A aula de educação musical : pedagogias diferentes conduzem a diferentes resultados na aprendizagem?
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2013
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Sendo professor de Educação Musical no ensino básico, decidi realizar o presente trabalho com o objetivo de averiguar se, para o universo de alunos indicado, é mais vantajoso trabalhar a partir das propostas pedagógicas de Edwin Gordon, que se baseiam no conceito de audiação como forma de levar o aluno a compreender a música (audiação é a capacidade de ouvirmos e compreendermos sons que podem estar, ou não, fisicamente presentes), ou nos ensinamentos de Jos Wuytack, que defende a utilização de técnicas de imitação nas fases iniciais de ensino da música a jovens.
Tendo esta investigação sido realizada ao longo de um semestre letivo, não seria adequado nem possível aplicar extensivamente todas as propostas dos pedagogos referidos. Como tal, os trabalhos aqui apresentados foram limitados aos conceitos que considerei mais adequados para o tempo e para os objetivos definidos para o nível de ensino aqui em estudo. Foram trabalhadas as audiações números um, dois e quatro, por um lado, e, por outro, as técnicas de imitação melódica e rítmica.
Foi feita uma avaliação contínua da evolução de cada aluno, como forma de estabelecer um padrão de desenvolvimento que permitisse concluir qual das duas metodologias de ensino da música a jovens se revelou mais adequada na globalidade e qual a que produziu melhores resultados no que diz respeito à melhoria da afinação vocal, do conhecimento das notas musicais, do rigor rítmico e da dedilhação na flauta de bisel. Os resultados obtidos não nos permitiram retirar nenhuma conclusão definitiva.
As an elementary school music teacher, I decided to carry out this project to determine whether, for the specified student universe, it is more beneficial to work according to the pedagogic proposals of Edwin Gordon, who relies on the audiation concept whereby students interiorise the music (audiation is our capacity to listen to and understand sounds that may or may not be physically present) , or according to the doctrine of Jos Wuytack, who defends the use of imitation techniques in the initial stages of teaching music to youths. Since this research was performed during an academic semester, it would not be suitable or possible to apply all the proposals of the abovementioned pedagogues. As such, the work presented in this thesis is restricted to the concepts I regarded most adequate for the timeframe and objectives defined for the education level covered by this study. Within this perspective, the classroom lessons included audiation numbers one, two and four and also the melodic and rhythmic imitation techniques. Each student was continuously evaluated to determine a development pattern. This method was the basis for deciding which of the music teaching methodologies for youths is most adequate overall and which one produced the best results in improving vocal tuning, knowledge of musical notes, rhythmic accuracy and fingering on the recorder flute. The final results did not allow us to reach any definitive conclusion.
As an elementary school music teacher, I decided to carry out this project to determine whether, for the specified student universe, it is more beneficial to work according to the pedagogic proposals of Edwin Gordon, who relies on the audiation concept whereby students interiorise the music (audiation is our capacity to listen to and understand sounds that may or may not be physically present) , or according to the doctrine of Jos Wuytack, who defends the use of imitation techniques in the initial stages of teaching music to youths. Since this research was performed during an academic semester, it would not be suitable or possible to apply all the proposals of the abovementioned pedagogues. As such, the work presented in this thesis is restricted to the concepts I regarded most adequate for the timeframe and objectives defined for the education level covered by this study. Within this perspective, the classroom lessons included audiation numbers one, two and four and also the melodic and rhythmic imitation techniques. Each student was continuously evaluated to determine a development pattern. This method was the basis for deciding which of the music teaching methodologies for youths is most adequate overall and which one produced the best results in improving vocal tuning, knowledge of musical notes, rhythmic accuracy and fingering on the recorder flute. The final results did not allow us to reach any definitive conclusion.
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Orientação: Óscar Conceição de Sousa
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EDUCAÇÃO, EDUCATION, MÚSICA, MUSIC, ENSINO DA MÚSICA, MUSIC TEACHING, ENSINO BÁSICO, BASIC EDUCATION, PEDAGOGIA, PEDAGOGY, GORDON, EDWIN, WUYTACK, JOS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - ESP. EM BIBLIOTECAS ESCOLARES E LITERACIAS DO SÉC.XXI, GORDON, EDWIN, WUYTACK, JOS