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Advisor(s)
Abstract(s)
Neste trabalho, aferiu-se a importância atribuída às competências sensoriais auditivas por docentes de Instrumento e de Formação Musical. Mediante um Questionário dirigido a docentes das duas disciplinas pertencentes ao corpo docente de escolas do ensino especializado da música, públicas e privadas, da região da Grande Lisboa, analisaram-se e compararam-se estatisticamente os dados recolhidos.
No Questionário, distribuído por e-mail e respondido numa plataforma da Internet, os participantes caracterizaram o seu perfil profissional e académico e avaliaram a importância de competências auditivas rítmicas, melódicas e harmónicas, de acordo com uma escala de Likert de quatro pontos. No final do Questionário, inseriram-se duas questões de resposta livre, a primeira sobre competências sensoriais auditivas e competências de leitura e a segunda sobre como a disciplina de Formação Musical poderia responder às necessidades de aprendizagem dos alunos nas aulas de Instrumento.
Procurou-se também investigar em que medida as competências auditivas eram valorizadas na aprendizagem musical e indagar a quais dessas competências era dado mais valor pelos docentes inquiridos. Os resultados mostraram que as competências auditivas mais valorizadas eram as basilares: acompanhar a pulsação; reconhecer divisão binária e ternária; reconhecer a tónica e outros graus da escala; acompanhar a linha melódica do baixo; e reconhecer as funções harmónicas tónica e dominante.
Verificou-se ainda a presença mais ou menos explícita da herança da tradição de ensino musical dos últimos dois séculos, inferindo-se também que a leitura musical é muito valorizada pelos docentes, em particular pelos de Instrumento. Confirmou-se que existe um número considerável de elementos e competências que se relacionam de forma complexa na aprendizagem musical, sendo útil encontrar um maior consenso relativamente aos objectivos específicos do ensino da música e à complementaridade de papéis dos intervenientes no processo de aprendizagem.
ABSTRACT - This document is the result of a study about the importance that Instrument and Ear Training teachers give to the development of aural skills. The perspective of a group of teachers of these two subjects, working in specialized music schools in and around Lisbon was studied, by means of a questionnaire. The data gathered were compared and statistically analyzed. The Questionnaire was delivered by e-mail and the responses were placed on an Internet platform. Participants began by defining their professional and academic background, and proceeded to evaluate the importance of several aural skills, related to rhythm, melody and harmony, in a four-point Likert-type scale. The Questionnaire ended with two open-answer questions, the first regarding aural skills and reading skills, and the second about how the Ear Training subject could better attend to the specific needs of the Instrument classes. This research aimed to establish the perceived importance of aural skills in music education, according to the participants, and which of those skills were more valued by them. Results show that the participants rated aural skills coherently with findings in relevant literature, assigning maximum importance to the apprehension of: pulse, duple and triple metric characteristics; tonic and other scale degrees; bass line; and tonic and dominant harmonic functions. The more or less explicit weight of the tradition from the last two centuries in music education was also found lingering, and it was possible to infer that reading skills were highly valued, especially by Instrument teachers. The number of skills involved in music learning and their complex relation were confirmed, and reading skills seem to pose a substantial challenge in that context. The general opinion that aural skills are fundamental in music learning was clear, since they ensure the monitoring of any musical activity, either conducted personally or by others.
ABSTRACT - This document is the result of a study about the importance that Instrument and Ear Training teachers give to the development of aural skills. The perspective of a group of teachers of these two subjects, working in specialized music schools in and around Lisbon was studied, by means of a questionnaire. The data gathered were compared and statistically analyzed. The Questionnaire was delivered by e-mail and the responses were placed on an Internet platform. Participants began by defining their professional and academic background, and proceeded to evaluate the importance of several aural skills, related to rhythm, melody and harmony, in a four-point Likert-type scale. The Questionnaire ended with two open-answer questions, the first regarding aural skills and reading skills, and the second about how the Ear Training subject could better attend to the specific needs of the Instrument classes. This research aimed to establish the perceived importance of aural skills in music education, according to the participants, and which of those skills were more valued by them. Results show that the participants rated aural skills coherently with findings in relevant literature, assigning maximum importance to the apprehension of: pulse, duple and triple metric characteristics; tonic and other scale degrees; bass line; and tonic and dominant harmonic functions. The more or less explicit weight of the tradition from the last two centuries in music education was also found lingering, and it was possible to infer that reading skills were highly valued, especially by Instrument teachers. The number of skills involved in music learning and their complex relation were confirmed, and reading skills seem to pose a substantial challenge in that context. The general opinion that aural skills are fundamental in music learning was clear, since they ensure the monitoring of any musical activity, either conducted personally or by others.
Description
Mestrado em Música
Keywords
Competências auditivas Formação musical Instrumento Aprendizagem musical Ensino especializado da música Aural skills Ear training Instrument Music learning and teaching Specialized music education
Citation
Publisher
Instituto Politécnico de Lisboa - Escola Superior de Música de Lisboa