Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/24674 |
Resumo: | Linked to the Education and Arts research line and to the NarraMus research group, this study investigated the composition and arrangement process with the participants of the musical composition and arrangement study group offered to the military members of the music band at the Santa Maria, based and guided by the perceptions and thoughts of Nachmanovitch (1993), about the development of these observations. In the meantime, departing from the view of conservative music teaching, Vasconcelos (2002) and from the master-apprentice relationship, Louro (2004) and Gaunt (2008). The class diaries and the reflective diaries as well as the questionnaires were used in the acquisition of the data that fed her. From this, a study group on composition and arrangement was formed, lasting five months. The study group, under a new pedagogical-musical perspective, used the cultural-musical experience of the participants as a driving force in the acquisition of compositional and arrangement knowledge. In the classes, audio and video recordings of musical works from the participants' experience were used, as well as other audios and videos of examples of popular and erudite works, in order to support compositional and arrangement ideas. The study of the data obtained in the group took place in a qualitative way and considered two basic conditions for analysis: creativity and creative barriers. Regarding the expected results of the work and the contributions to the teaching of musical composition at the higher level, it is inferred that the pedagogical perspective was presented as a positive plan and an opportune tool for the epistemology of musical composition. The process of musical creation and arrangement worked on in the study group culminated in musical compositions and arrangements made by the participants, leading them to star in their own musical stories based on experiences. The general objective of the work was to investigate the pedagogical dilemmas of the composition teacher and the questions of the students participating in the study group. The specific objectives sought to punctuate the students' questions regarding compositional theories from their experiences, locate the composition teacher's dilemmas in the same process and point out the presence of students' cultural background in the compositions and arrangements developed. The research intends to contribute to the debates of Music Education, regarding a possible expansion of the tradition of conservatories, through the use of the students' baggage. |
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Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4Recomposing the composition: (auto)biographic narratives about methodologies used in the composition classes offered in the music band of ala 4Narrativas na educaçãoBanda de músicaMúsicaComposição musicalNarratives in educationMusical bandMusicMusical compositionCNPQ::CIENCIAS HUMANAS::EDUCACAOLinked to the Education and Arts research line and to the NarraMus research group, this study investigated the composition and arrangement process with the participants of the musical composition and arrangement study group offered to the military members of the music band at the Santa Maria, based and guided by the perceptions and thoughts of Nachmanovitch (1993), about the development of these observations. In the meantime, departing from the view of conservative music teaching, Vasconcelos (2002) and from the master-apprentice relationship, Louro (2004) and Gaunt (2008). The class diaries and the reflective diaries as well as the questionnaires were used in the acquisition of the data that fed her. From this, a study group on composition and arrangement was formed, lasting five months. The study group, under a new pedagogical-musical perspective, used the cultural-musical experience of the participants as a driving force in the acquisition of compositional and arrangement knowledge. In the classes, audio and video recordings of musical works from the participants' experience were used, as well as other audios and videos of examples of popular and erudite works, in order to support compositional and arrangement ideas. The study of the data obtained in the group took place in a qualitative way and considered two basic conditions for analysis: creativity and creative barriers. Regarding the expected results of the work and the contributions to the teaching of musical composition at the higher level, it is inferred that the pedagogical perspective was presented as a positive plan and an opportune tool for the epistemology of musical composition. The process of musical creation and arrangement worked on in the study group culminated in musical compositions and arrangements made by the participants, leading them to star in their own musical stories based on experiences. The general objective of the work was to investigate the pedagogical dilemmas of the composition teacher and the questions of the students participating in the study group. The specific objectives sought to punctuate the students' questions regarding compositional theories from their experiences, locate the composition teacher's dilemmas in the same process and point out the presence of students' cultural background in the compositions and arrangements developed. The research intends to contribute to the debates of Music Education, regarding a possible expansion of the tradition of conservatories, through the use of the students' baggage.Vinculada à linha de pesquisa Educação e Artes e ao grupo de pesquisa do NarraMus, este estudo investigou o processo de composição e arranjo com os participantes do grupo de estudos em composição e arranjo musical oferecido aos militares integrantes da banda de música da Base Aérea de Santa Maria, fundamentado e guiado nas percepções e pensamentos de Nachmanovitch (1993), acerca do desenvolvimento dessas observações. Nesse ínterim, partindo da visão do ensino conservatorial da música, Vasconcelos (2002) e da relação mestre-aprendiz, Louro (2004) e Gaunt (2008). Os diários de aulas e os diários reflexivos bem como os questionários foram utilizados na aquisição dos dados que alimentam esta pesquisa. A partir disso, foi constituído um grupo de estudos em composição e arranjo com duração de cinco meses. O grupo de estudos, sob uma nova perspectiva pedagógico-musical, utilizou a vivência cultural-musical dos participantes como mola propulsora