Aprendizagem criativa na aula de piano em grupo

The central focus of this thesis was to investigate creative learning in music at piano group lessons. Thus, the theoretical framework adopted was guided by two main principles: (1) creativity in the field of music education and (2) Piano teaching and learning. As a methodological procedure we used a research-action with students of the disciplines Prática de Instrumento Harmônico I e II, at the Music Education Undergraduate Course of Federal University of Rio Grande do Norte (UFRN). This research-action was structured in four phases: 1) the identification of the starting points and the theme of creativity matters in piano group lessons, considering the context of a teacher training course in music; 2) the projection of actions, the definition of the objectives and the organization of instruments of data collection and analysis; 3) the realization of the planned actions; and 4) the evaluation of the results, the transcription, organization and analysis of the data collected through observation and interviews. Given the Creative Learning Cycle in Music, represented by the activities of composing, performing and criticizing Music, defended by Beineke (2009, 2013, 2015), we propose in this thesis a creative cycle of formation in music to promote creative learning in piano group lessons, in which teachers and students teach and learn creatively, expanding training opportunities in the field of Music Education. This was possible due to the joint experience of creative practices related to improvisation, elaboration of arrangements and musical compositions - elements that contributed positively to the learning process of the participants. But for this to occur, the planning, implementation and evaluation of the creative and pedagogical musical procedures adopted were decisive, considering the perspectives of students, their conceptions, musical creations, processes and collaborative exchange.

Aprendizagem criativa na aula de piano em grupo

The central focus of this thesis was to investigate creative learning in music at piano group lessons. Thus, the theoretical framework adopted was guided by two main principles: (1) creativity in the field of music education and (2) Piano teaching and learning. As a methodological procedure we used a research-action with students of the disciplines Prática de Instrumento Harmônico I e II, at the Music Education Undergraduate Course of Federal University of Rio Grande do Norte (UFRN). This research-action was structured in four phases: 1) the identification of the starting points and the theme of creativity matters in piano group lessons, considering the context of a teacher training course in music; 2) the projection of actions, the definition of the objectives and the organization of instruments of data collection and analysis; 3) the realization of the planned actions; and 4) the evaluation of the results, the transcription, organization and analysis of the data collected through observation and interviews. Given the Creative Learning Cycle in Music, represented by the activities of composing, performing and criticizing Music, defended by Beineke (2009, 2013, 2015), we propose in this thesis a creative cycle of formation in music to promote creative learning in piano group lessons, in which teachers and students teach and learn creatively, expanding training opportunities in the field of Music Education. This was possible due to the joint experience of creative practices related to improvisation, elaboration of arrangements and musical compositions - elements that contributed positively to the learning process of the participants. But for this to occur, the planning, implementation and evaluation of the creative and pedagogical musical procedures adopted were decisive, considering the perspectives of students, their conceptions, musical creations, processes and collaborative exchange.

Piano e funcionalidade: proposta para um modelo generativo

A expressão “Piano Funcional” designa a instrução, em grupo reduzido, em diversas competências funcionais – não incluídas no ensino tradicional europeu, mais orientado para a execução virtuosista. O estudo funcional do piano activa no estudante processos de relacionamento, síntese e generalização sobre diversos aspectos da actividade musical, contribuindo para uma consciência aprofundada da linguagem e alimentando a flexibilidade e autonomia dos educandos. O objectivo do Piano Funcional é o de permitir a aquisição de uma funcionalidade musical plena, através da apropriação e controlo da linguagem musical. O objectivo do presente trabalho é o de propor um Modelo Generativo de Piano Funcional. O modelo generativo proposto parte de um levantamento e análise crítica das dinâmicas que limitam a eficácia do sistema de ensino, nomeadamente: a predominância da descodificação simbólica em detrimento da oralidade e do movimento, o favorecimento do mecanicismo e a valorização excessiva da prática interpretativa. Tais dinâmicas conduzem frequentemente ao sacrifício das competências criativas na formação dos músicos. Propõe-se assim a adopção de um grupo de “novos paradigmas”, tais como: a promoção de valores funcionais; a integração de competências, e a (re)valorização do som, da criatividade, da audição e da sensorialidade como motores das aquisições musicais do aluno. O modelo articula três processos generativos, cada um deles agrupando experiências nos domínios da (i) leitura, (ii) harmonia e (iii) experimentação. O modelo de Piano Funcional é generativo, também, porque promove uma aprendizagem como construção pessoal e criativa. Adicionalmente, realizou-se um trabalho empírico que consistiu na aplicação de conceitos de Piano Funcional na aprendizagem pianística de três sujeitos, ao longo de seis meses. O objectivo deste trabalho empírico foi o de desenvolver actividades que ilustram o âmbito do Piano Funcional e o de aferir a aplicabilidade pedagógica do modelo proposto.

