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- Razões de abandono escolar no ensino especializado de música: o que dizem as pesquisas?Publication . Almeida e Silva, Helena; Vieira, Maria Helena“Não tenho jeito para a música”, “Não tenho tempo para isto”, “Não gosto das músicas que tenho de tocar” são algumas das frases que ouvimos frequentemente quando os alunos expressam a sua desmotivação para com a sua aprendizagem musical, ou quando justificam o facto de terem desistido do ensino especializado de música. Mas afinal porque é que, segundo a literatura existente, há tantos alunos que se inscrevem nas escolas de música e tão poucos que terminam o seu percurso? Quais serão as causas que levam ao abandono escolar no ensino especializado de música? As causas em Portugal serão semelhantes às causas internacionais? Haverá causas mais relevantes que outras? E causas que se possam evitar? Na literatura internacional e nacional podemos verificar que são mencionadas diversas razões para o abandono escolar no ensino especializado de música, agrupáveis em categorias como: fatores individuais, fatores familiares e do círculo de relacionamentos do aluno, fatores escolares e fatores de política educativa e cultural. Partindo da análise e comparação da literatura internacional e nacional sobre o tema, apresenta-se uma síntese e uma reflexão sobre as causas de abandono escolar no ensino especializado de música. A compreensão destas causas é essencial para que os professores, familiares, diretores de escolas e agentes políticos possam agir de modo informado sobre o seu papel específico na prevenção do fenómeno. Os resultados desta fase deste projeto de investigação em curso na Universidade do Minho sugerem que a prevenção do abandono poderá passar pela adoção de uma visão integral e humanista do aluno, pela rejeição do ensino dos conteúdos e competências técnicas como foco único da aprendizagem e pela consideração mais consciente de fatores contextuais, tais como o perfil socioeconómico familiar, o perfil psicológico e as motivações do aluno, ou as relações interpessoais em contexto escolar. O abandono escolar do ensino especializado de música emerge nesta pesquisa como um fenómeno complexo que exige uma abordagem investigativa complexa, na consciência de que um modelo de ensino é uma estrutura que se destina aos alunos, e que não são os alunos que se destinam a um modelo de ensino.
- From art to the sustainability of coasts and seasPublication . Matias, Ana; Carrasco, A. Rita; Pinto, Bruno; Reis, JaimeSustainability is a universal goal by which human development balances social, economic, and environmental dimensions, applicable to both terrestrial and marine environments. Several authors argue that arts are valuable tools to frame and engage with current environmental issues related to sustainability, including pollution, climate change, and biodiversity loss. In this work, we ask - what is the role of art in the sustainability of coasts and seas? To address this question, we conducted a systematic literature review about how artistic practices contribute to sustainability in coastal and marine environments. We searched the two most important scientific databases of articles (Scopus and Web of Science) and retrieved 1352 articles. Several screening tasks were made to narrow the articles to 79 studies that address our research question. For each article, we identified and categorised the art form, target audience, geographical location, expected impact, and method to measure the impact. We found a variety of artworks from the four art categories (Literary, Media, Performing, and Visual) around the world, but more frequently in the US, UK, and Australia. In this review, we deal largely with the use of art in local issues, rather than at a global scale. Visual Art is the most frequent art category (~40%), comprising painting, carving, photography, comics, and architecture, amongst others. Nevertheless, there are mentions of 26 artworks from Performing Arts, 22 from Media Arts, and 16 from Literary Arts. We found that different artists address or are inspired by the same sustainability related theme, for example, the ocean’s vulnerability is portrayed in a poem and in a theatre play. Only 19 articles measured the impact of artistic activities on their audience. Engagement is a highlighted pursued impact (~40%); however, other authors also intend to promote marine conservation and restoration, management, education, and activism. Art contributions to sustainability are recurrently made through raising awareness, learning, and promoting engagement and enjoyment of artistic project participants. With this systematic review, we set the current state of knowledge on an emerging topic and argue that further research and new strategies of impact measurement are needed togain a deeper understanding of the role of art on coastal/marine sustainability.
- IRIN: micromontage in graphical sound editing and mixing toolPublication . Caires, CarlosABSTRACT - Micromontage technique allows the composer to work a musical figure point by point, shaping each sound particle with microscopic precision. The software presented in this paper combines graphic and script editing with algorithmic generation and manipulation of sound sequences. It provides several tools to enhance both creation and organic development of the musical material under this compositional paradigm using a user-friendy visual environment.
- The public performance: impact to music learning in conservatoire traditionPublication . Cardoso, FranciscoABSTRACT: In specialist music schools public performances tend to be given a more evaluative role. Students seem to be expected to get those occasions ready to show off their skills, their performance proficiency, the newly learned repertoire. Teachers tend also to look to public performance as an adequate way to measure students' progress, and as a privileged way for identifying students' potential to become performers. In this presentation it is proposed a formative use of public performance. As a tool for instrumental teachers, public performances may help students to develop motivation, acquire and develop performance skills, and to spend more time practising.