na aquisição do conhecimento composicional e de arranjo. Nas aulas, foram utilizadas gravações de áudios e vídeos de obras musicais da vida dos participantes, bem como, outros áudios e vídeos de exemplos de obras populares e eruditas, a fim de fundamentar ideias composicionais e de arranjo. O estudo dos dados obtido no grupo ocorreu de forma qualitativa e considerou duas condições básicas para análise: criatividade e barreiras criativas. Sobre os resultados esperados do trabalho e as contribuições para o ensino de composição musical no nível superior, infere-se que a perspectiva pedagógica se apresentou como um plano positivo e uma ferramenta oportuna à epistemologia da composição musical. O processo de criação musical e de arranjo trabalhado no grupo de estudos culminou em composições musicais e arranjos feitos pelos participantes, levando-os a protagonizar as próprias histórias musicais alicerçados em suas vivências. O objetivo geral do trabalho foi investigar os dilemas pedagógicos do professor de composição e os questionamentos dos alunos participantes do grupo de estudos. Os objetivos específicos buscaram pontuar os questionamentos dos alunos em relação as teorias composicionais a partir de suas vivências, localizar os dilemas do professor de composição no mesmo processo e apontar a presença de bagagem cultural dos alunos nas composições e arranjos desenvolvidos. A pesquisa pretende contribuir para os debates da Educação Musical, no que tange a uma possível ampliação da tradição dos conservatórios, através do aproveitamento da bagagem dos alunos.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoLouro-Hettwer, Ana Lúcia de Marques ehttp://lattes.cnpq.br/8744911424416533Lima, Diogo BaggioTeixeira, Ziliane Lima de OliveiraSilva, Dimas Artur da2022-06-09T11:38:13Z2022-06-09T11:38:13Z2022-02-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/24674porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-06-09T11:38:13Zoai:repositorio.ufsm.br:1/24674Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-06-09T11:38:13Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4 Recomposing the composition: (auto)biographic narratives about methodologies used in the composition classes offered in the music band of ala 4 |
title |
Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4 |
spellingShingle |
Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4 Silva, Dimas Artur da Narrativas na educação Banda de música Música Composição musical Narratives in education Musical band Music Musical composition CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4 |
title_full |
Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4 |
title_fullStr |
Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4 |
title_full_unstemmed |
Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4 |
title_sort |
Recompondo a composição: narrativa (auto)biográfica sobre metodologias utilizadas nas aulas de composição oferecidas na banda de música da ala 4 |
author |
Silva, Dimas Artur da |
author_facet |
Silva, Dimas Artur da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Louro-Hettwer, Ana Lúcia de Marques e http://lattes.cnpq.br/8744911424416533 Lima, Diogo Baggio Teixeira, Ziliane Lima de Oliveira |
dc.contributor.author.fl_str_mv |
Silva, Dimas Artur da |
dc.subject.por.fl_str_mv |
Narrativas na educação Banda de música Música Composição musical Narratives in education Musical band Music Musical composition CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Narrativas na educação Banda de música Música Composição musical Narratives in education Musical band Music Musical composition CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Linked to the Education and Arts research line and to the NarraMus research group, this study investigated the composition and arrangement process with the participants of the musical composition and arrangement study group offered to the military members of the music band at the Santa Maria, based and guided by the perceptions and thoughts of Nachmanovitch (1993), about the development of these observations. In the meantime, departing from the view of conservative music teaching, Vasconcelos (2002) and from the master-apprentice relationship, Louro (2004) and Gaunt (2008). The class diaries and the reflective diaries as well as the questionnaires were used in the acquisition of the data that fed her. From this, a study group on composition and arrangement was formed, lasting five months. The study group, under a new pedagogical-musical perspective, used the cultural-musical experience of the participants as a driving force in the acquisition of compositional and arrangement knowledge. In the classes, audio and video recordings of musical works from the participants' experience were used, as well as other audios and videos of examples of popular and erudite works, in order to support compositional and arrangement ideas. The study of the data obtained in the group took place in a qualitative way and considered two basic conditions for analysis: creativity and creative barriers. Regarding the expected results of the work and the contributions to the teaching of musical composition at the higher level, it is inferred that the pedagogical perspective was presented as a positive plan and an opportune tool for the epistemology of musical composition. The process of musical creation and arrangement worked on in the study group culminated in musical compositions and arrangements made by the participants, leading them to star in their own musical stories based on experiences. The general objective of the work was to investigate the pedagogical dilemmas of the composition teacher and the questions of the students participating in the study group. The specific objectives sought to punctuate the students' questions regarding compositional theories from their experiences, locate the composition teacher's dilemmas in the same process and point out the presence of students' cultural background in the compositions and arrangements developed. The research intends to contribute to the debates of Music Education, regarding a possible expansion of the tradition of conservatories, through the use of the students' baggage. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-09T11:38:13Z 2022-06-09T11:38:13Z 2022-02-18 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/24674 |
url |
http://repositorio.ufsm.br/handle/1/24674 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922161557241856 |