Práticas criativas em diferentes contextos: uma trilha ao fazer musical criativo
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Data
2020-09-21
Autores
Mogames, Rodrigo Assad Lossurdo Toniolli [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta dissertação, se investigou como a utilização de atividades baseadas em Práticas Criativas podem auxiliar a ação do educador musical, em diferentes contextos de ensino e aprendizagem, e a estruturar uma trilha a caminho do fazer musical criativo. A investigação se caracteriza, quanto à sua abordagem, por ser qualitativa. Para o seu desenvolvimento, foram objeto de estudos três diferentes contextos de ensino: a) crianças de 08 (oito) a 11 (onze) anos; b) Graduandos dos cursos de Música, Artes Cênicas e Artes Plásticas do Instituto de Artes da UNESP – SP; c) Jovens e adultos interessados em geral, com ou sem conhecimento musical prévio. Em cada um dos grupos foram realizados encontros, no Instituto de Artes da UNESP, em formato de Oficina de Música, utilizados, tanto como recurso pedagógico, quanto como procedimento metodológico. Dessa maneira, a pesquisa caracteriza-se por ser um Estudo Multicasos, amparado pelas propostas metodológicas conhecidas por Cartografia (DELEUZE e GUATTARI, 1995). Como referencial teórico, foram utilizados educadores que se alinham a abordagens criativas. Dentre eles, destacam-se Murray Schafer (1933 - ), Hans-Joachim Koellreutter (1915 – 2005), Chefa Alonso (1955 - ) e Victor Flusser (1951 - ). Essa pesquisa justifica-se pela necessidade de se divulgar o pensamento pedagógico musical baseado em Práticas Criativas. As atividades propostas foram registradas em áudio e/ou vídeo, descritas e analisadas no trabalho. Como resultado, menciona-se que a utilização de Práticas Criativas pode contribuir com a ação docente do educador musical, e em cenários tão desafiadores como os encontrados por esses profissionais, são, não apenas necessárias, mas fundamentais.
In this dissertation, we intend to investigate how the use of activities based on Creative Practices can help the music educator's action, in different teaching and learning contexts, and to structure a path towards creative music making. This investigation is characterized, in terms of its approach, by being qualitative. For its development, three different teaching contexts were studied: a) children from 08 (eight) to 11 (eleven) years; b) Graduates of the Music, Per-forming Arts and Plastic Arts courses at the UNESP Arts Institute - SP; c) Young people and adults interested in general, with or without prior musical knowledge. In each group, meetings were held at the UNESP Arts Institute, in the form of a Music Workshop, used in this research both as a pedagogical resource and as a methodological procedure. Thus, it is characterized by a Multicase Study, supported by the methodological proposals known as Cartography (DELEUZE and GATTARI, 1995). As a theoretical framework, educators were used that are aligned with creative approaches. Among them, Murray Schafer (1933 -), Hans-Joachim Koellreutter (1915 - 2005), Chefa Alonso (1955 -) and Victor Flusser (1951 - ) stand out. This research is justified by the need to disseminate musical pedagogical thinking based on Creative Prac-tices. The proposed activities were recorded in audio and / or video, described and analyzed in the work. As a result, it was found that the use of Creative Practices can contribute to the teaching action of the music educator, and in scenarios as challenging as those found by these professionals, they are not only necessary, but are fundamental.
In this dissertation, we intend to investigate how the use of activities based on Creative Practices can help the music educator's action, in different teaching and learning contexts, and to structure a path towards creative music making. This investigation is characterized, in terms of its approach, by being qualitative. For its development, three different teaching contexts were studied: a) children from 08 (eight) to 11 (eleven) years; b) Graduates of the Music, Per-forming Arts and Plastic Arts courses at the UNESP Arts Institute - SP; c) Young people and adults interested in general, with or without prior musical knowledge. In each group, meetings were held at the UNESP Arts Institute, in the form of a Music Workshop, used in this research both as a pedagogical resource and as a methodological procedure. Thus, it is characterized by a Multicase Study, supported by the methodological proposals known as Cartography (DELEUZE and GATTARI, 1995). As a theoretical framework, educators were used that are aligned with creative approaches. Among them, Murray Schafer (1933 -), Hans-Joachim Koellreutter (1915 - 2005), Chefa Alonso (1955 -) and Victor Flusser (1951 - ) stand out. This research is justified by the need to disseminate musical pedagogical thinking based on Creative Prac-tices. The proposed activities were recorded in audio and / or video, described and analyzed in the work. As a result, it was found that the use of Creative Practices can contribute to the teaching action of the music educator, and in scenarios as challenging as those found by these professionals, they are not only necessary, but are fundamental.
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Palavras-chave
Práticas criativas, Educação musical, Improvisação livre, Oficinas de música, Criação musical, Musica - Instrução e estudo, Atividades criativas na sala de aula, Improvisação (Música), Criação (Literária, artística, etc.)