Narrativas musicais e o digital sock: um novo modelo de atuação em educação musical

This article records the results of the practical-pedagogical intervention called Musical Narratives and the Digital Sock, in which we investigate the stimulating capacity of the Digital Sock instrumental prototype during the construction of scenic-musical narratives, having as a model of performance, a set of activities involving the gestures and sounds. Constituted by a theoretical and a practical axis, the way of acting prioritized during the intervention was anchored in the educators of the Musical Educational Reform, namely Dalcroze (1920); Orff & Keetman (1954) and Murray Schafer (1977). With a focus on action-research, the practical axis was centered on the creation of sound narratives with Digital Sock and a reflection about practice. The results indicated that a way of acting centered on gesture-sound duality, improvisation and playfulness, with Digital Sock and other scenic-musical artifacts as a sound stimulus, allows musical learning; stimulates creativity and promotes communication in interactive processes involving body-instrument-environment.