Music, Game and Creation in Supervised Teaching Practices: Aesthetic Experiences in A Teacher Education Course (Pedagogy)

• Autor(a) principal: Andrade, Erika Natacha Fernandes
• Data de Publicação: 2022
• Outros Autores: Jeamanordes, Deisy Rodrigues Marqueti
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/6139

This text aims to discuss formative experiences that aimed to insert pedagogy students in significant musical game situations. We begin with the propositions of the music educator François Delalande who defends music as a game, enabling musical awakening through the exploration and research of sounds, the experience of listening and with the experiences with movement that produces and controls true musical acts. Inspired by Delalande theses, the text brings narratives about practices that are developed in the initial training of pedagogues, specifically in situations of supervised training, in which music is experienced aesthetically as a game. It is argued that the pedagogue can contribute to the development of children’s artistic-musical taste, and that pedagogues feel safer to create projects that include musical games when they experience game and creation in their processes of training. Keywords: Music. Teacher training. Esthetic experience.