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Authors
Advisor(s)
Abstract(s)
Resumo I (Prática Pedagógica) - O estágio descrito neste relatório realizou-se na Escola de Música Luís António Maldonado Rodrigues, durante o ano lectivo de 2018/2019. Neste contexto, foram leccionadas três turmas de ciclos de ensino diferentes: uma turma de Iniciação Musical, uma de 3º grau e uma de 6º grau.
No início do ano lectivo foram elaborados planos anuais e trimestrais para cada uma das turmas, de forma a programar os objectivos a alcançar para cada grau assim como o repertório a utilizar. Também foram realizados planos específicos para cada uma das aulas; estes incluíram as actividades a realizar e os recursos necessários.
Ao longo do ano foram gravadas três aulas de cada uma das turmas. A observação e análise da minha prática pedagógica, assim como o feedback que fui recebendo do professor de Didáctica do Ensino Especializado, permitiram-me reflectir sobre vários aspectos a melhorar. Grande parte desses aspectos está relacionado com a planificação das aulas, a preparação do repertório, o feedback.
Durante este ano lectivo foi feito um esforço no sentido de melhorar estes aspectos, no entanto ainda não foi possível implementar todas as mudanças. Contudo, esta reflexão é um bom ponto de partida para o planeamento do próximo ano e, acima de tudo, um exemplo da postura que deve fazer parte da minha actividade enquanto docente.
Resumo II (Investigação) - O tema deste projecto de investigação surgiu ao identificar a discrepância de níveis entre alunos da mesma turma. Assim, este estudo exploratório procurou perceber até que ponto os professores de Formação Musical utilizam estratégias como forma de resposta às necessidades individuais no contexto da turma. Para a realização desta investigação foram observadas aulas de Formação Musical de dez professores da área regional de Lisboa – tendo sido recolhidos dados através de grelhas de observação – e posteriormente, os mesmos foram entrevistados de forma a complementar a informação recolhida nas aulas observadas. A partir da análise desses dados foi possível perceber que grande parte dos professores não utiliza estratégias de ED nas suas aulas, mas aquando da implementação destas estratégias, o sucesso é evidente. Constatou-se que os professores raramente utilizam estas estratégias, embora as considerem um elemento essencial à prática docente na área da Formação Musical.
Abstract I (Teaching) - The internship presented in this report was held at the Escola de Música Luís António Maldonado Rodrigues during the 2018/2019 school year. In this context, three classes of different teaching cycles were taught: A Iniciação Musical class, a 3º grau class and a 6º grau class. At the beginning of the school year, annual and trimestral plans were designed for each of the classes, in order to plan the learning goals that would have to be reached for each grade and the repertoire that would be used. Specific teaching plans were also made for each of the lessons; these included the activities which would be implemented and the resources that would be needed. Throughout the year, three lessons were video recorded in each of the classes. The observation and analysis of my teaching practice, as well as the feedback I received from the teacher of Didactics for Professional Music Training Teachers, allowed me to review and reflect on several aspects which I can improve. The majority of these aspects have to do with lesson planning, repertory preparation, feedback, among others. Although na effort was made to improve my teaching practice throughout the year, it was not possible, I still have some aspects to improve. However, this reflection will be very useful in planning otherwise the next academic year and, above all, to continue to improve throughout my activity as a teacher.
Abstract II (Research) - The subject of this research project came by identifying the discrepancy of levels between students in the same class, as well as the difficulty in filling the gaps of all students, taking into account the different ways of thinking and learning within the class. Thus, this exploratory study sought to understand the extent to which FM teachers use strategies as a way of responding to individual needs in the context of the class. In order to carry out this research, FM lessons were observed from tem teachers from the regional area of Lisboa – data were collected through observation grids – and later, they were interviewed in order to complement the information collected in the classes observed. From the analysis of these data, it was possible to notice that most teachers do not use Differentiated Teaching (DT) strategies in their classes, but when implementing these strategies, success is evident. It was found that although teachers rarely use DT strategies, they consider them an essential element to teaching practice in the FM area.
Resumo II (Investigação) - O tema deste projecto de investigação surgiu ao identificar a discrepância de níveis entre alunos da mesma turma. Assim, este estudo exploratório procurou perceber até que ponto os professores de Formação Musical utilizam estratégias como forma de resposta às necessidades individuais no contexto da turma. Para a realização desta investigação foram observadas aulas de Formação Musical de dez professores da área regional de Lisboa – tendo sido recolhidos dados através de grelhas de observação – e posteriormente, os mesmos foram entrevistados de forma a complementar a informação recolhida nas aulas observadas. A partir da análise desses dados foi possível perceber que grande parte dos professores não utiliza estratégias de ED nas suas aulas, mas aquando da implementação destas estratégias, o sucesso é evidente. Constatou-se que os professores raramente utilizam estas estratégias, embora as considerem um elemento essencial à prática docente na área da Formação Musical.
Abstract I (Teaching) - The internship presented in this report was held at the Escola de Música Luís António Maldonado Rodrigues during the 2018/2019 school year. In this context, three classes of different teaching cycles were taught: A Iniciação Musical class, a 3º grau class and a 6º grau class. At the beginning of the school year, annual and trimestral plans were designed for each of the classes, in order to plan the learning goals that would have to be reached for each grade and the repertoire that would be used. Specific teaching plans were also made for each of the lessons; these included the activities which would be implemented and the resources that would be needed. Throughout the year, three lessons were video recorded in each of the classes. The observation and analysis of my teaching practice, as well as the feedback I received from the teacher of Didactics for Professional Music Training Teachers, allowed me to review and reflect on several aspects which I can improve. The majority of these aspects have to do with lesson planning, repertory preparation, feedback, among others. Although na effort was made to improve my teaching practice throughout the year, it was not possible, I still have some aspects to improve. However, this reflection will be very useful in planning otherwise the next academic year and, above all, to continue to improve throughout my activity as a teacher.
Abstract II (Research) - The subject of this research project came by identifying the discrepancy of levels between students in the same class, as well as the difficulty in filling the gaps of all students, taking into account the different ways of thinking and learning within the class. Thus, this exploratory study sought to understand the extent to which FM teachers use strategies as a way of responding to individual needs in the context of the class. In order to carry out this research, FM lessons were observed from tem teachers from the regional area of Lisboa – data were collected through observation grids – and later, they were interviewed in order to complement the information collected in the classes observed. From the analysis of these data, it was possible to notice that most teachers do not use Differentiated Teaching (DT) strategies in their classes, but when implementing these strategies, success is evident. It was found that although teachers rarely use DT strategies, they consider them an essential element to teaching practice in the FM area.
Description
Relatório Final do Estágio Especializado, apresentado à Escola Superior de Música de Lisboa, no Instituto Politécnico de Lisboa, para cumprimento dos requisitos à obtenção do grau de Mestre em Ensino da Música
Keywords
Formação musical ED Feedback Instruções
Citation
Publisher
Instituto Politécnico de Lisboa - Escola Superior de Música de Lisboa