelos docentes e alunos do instrumento e pode assumir uma função essencial e complementar à execução puramente instrumental. Por outro lado, podemos constatar a existência de lacunas e procurar a observação de possíveis evidências que demonstrem que o contexto que atesta a prática pedagógica necessita de uma constante adaptação e adequação metodológica procurando cada vez mais optimizar o processo de ensino-aprendizagem na procura da obtenção de melhores resultados de aprendizagem, com competências de excelência sistematizadas, sustentados empiricamente e com atenção aos aspetos fisiológicos, físicos e cognitivos. A investigação sugere que nenhum outro instrumento mudou tanto no decurso do tempo como a Trompete (Tarr, 2008, p. 7), que os desafios colocados aos músicos são cada vez mais exigentes (C. Gordon, 1974, p. 3), porventura se verifica uma variedade de teorias e ideias que acabam por resultar numa confusão que nunca deveria existir (C. Gordon, 1977, p. 3). No mesmo sentido, Sherman (1979) e Hickman (2006) sugerem que para atingir um nível alto de execução e performance instrumental é necessário o constante e eficaz aperfeiçoamento de técnicas de base que assentam em conceitos transversais a todos os instrumentos mas, sobretudo, os específicos da Trompete. Este projeto surge com o intuito de conhecer, identificar e sistematizar práticas pedagógicas relacionadas com a utilização de acessórios auxiliares no processo de ensino-aprendizagem da Trompete, nomeadamente o visualizador, procurando atestar a importância da utilização deste acessório. O Projeto de Intervenção Pedagógica foi aplicado no Conservatório de Guimarães em alunos de Trompete que frequentam o Curso Básico de xii Instrumento. Não obstante, com a inclusão de um inquérito distribuído por trompetistas de todo o país procurámos uma demonstração por amostra mais significativa de evidências que nos ajudassem a compreender a utilização deste acessório.O visualizador é um acessório semelhante a um bocal sem revestimento, apenas com um esqueleto e que permite a visualização da parte labial durante a execução do instrumento. Os resultados obtidos demonstram por um lado o conhecimento deste acessório e por outro o reconhecimento da sua importância quer no processo de ensino-aprendizagem de forma transversal aos vários níveis de formação, quer na preparação performativa profissional, com enfoque no aperfeiçoamento e aquisição de conceitos de base consolidados.
The use of accessories in the teaching-learning process of the Trumpet is widely recognized by teachers and students of the instrument and can assume an essential and complementary function to the purely instrumental performance. On the other hand, we can see the existence of gaps and look for the observation of possible evidences that shows that the context that demonstrates that the pedagogical practice needs a constant adaptation and methodological adequacy, seeking more and more to optimize the teaching-learning process seeking to obtain better learning results, promoting systematized competences of excellence, empirically supported and with attention to physiological, physical and cognitive aspects. Research suggests that no other instrument has changed as much over time as the trumpet (Tarr, 2008, p. 7), that the challenges presented to musicians are increasingly demanding (C. Gordon, 1974, p. 3), perhaps there is a variety of theories and ideas that end up resulting in a confusion that should never exist (C. Gordon, 1977, p. 3). In the same sense, Sherman (1979) and Hickman (2006) suggest that in order to achieve a high level of instrumental performance, it is necessary to constantly and effectively improve basic techniques that are based on transversal concepts to all instruments, but above all specific to the Trumpet. This project arises with the intention of knowing, identifying and systematizing pedagogical practices related to the use of auxiliary accessories in the teaching-learning process of the Trumpet, namely the visualizer, as a research seeking to attest to the importance of the use of this accessory. This Pedagogical Intervention Project was applied at the Guimarães Conservatory to Trumpet students who attend the Basic Instrument Course. Nevertheless, with the inclusion of a survey distributed toxiv trumpeters from all over the country, we sought a demonstration by a more significant sample of evidence that would help us understand the use of this accessory. The visualizer is an accessory similar to an uncoated mouthpiece, with only a skeleton and that allows the visualization of the lip part during the instrument's execution. The obtained results demonstrate, on the one hand, the knowledge of this accessory and on the other hand the recognition of its importance both in the teaching-learning process across the various levels of studies, and in the professional performance training, with a focus on the improvement and acquisition of consolidated basics concepts.
The use of accessories in the teaching-learning process of the Trumpet is widely recognized by teachers and students of the instrument and can assume an essential and complementary function to the purely instrumental performance. On the other hand, we can see the existence of gaps and look for the observation of possible evidences that shows that the context that demonstrates that the pedagogical practice needs a constant adaptation and methodological adequacy, seeking more and more to optimize the teaching-learning process seeking to obtain better learning results, promoting systematized competences of excellence, empirically supported and with attention to physiological, physical and cognitive aspects. Research suggests that no other instrument has changed as much over time as the trumpet (Tarr, 2008, p. 7), that the challenges presented to musicians are increasingly demanding (C. Gordon, 1974, p. 3), perhaps there is a variety of theories and ideas that end up resulting in a confusion that should never exist (C. Gordon, 1977, p. 3). In the same sense, Sherman (1979) and Hickman (2006) suggest that in order to achieve a high level of instrumental performance, it is necessary to constantly and effectively improve basic techniques that are based on transversal concepts to all instruments, but above all specific to the Trumpet. This project arises with the intention of knowing, identifying and systematizing pedagogical practices related to the use of auxiliary accessories in the teaching-learning process of the Trumpet, namely the visualizer, as a research seeking to attest to the importance of the use of this accessory. This Pedagogical Intervention Project was applied at the Guimarães Conservatory to Trumpet students who attend the Basic Instrument Course. Nevertheless, with the inclusion of a survey distributed toxiv trumpeters from all over the country, we sought a demonstration by a more significant sample of evidence that would help us understand the use of this accessory. The visualizer is an accessory similar to an uncoated mouthpiece, with only a skeleton and that allows the visualization of the lip part during the instrument's execution. The obtained results demonstrate, on the one hand, the knowledge of this accessory and on the other hand the recognition of its importance both in the teaching-learning process across the various levels of studies, and in the professional performance training, with a focus on the improvement and acquisition of consolidated basics concepts.
Description
Keywords
Trompete Processo de ensino e aprendizagem Rotina diária de estudo Utilização de acessórios Visualizador Trumpet Teaching and learning process Daily study routine Use of accessories Trumpet visualizer