Música no 1º ano do ensino fundamental: uma proposta de vivência musical para uma escola regular
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Data
2014-03-29
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Universidade Federal de Goiás
Resumo
This paper resulted from a Research-Action through a proposal of a musical experience
in the 1º year of a primary education in a regular school in Goiania; it adopts music as a
subject in the curricular grade aiming to propitiate to the student the integral development
and a musical apprenticeship in particular. The participants in the search were individuals
between six (06) and seven (07) years old, officially enrolled in a public school that
obeying the Law 11.769/2008 makes feasible the contact from the individual with the
music, as a subject foreseen in the curriculum. The effort realized with these students had
as a theoretical base the studies of musical educators and theorists of education. The
accomplished search in the teaching institution took the individuals to a musical
experience through sections/lessons of 50 minutes, once a week, that involved activities
of practical/playful explanations. The data were collected through protocols and filming.
The filming resulted in analysis made by a jury of 3 music teachers/researchers, chosen
accordingly to their acting in the focused area of the musical education. The entirety of
the data were part of the final analyses, considered the results of the appraised by the jury,
the planning of the sessions/lessons and the respective protocols pertinent to the
observations made by the researcher. This data, composed under the theoretical
argumentation by Jean Piaget (1976, 2013), Kodaly, Dalcroze and Orff (2011); and under
the musical educators of the Psychology of Music, Leão (2009) and Ilari (2010) discussed
the appearance of the following aspects, considered as criterion of evaluation: 1 –
cognitive; 2 – affective; 3 – psychomotor; 4 – intellectual; 5 – hability; 6 - interpersonal;
7 – attitude; and how the execution of these substantiated aspects might have guided to
the musical apprenticeship of the individuals. The oriented aspects were relevant in the
analysis of the data whereas it was observed that occurred changes in the behavior and in
the apprenticeship of the students who participated in the research during the period of
six (06) months. In the beginning of the musical experience there was a novice class that
exposed themselves only to the music in an informal manner and that inside of the school
they had the possibility to learn much more besides what to sing. The class experienced
a new form of expressing new forms of looking at music, experiencing its essential
elements. Also, the class demonstrated to possess different attitude and behavior toward
each situation, adding body movement based on the practice of the rhythmic and sonority,
to musically develop and to be more participatory-creative from the proposal to
experience music in the classroom. The results leaded to a conclusion that the proposal
of this strategic model for the teaching of “Music in the 1º year of Basic Education” (that
deals with a proposal of a musical experience for a regular school) was significant and is
available to be commented in the academic sphere and known in the practice of the regular
teaching in the schools.
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Citação
MACHADO, Marta Caroline. Música no 1º ano do ensino fundamental: uma proposta de vivência musical para uma escola regular. 2014. Dissertação (Mestrado em Música (EMAC) - Universidade Federal de Goiás, Goiânia, 2014.