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Interpretação e gravação musical em estúdio: aprendizagens e perceções em crianças do 1º ciclo
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Advisor(s)
Abstract(s)
Este projeto centra-se na interpretação vocal e instrumental em estúdio e na gravação de um CD áudio e de um videoclipe, com o objetivo de potenciar a motivação e as aprendizagens musicais dos alunos, em contexto profissional.
Esta ideia enquadra-se nas perspetivas de criação de contextos diferenciados de aprendizagem e de parcerias com músicos profissionais do meio (e.g. Adams, 2001), que apontam para elevados níveis de motivação e envolvimento dos alunos. A imersão no contexto profissional da música é ainda cruzada com perspetivas de Green (2002) e Swanwick (1979), que referem o potencial educativo do equilíbrio entre processos de aprendizagem formal e informal e entre as atividades musicais de criação, audição e performance.
O Projeto Educativo desenvolveu-se na EB1/JI Quinta dos Franceses, Seixal, e envolveu uma turma de 4.º ano do 1º Ciclo do Ensino Básico, onde foi possível desenvolver, ao longo de 9 semanas, um conjunto de aprendizagens e interações ligadas ao espaço estúdio, que culminou com a gravação e realização do CD e do videoclipe.
Paralelamente, foi conduzido um estudo qualitativo que pretendeu investigar sobre as aprendizagens e perceções desenvolvidas pelos alunos. Os resultados permitem confirmar que a imersão neste contexto profissional da música contribui significativamente para fortes níveis de motivação que potenciam o desenvolvimento de competências nas áreas da formação pessoal, musical e social. Os resultados aclarados apontam ainda para a validação do duplo papel do professor/músico profissional, que adota uma postura multifacetada nos diversos domínios e que atualiza e revê as suas práticas, permitindo uma ponte entre o contexto escolar e o mundo profissional da música, criando, assim, condições para que as aprendizagens se desenvolvam em ambientes pedagógicos e de rigor profissional.
This project focuses on vocal and instrumental performance in a studio and the recording of an audio CD and a music video in order of enhancing the motivation and musical student learning in a professional context. This idea fits the prospects of creating different learning contexts and partnerships with professional musicians (e.g. Adams, 2001), pointing to high levels of motivation and involvement of students. The immersion in the professional context of music is also crossed with outlooks of Green (2002) and Swanwick (1979), referring to the educational potential of the equilibrium between formal and informal processes of learning and musical activities between the creation, audition and performance. The Education Project was developed in EB1/JI, Seixal, and involved a class of 4th grade of the 1st cycle of Basic Education, where it was possible to develop, over 9 weeks, a set of learnings and interactions associated to studio, which culminated with the recording and performing CD and video music. In addition, a qualitative study aimed to an investigating of learnings and perceptions developed by students. The results confirm that the immersion in this professional context of music contributes significantly to a strong levels of motivation that boost the development skills in the areas of personal, social and musical formation. The results still point to validate the dual role of teacher/professional musician, which adopts a multi-faceted approach in many areas and that updates and revises its practices, allowing a bridge between the school context and the professional world of music, creating conditions for apprenticeships to be developed in learning environments and professional stringency.
This project focuses on vocal and instrumental performance in a studio and the recording of an audio CD and a music video in order of enhancing the motivation and musical student learning in a professional context. This idea fits the prospects of creating different learning contexts and partnerships with professional musicians (e.g. Adams, 2001), pointing to high levels of motivation and involvement of students. The immersion in the professional context of music is also crossed with outlooks of Green (2002) and Swanwick (1979), referring to the educational potential of the equilibrium between formal and informal processes of learning and musical activities between the creation, audition and performance. The Education Project was developed in EB1/JI, Seixal, and involved a class of 4th grade of the 1st cycle of Basic Education, where it was possible to develop, over 9 weeks, a set of learnings and interactions associated to studio, which culminated with the recording and performing CD and video music. In addition, a qualitative study aimed to an investigating of learnings and perceptions developed by students. The results confirm that the immersion in this professional context of music contributes significantly to a strong levels of motivation that boost the development skills in the areas of personal, social and musical formation. The results still point to validate the dual role of teacher/professional musician, which adopts a multi-faceted approach in many areas and that updates and revises its practices, allowing a bridge between the school context and the professional world of music, creating conditions for apprenticeships to be developed in learning environments and professional stringency.
Description
Mestrado em Ensino de Educação Musical no Ensino Básico
Keywords
Contextos profissionais de aprendizagem Estúdio áudio em sala de aula Aprendizagens formais e informais Aprendizagens musicais, sociais e tecnológicas Motivação Papel do professor Professional learning contexts Audio studio in the classroom Formal and informal learning Musical, social and technological learnings Motivation Teacher role Relatório de projeto de investigação Relatório de estágio
Pedagogical Context
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal