Estratégias de aprendizagem na iniciação do estudo saxofone

Abstract

Today, the teaching of initiation to the instrument (in elementary school/ 1st – 4th grade) is commonly addressed in the curriculum of vocational music schools. Since 2009, the legislation considers the possibility of adopting shared classes, both at the initiation, as in the 5th and 6th grade of specialized music education. Because of these changes, new pedagogical strategies are necessary, since the students’ group dynamics in the classroom is altered. In order to contemplate these new models of shared classes, the present dissertation begins by outlining a global vision of the school books that supports these levels of teaching, in relation to three major skills: historical framing, technical skills and pedagogical strategies. A comparative analysis of methods provides the definition of topics to be addressed in the elaboration of a pedagogical didactic games, which will be used in the dynamics of these shared classes. After idetifying a gap in the contents of the school books analyzed for the current model of shared classes in the initiation of teaching saxophone, we propose a pedagogical didactic game that is based on the acquisition and solidification of technical and interpretative abilities. The game considers three major domains: articulation, rhythm and intensities. The evaluation of the game is also based on an innovative proposal that is motivated by differentiated teaching. We carried out an evaluation of this pedagogical didactic game in order to measure the stimulation and motivation fostered by the game in a total of 14 participants. The results of this evaluation demonstrated that for this specific sample, the participants presented a positive level of intrinsic motivation, with high levels of pleasure / interest and effort / importance. Overall, the model used to determine losers and winners at each stage of the game resulted in fairly uniform values, suggesting that the strategy of evaluation reinforces differentiated learning in the context of group classes, even when exposed to participants with a noticeable difference of skills.

Date of Award	24 Jul 2017
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Gilberto Bernardes (Supervisor) & Ana Sofia Almeida Sá Serra Dawa (Co-Supervisor)