Contributos para a construção de um e referencial de práticas pedagógicas para o ensino da formação musical iniciação

Activity: Supervision


This report, prepared within the scope of the Professional Practice (PP) curricular unit, reflects the path taken at the host institution, Escola de Música de Perosinho (EMP) under the scientific and pedagogical supervision of Professors Doctor Luísa Orvalho and Sílvia Dias. Evidence, also a research the type pedagogical intervention that involved support and implementation of changes and pedagogical innovations, destined the production production changes in the teaching and learning of students in Musical Education (FM) – Initiation, Level III and IV and the subsequent evaluation of effects and impact in success and school performance of the participants. The Pedagogical Intervention Project (PIP) was conceived, scheduled and implemented in the curricular units of Pedagogical Intervention Seminar and Pedagogical Intervention Project, of the 2nd year, 1st and 2nd semester study plan, respectively, of the Master's course in Music Education, of the Escola das Artes and Faculdade de Educação e Psicologia of the Universidade Católica Portuguesa, Católica Porto. In PART I, the description of the route taken during the PP, made during the academic year 2020/2021, is made with the classes of the disciplines of FM Initiation, of levels III and IV, and Class of Ensemble (CC) Choir, from the Basic Music Initiation Course, on a supplementary basis. After framing the context, a detailed description of the components of the supervised practice is presented and ends with a critical reflection on the professional and organizational development experienced in this stage of training. PART II presents, in the format of a scientific article, the qualitative research that was carried out at PP, from February to May 2021, in twenty classes with the FM Initiation classes, to apply the intervention project (PIP) called “Contributions for the Construction of an e-Referencial for Pedagogical Practices to the Teaching of Musical Education Initiation” levels III and IV”, in a sample of twenty-one students, who attended the Music Initiation Course, of levels III and IV, on a supplementary basis, aged between 8 and 9 years old, using the active methods of the musical educators Émile Jaques-Dalcroze, Edgar Willems, George Self e Murray Schafer. As a product of this research, an E-Referential of Pedagogical Practices for the Teaching of Musical Initiation was built, selecting the strategic teaching actions interiorization of the musical elements (timbre, intensity, articulation, tempo, duration, height, density, modes and form), intonation, improvisation, reading and discovering new sounds, creating musical notations and writing scores with a very positive evaluation in the actual curriculum development.
Period19 Jul 2021
Held atUniversidade Católica Portuguesa
Degree of RecognitionMaster


  • Specialized artistic music teaching
  • Musical education - initiation
  • Ensemble class - choir
  • Essential learnings
  • Active musical methods
  • Musical pedagogues