Ações didáticas no ensino coletivo de cordas friccionadas: uma experiência no Instituto Baccarelli
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Data
2022-07-15
Autores
Visockas Costa, Pedro Henrique de Oliveira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa investiga ações didáticas no ensino coletivo de cordas friccionadas com foco na experiência aplicada no Instituto Baccarelli. O objetivo principal é analisar, no processo de ensino coletivo de cordas friccionadas do Instituto Baccarelli, as ações didáticas que estão diretamente relacionadas ao uso do corpo (postura), qualidade da emissão do som (sonoridade), afinação, ritmo e fluência (musicalidade) dos alunos. A abordagem metodológica adotada foi revisão de literatura, por meio de publicações em Anais de congressos, artigos de periódicos, livros e materiais audiovisuais relevantes para o tema, a exemplo de Suzuki (1983), Kreitman (1998), Cruvinel (2003), Ying (2007, 2012), Galindo (2000), Ilari (2012), Scoggin (1993, 2003), Oliveira (1998) e Tourinho (2007). As etapas da metodologia constituem-se nos seguintes procedimentos: discussão do material impresso e audiovisual utilizado para o ensino de cordas friccionadas no Brasil, identificação de como se dá a metodologia de ensino utilizado no ensino coletivo de cordas friccionadas no Instituto Baccarelli e sua relação com o método Suzuki, além de elencar ações didáticas que estão diretamente relacionadas ao uso do corpo, à qualidade da emissão do som, à afinação, ao ritmo e à fluência dos alunos. O trabalho está estruturado em cinco seções: 1. Introdução; 2. Revisão de literatura; 3. Metodologia de ensino utilizada no ensino coletivo de cordas friccionadas no Instituto Baccarelli; 4. As ações didáticas aplicadas no Instituto Baccarelli; 5. Considerações Finais. As conclusões apontam para a confirmação de que, ao adotar as prioridades propostas por Suzuki, como referência para o ensino do instrumento, desenvolveu-se no Instituto Baccarelli uma metodologia baseada no método Suzuki, que possibilita trabalhar com alunos de diferentes níveis em uma mesma aula de ensino coletivo de cordas friccionadas.
This research investigates didactic actions applied in the collective teaching of bowedstrings focusing on the experiences of this kind of teaching at the Baccarelli Institute. The main goal of this research is to identify, in the process of collective teaching of bowed-string instruments at the Baccarelli Institute, the didactic actions that are directly related to the use of body, sound emission quality, pitch, rhythm, and fluency of the students as proposed by Shinichi Suzuki. The methodological approach applied here was the review of literature published in conference proceedings, journal articles, books, and relevant audiovisual material on the research subject; for example, Suzuki (1983,1996), Kreitman (1998), Cruvinel (2003), Ying (2007, 2012) and Galindo (2000), Ilari (2012), Borges-Scoggin (1993), Scoggin (2003), Oliveira (1998) and Tourinho (2007). The methodological stages are constituted of the following procedures: discussion about the print and audiovisual material used for bowed-string instruments teaching in Brazil, identification of how the teaching methodology used in the collective teaching of bowed-string instruments at the Baccarelli Institute and its relation with the Suzuki Method, besides listing the didactic actions directly related to the use of body, sound emission quality, pitch, rhythm and fluency of the students. The structure of the present work consists of three chapters: 1. Literature review, 2. Teaching methodology used in the collective teaching of bowed-string instruments at BI, 3. Didactic actions applied at BI. The concluding remarks point towards the confirmation of the hypothesis that, when adopting the priorities proposed by Suzuki as reference for the instrument teaching, a methodology based on Suzuki Method was developed at the Baccarelli Institute that allows working with students from different levels in a collective classroom of bowed-string instruments.
This research investigates didactic actions applied in the collective teaching of bowedstrings focusing on the experiences of this kind of teaching at the Baccarelli Institute. The main goal of this research is to identify, in the process of collective teaching of bowed-string instruments at the Baccarelli Institute, the didactic actions that are directly related to the use of body, sound emission quality, pitch, rhythm, and fluency of the students as proposed by Shinichi Suzuki. The methodological approach applied here was the review of literature published in conference proceedings, journal articles, books, and relevant audiovisual material on the research subject; for example, Suzuki (1983,1996), Kreitman (1998), Cruvinel (2003), Ying (2007, 2012) and Galindo (2000), Ilari (2012), Borges-Scoggin (1993), Scoggin (2003), Oliveira (1998) and Tourinho (2007). The methodological stages are constituted of the following procedures: discussion about the print and audiovisual material used for bowed-string instruments teaching in Brazil, identification of how the teaching methodology used in the collective teaching of bowed-string instruments at the Baccarelli Institute and its relation with the Suzuki Method, besides listing the didactic actions directly related to the use of body, sound emission quality, pitch, rhythm and fluency of the students. The structure of the present work consists of three chapters: 1. Literature review, 2. Teaching methodology used in the collective teaching of bowed-string instruments at BI, 3. Didactic actions applied at BI. The concluding remarks point towards the confirmation of the hypothesis that, when adopting the priorities proposed by Suzuki as reference for the instrument teaching, a methodology based on Suzuki Method was developed at the Baccarelli Institute that allows working with students from different levels in a collective classroom of bowed-string instruments.
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Palavras-chave
Ensino coletivo, Cordas friccionadas, Instituto Baccarelli, Método Suzuki