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Authors
Abstract(s)
O presente estudo, intitulado “O programa da disciplina de Instrumento-piano do curso secundário artístico especializado da música: um contributo de revisão didática”, inscreve-se na problemática do currículo da música e na sua operacionalização didática e pretende ser um contributo para o aperfeiçoamento do atual programa. Neste sentido, fez-se uma análise e reflexão críticas, em especial do programa da experiência pedagógica de 1971 (8º grau), guiadas pela necessidade de uma alteração do quadro concetual, tendo em conta a tradição de ensino de instrumento-piano em Portugal e outra tipologia contemporânea de sociedade, lógica de escola e trabalho curricular.
Esta pesquisa, de natureza qualitativa, centrada num estudo de caso, foi realizada no Centro de Cultura Musical (CCM), durante 8 meses (desde setembro de 2013 a abril de 2014). As técnicas utilizadas para a recolha e produção de dados foram: a observação direta e a pesquisa documental e as técnicas de análise, tratamento e interpretação dos dados privilegiados foram: a análise de conteúdo das fontes consultadas e das reflexões críticas produzidas no decorrer da investigação, sobre as práticas pedagógicas pessoais e dos pares.
O resultado é uma proposta programática, para os três anos da disciplina de instrumento-piano, dentro de um paradigma de currículo que integra os modelos ecológico, construtivista e sócio crítico.
O programa inclui propostas de atividades, numa perspetiva construtivista da aprendizagem, e de sugestões de instrumentos de avaliação formativa, que valorizam a avaliação alternativa, mais autêntica e participativa a utilizar na autorregulação das aprendizagens pelos alunos e de provas de avaliação instrumental baseada numa didática específica do instrumento.
The present study entitled ‘Piano syllabus of the specialised artistic teaching in music in secondary education (Portugal): a contribution to piano teaching review’, within the music curriculum framework, aims to foster the improvement of the present syllabus and address the perceived needs of a conceptual framework change. Thus, a critical analysis was carried out, especially of the syllabus relating to the 1971 pedagogical experiment (8th grade), bearing in mind how the piano has been taught in Portugal, and a new society contemporary typology, school framework and curricular work. This qualitative case study was carried out at the Centro de Cultura Musical (Musical Cultural Centre) for eight months (from September 2013 to April 2014). During the process of literature review, comparative analysis of different documents, and critical reflection and an understanding of my own teaching and peer teaching were made in order to provide insights into how teaching practice could be improved and to find out what can be learnt from it. Thus, a new 3-year piano syllabus is suggested, within a curriculum paradigm which encompasses: ecological, constructivist and socio-critical models; blueprints for activities, within a constructivist approach to learning; formative assessment procedures, which emphasise a more authentic participatory alternative assessment. These formative assessment procedures should be used as self-regulatory skills during both student learning process and as an instrument assessment based on the teaching of a specific instrument.
The present study entitled ‘Piano syllabus of the specialised artistic teaching in music in secondary education (Portugal): a contribution to piano teaching review’, within the music curriculum framework, aims to foster the improvement of the present syllabus and address the perceived needs of a conceptual framework change. Thus, a critical analysis was carried out, especially of the syllabus relating to the 1971 pedagogical experiment (8th grade), bearing in mind how the piano has been taught in Portugal, and a new society contemporary typology, school framework and curricular work. This qualitative case study was carried out at the Centro de Cultura Musical (Musical Cultural Centre) for eight months (from September 2013 to April 2014). During the process of literature review, comparative analysis of different documents, and critical reflection and an understanding of my own teaching and peer teaching were made in order to provide insights into how teaching practice could be improved and to find out what can be learnt from it. Thus, a new 3-year piano syllabus is suggested, within a curriculum paradigm which encompasses: ecological, constructivist and socio-critical models; blueprints for activities, within a constructivist approach to learning; formative assessment procedures, which emphasise a more authentic participatory alternative assessment. These formative assessment procedures should be used as self-regulatory skills during both student learning process and as an instrument assessment based on the teaching of a specific instrument.
Description
Keywords
Ensino artístico especializado da música Ensino de instrumento-piano Programa de piano de nível secundário Specialised artistic teaching in music Piano teaching Piano syllabus in secondary education