Performance musical
: guias de execução como estratégia de memorização

  • Raquel Sofia Martins Fernandes (Student)

Student thesis: Master's Thesis

Abstract

This report, presented under the curricular units of Professional Practice I and II and Pedagogical Intervention Project (PIP) emerges in the context of the Master's Degree in Music Teaching, School of Arts of the Universidade Católica Portuguesa, in Porto and developed in the host entity, Academia de Música de Vila Verde (AMVV), during the academic year 2020-2021. This report attempts to highlight the activities developed in the initiation of supervised teaching practice, in the area of specialization of instrument teaching (singing) and ensemble class (choir), in the research applied to the design, development, implementation and evaluation of a PIP, under the scientific guidance of Professor Sofia Serra. With the implementation of the PIP, under the theme: "Musical Performance: Performance Guides as a Memorization Strategy" we intend to verify to what extent the application of this memorization strategy (namely - performance guides) contributes to the management of memory gaps during the musical performance of primary schools singing students. This intervention has as main goals to help students to create self-control and confidence mechanisms, so that they can manage possible memory gaps during the musical performance and thus enhance their performance. In this sense, a survey was conducted with the students of the Singing class, through the tool - questionnaire, in order to know the memorization methods practiced and possible experiences with memory gaps during performance. Subsequently, after the analysis of the respective questionnaires, the students who had already experienced this phenomenon were divided into two groups: experimental group - where the memorization strategy in study was applied; and control group - which continued to work memorization as it always did. The evaluation was carried out by means of a new individual questionnaire to the students and by means of natural observation of the respective performances, regulated by a matrix previously given to a panel of teachers consisting of three elements. The results obtained show that the memorization of musical works through performance guides is more solid and effective and that, furthermore, the methodology also brings advantages at the level of other performance skills, such as expressiveness and communication with the audience.
Date of Award6 Sep 2021
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorSofia Serra (Supervisor)

Keywords

  • Musical performance
  • Memorization strategies
  • Teaching singing

Designation

  • Mestrado em Ensino da Música

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