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Publication
Concerto de Natal: construção social e desenvolvimento da musicalidade
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| 1.03 MB | Adobe PDF | |||
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| 5.83 MB | Unknown |
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Abstract(s)
Este Projeto Educativo assume um carater exploratório e enquadra-se no paradigma da investigação ação.
Através do mesmo, pretendeu-se escrutar o papel da educação musical em contexto escolar, como promotora de desenvolvimento de aprendizagens musicais e da musicalidade, bem como, meio facilitador do desenvolvimento de aprendizagens sociais.
Ao formar um grupo vocal e instrumental Orff, constituído por alunos do quarto ano de escolaridade, do 1º ciclo do ensino básico, no âmbito da Atividade de Enriquecimento Curricular de Educação Musical, tentou-se apurar, de que modo a constituição de um grupo com estas características se poderia constituir como um catalisador positivo, adequado para potenciar as referidas aprendizagens, bem como, identificar quais as aprendizagens/competências que foram adquiridas pelas crianças.
O projeto culminou com a realização de um espetáculo -“Concerto de Natal” - dirigido às comunidades educativa e local, possibilitando desta forma às crianças a oportunidade de mostrar e partilhar o seu trabalho.
A adesão e o envolvimento das crianças refletiu-se através da forma como se apropriavam dos conteúdos transformando-os e (re)significando-os para si, recriando e reconstruindo as canções à medida de todos e de cada um deles. Constatou-se que, a par do desenvolvimento de conteúdos musicais, foram também desenvolvidos domínios como a cognição, socialização, comunicação, afetividade e a imaginação indo, desta forma, ao encontro da perspetiva de Swanwick, (1999), que refere o potencial da música na promoção do desenvolvimento individual, na renovação cultural, na evolução social e na mudança.
As crianças compreenderam a música como algo significativo nas suas vidas, como forma de interpretação do mundo e de expressão de valores.
This educational project takes an exploratory feature and fits in the action research paradigm. Through it, was intended to scrutinize the role of musical education in a scholastic context, as a promoter of development of musical skills and musicality, as well as a facilitator in the development of social skills. By forming an Orff vocal and instrumental group, constituted by students in the fourth grade, the 1st cycle of basic education within the Enrichment of Music Education Curriculum Activity, we attempted to determine, how the formation of a group with these characteristics could be as suitable for those learning potentiate positive catalyst, as well as identify which of the learning/skills were acquired by the children. The project culminated with the performance of a "Christmas Concert” show – focused on educational and local communities, thus allowing children the opportunity to display and share their work. The adherence and involvement of children was shown throughout the way of content appropriation transforming them and (re)signifying them for themselves, recreating and rebuilding the songs to each and everyone sizes. We could verify that, besides the development of musical content were also developed areas such as cognition, socialization, communication, affection and imagination, going this way to meet the Swanwick perspective, (1999), which refers to the potential of music in promoting individual development, cultural renewal, social evolution and change. So, the children understood music as something significant in their lives, as a way of interpreting the world and the expression of values.
This educational project takes an exploratory feature and fits in the action research paradigm. Through it, was intended to scrutinize the role of musical education in a scholastic context, as a promoter of development of musical skills and musicality, as well as a facilitator in the development of social skills. By forming an Orff vocal and instrumental group, constituted by students in the fourth grade, the 1st cycle of basic education within the Enrichment of Music Education Curriculum Activity, we attempted to determine, how the formation of a group with these characteristics could be as suitable for those learning potentiate positive catalyst, as well as identify which of the learning/skills were acquired by the children. The project culminated with the performance of a "Christmas Concert” show – focused on educational and local communities, thus allowing children the opportunity to display and share their work. The adherence and involvement of children was shown throughout the way of content appropriation transforming them and (re)signifying them for themselves, recreating and rebuilding the songs to each and everyone sizes. We could verify that, besides the development of musical content were also developed areas such as cognition, socialization, communication, affection and imagination, going this way to meet the Swanwick perspective, (1999), which refers to the potential of music in promoting individual development, cultural renewal, social evolution and change. So, the children understood music as something significant in their lives, as a way of interpreting the world and the expression of values.
Description
Mestrado em Ensino de Educação Musical no Ensino Básico
Keywords
Aprendizagem Aprendizagens musicais Musicalidade Aprendizagens sociais Learning Musical skills Musicality Social skills Relatório de projeto de investigação Relatório de estágio
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal