Problem-based learning: composing in the classroom as a music learning challenge

• Autor(a) principal: Vasconcelos, Maria João
• Data de Publicação: 2023
• Outros Autores: Caspurro, Helena, Costa, Nilza
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10773/40335
• topic: Problem-based learning; Cooperative learning; Music education; Musical composition

Problem-based Learning (PBL), one of the most widespread student-centered teaching models,prioritizescooperative and challenge-based learning,withteachers actingas "facilitators", andformative assessmentprocesses. In music, the search for ways to enhance the (co)construction of learning and complementary responses to expository methods resonates with composition centered proposals,with some incorporated intoMusic Education curricula as in the Portuguese case. What characterizes PBL, what data exists on its application and what links can we establish with musical learning to systematize its implementation and study through composition reflectthe questions motivatingthis literature review. Thinking in sound, thinking in music, holistic learning, creative thinking,providethe constructs and references through which we discuss the foundations of thismodel. The summaries, in turn, produce the following conclusions: the study of PBL generates both benefits and constraints, and research on its theoretical principles continues to be far more abundant; composition initself represents a problem-solving process, and musical learning through composition, when viewed according to the aforementioned constructs, can take shape in a way that aligns with PBL;itworksas a guiding model for musical and educational planning, action and research, particularly through composition.