Publicação
Magnum Opus: um projecto musical no ensino básico
| Resumo: | The study presented here results from the development and application of a musi- cal project (Magnum Opus) in the context of Music Education in the 2nd cycle of Basic Education held in the academic year 2016/2017. Considering that the insertion of aesthe- tic-artistic experiences allows the introduction and reinforcement of knowledge, skills and attitudes, this work sought to understand the impact of the application of a set of interdisciplinary strategies in the acoustic-sensorial development of the child, starting from the di erent artistic domains (music, painting and dance) in the context of the classroom. In view of the stated purposes, we have opted for a methodological para- digm that is inscribed in an approach of a qualitative and interpretative nature. In this context, the questionnaire survey, addressed to the participants of this study (n = 24), was used as a data collection instrument. From the collection, analysis and interpreta- tion of the data emerge indicators that the crossing of diverse artistic forms is a bene t to the child, at the creative, cognitive, sensorial and cultural level. The promotion of creative and interdisciplinary dynamics in the context of the classroom presents itself as an asset for the formation and development of the musical/artistic literacy from for- ming. |
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| Autores principais: | Nascimento, Gerson Rafael |
| Outros Autores: | Cardoso, Mário |
| Assunto: | Musical project Music Musical education |
| Ano: | 2017 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Bragança |
| Idioma: | inglês |
| Origem: | Biblioteca Digital do IPB |
| Resumo: | The study presented here results from the development and application of a musi- cal project (Magnum Opus) in the context of Music Education in the 2nd cycle of Basic Education held in the academic year 2016/2017. Considering that the insertion of aesthe- tic-artistic experiences allows the introduction and reinforcement of knowledge, skills and attitudes, this work sought to understand the impact of the application of a set of interdisciplinary strategies in the acoustic-sensorial development of the child, starting from the di erent artistic domains (music, painting and dance) in the context of the classroom. In view of the stated purposes, we have opted for a methodological para- digm that is inscribed in an approach of a qualitative and interpretative nature. In this context, the questionnaire survey, addressed to the participants of this study (n = 24), was used as a data collection instrument. From the collection, analysis and interpreta- tion of the data emerge indicators that the crossing of diverse artistic forms is a bene t to the child, at the creative, cognitive, sensorial and cultural level. The promotion of creative and interdisciplinary dynamics in the context of the classroom presents itself as an asset for the formation and development of the musical/artistic literacy from for- ming. |
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