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Estimular a expressividade através da correlação entre o aplomb e o épaulement com alunas do 4º ano da Escola Artística de Dança do Conservatório Naciona
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O presente Relatório Final de Estágio, desenvolvido no âmbito do Mestrado em Ensino de Dança da Escola Superior de Dança, descreve e analisa a intervenção pedagógica realizada no contexto do Ensino Artístico Especializado da Dança. O Estágio decorreu no ano letivo 2024/2025, tendo como público-alvo alunas do 4º ano A, na Escola Artística de Dança do Conservatório Nacional, e teve como principal objetivo investigar de que forma o aplomb e o épaulement contribuem para o desenvolvimento da expressividade do movimento, no decurso de uma aula de Técnica de Dança Clássica. A Técnica de Dança Clássica, exige não só o domínio técnico, mas também a integração de componentes expressivas que conferem intencionalidade ao movimento. Neste sentido, a abordagem pedagógica centrou-se na correlação entre a estabilidade e o alinhamento corporal proporcionados pelo aplomb e a qualidade interpretativa potenciada pelo uso consciente do épaulement. Através do método de Investigação-Ação, foi desenvolvido um plano de intervenção dividido em quatro fases: observação estruturada, lecionação acompanhada, lecionação autónoma e participação em atividades complementares da Escola Cooperante. Os dados foram recolhidos mediante grelhas de observação, diário de bordo, registo videográfico e questionários aplicados às alunas. Os resultados obtidos evidenciam que o trabalho específico sobre o aplomb e o épaulement contribuiu para uma melhoria gradual da expressividade, favorecendo maior clareza, intenção e projeção do movimento. Constatou-se ainda que a integração de estratégias com recurso à imagética e correções individualizadas potenciaram uma maior atenção das alunas à aplicação do aplomb e do épaulement, refletindo-se numa execução mais consciente e expressiva.
ABSTRACT - This present internship report, developed within the scope of the Master’s Degree program in Dance Education, at the Escola Superior de Dança, describes and analyses the pedagogical intervention carried out in the context of Specialized Artistic Education. The Internship took place during the 2024/2025 academic year, with the 4th year A class students as the target group, at the Escola Artística de Dança do Conservatório Nacional, and its main objective was to investigate how aplomb and épaulement contribute to the development of movement expressivity, in the course of a Classical Dance Technique class. Classical Dance Technique, as a performing art, requires not only technical mastery but also the integration of expressive components that give meaning to movement. In this sense, the pedagogical approach focused on the correlation between the stability and body alignment provided by aplomb and the interpretative quality enhanced by the conscious use of épaulement. Through the Action-Research method, an intervention plan was developed and divided into four phases: structured observation, assisted teaching, autonomous teaching, and participation in complementary activities at the Host School. Data were collected through observation grids, a logbook, video recordings, and questionnaires applied to the students. The results obtained show that specific work on aplomb and épaulement contributed to a gradual improvement in expressivity, promoting greater clarity, intention, and projection of movement. It was also found that the integration of strategies using imagery and individualized corrections fostered greater student awareness in the application of aplomb and épaulement, resulting in more conscious and expressive execution.
ABSTRACT - This present internship report, developed within the scope of the Master’s Degree program in Dance Education, at the Escola Superior de Dança, describes and analyses the pedagogical intervention carried out in the context of Specialized Artistic Education. The Internship took place during the 2024/2025 academic year, with the 4th year A class students as the target group, at the Escola Artística de Dança do Conservatório Nacional, and its main objective was to investigate how aplomb and épaulement contribute to the development of movement expressivity, in the course of a Classical Dance Technique class. Classical Dance Technique, as a performing art, requires not only technical mastery but also the integration of expressive components that give meaning to movement. In this sense, the pedagogical approach focused on the correlation between the stability and body alignment provided by aplomb and the interpretative quality enhanced by the conscious use of épaulement. Through the Action-Research method, an intervention plan was developed and divided into four phases: structured observation, assisted teaching, autonomous teaching, and participation in complementary activities at the Host School. Data were collected through observation grids, a logbook, video recordings, and questionnaires applied to the students. The results obtained show that specific work on aplomb and épaulement contributed to a gradual improvement in expressivity, promoting greater clarity, intention, and projection of movement. It was also found that the integration of strategies using imagery and individualized corrections fostered greater student awareness in the application of aplomb and épaulement, resulting in more conscious and expressive execution.
Descrição
Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do Grau de Mestre em Ensino de Dança
Palavras-chave
Técnica de dança clássica Imagética Aplomb Épaulement Expressividade Classical dance technique Imagery Expressivity