Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Elisabete Rodrigues Pereira |
| Orientador(a): |
Gustavo Rodrigues Penha |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Fundação Universidade Federal de Mato Grosso do Sul
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Link de acesso: |
https://repositorio.ufms.br/handle/123456789/8617
|
Resumo: |
This work presents a theoretical-practical proposal identifying the contributions and other possibilities of music teaching, developed within the Arts curricular component, through the collective teaching of body percussion together with resources accessible to students in the Regular High School modality. The proposal was experienced during Arts classes with students aged 15 to 17 in the 1st, 2nd and 3rd year of the Escola Estadual Profº João Crisóstomo de Figueiredo, located in the city of Cuiabá, Mato Grosso, in the year 2023. Teaching practice aimed to investigate how body percussion associated with alternative and accessible sound resources as well as the connection with the voice (phonemes) can contribute and make music teaching possible in schools, also providing more conscious and sensitized sound listening (sound education). and greater socialization and integration among high school students. The applied research methodology was bibliographic together with Action Research through a pedagogical proposal with theoretical-practical activities and a semi-structured questionnaire. The development of the classes was characterized by being a dynamic process of gradual acquisition of musical skills that promoted, with each advance, a new know-how, which favored the involvement of all participants in the proposal. |