Reminiscencia nacionalista en las obras neoclásicas para piano de Luis Gianneo

Este trabajo tiene sus raíces en un Proyecto de Investigación iniciado en 1986 en la Universidad Nacional de Cuyo, dirigido por Guillermo Scarabino y secundado por un grupo de profesoras de la Escuela de Música de la Facultad de Artes. El mismo se propuso el estudio de los integrantes del Grupo Renovación cuya actividad se desarrolló entre 1929 y 1944. El campo de trabajo fue el compositor Luis Gianneo y su accionar dentro del Grupo. A partir de entonces quedó latente el interés por profundizar el estudio de la creación de este músico, más allá de esas fronteras, sobre todo porque se puede intuir que los recursos extraídos de las obras compuestas durante el periodo en que formó parte del Grupo (1931-1944) no eran transitorios sino estables y que respondían a un firme posicionamiento del artista que, además de un sólido manejo de los medios técnicos poseía firmes convicciones estéticas. Numerosos escritos dan cuenta de la gravitación que ejerció la figura de Luis Gianneo en el panorama de la música argentina, durante la primera mitad del siglo XX. En su mayoría se trata de trabajos dirigidos a relevar información relacionada con aspectos biográficos y la producción del compositor. En todos ellos la figura de Luis Gianneo resulta relevante en el panorama de la música nacional y en líneas generales, los historiadores lo califican como modelo de honestidad profesional, de solidez compositiva y de vocación de trabajo.

Deux sonates et La Coquette pour forte piano [Música notada] : oeuvre VI

Encuadernado con: A favourite concerto for the piano-forte or harpsichord with accompaniments for two violins and a violoncello ; Trois trios pour le clavecin ou piano-forte avec violon [et] violoncelle : oeuvre 41. Liv. I y Liv. II ; Haydn's celebrated overture composed for & performed at Mr. Salomon's concert Hanover-Square : adapted for the piano-forte, with an accompaniment for a violin & violoncello ad libitum. N. 2 y N. 3 ; [Sonatas] ; Sonata for the pianoforte or harpsichord : op. 66

A favourite concerto for the piano-forte or harpsichord with accompaniments for two violins and a violoncello [Música notada]

Hay un ejemplar encuadernado con: Deux sonates et La Coquette pour forte piano (XVIII/2815)

Trois trios pour le clavecin ou piano-forte avec violon [et] violoncelle : oeuvre 41. Liv. I [Música notada]

Hay un ejemplar encuadernado con: Deux sonates et La Coquette pour forte piano (XVIII/2815)

Trois trios pour le clavecin ou piano-forte avec violon [et] violoncelle : oeuvre 41. Liv. II [Música notada]

ContieneSonata IV, op. 42Sonata VSonata VI.

Haydn's celebrated overture composed for & performed at Mr. Salomon's concert Hanover-Square : adapted for the piano-forte, with an accompaniment for a violin & violoncello ad libitum. N. 2, Sinfonia II [Música notada]

Hay un ejemplar encuadernado con: Deux sonates et La Coquette pour forte piano (XVIII/2815). Firma autógrafa de J.C. Salomon en la port.

Haydn's celebrated overture composed for & performed at Mr. Salomon's concert Hanover-Square : adapted for the piano-forte, with an accompaniment for a violin & violoncello ad libitum. N. 3, Sinfonia III [Música notada]

Hay un ejemplar encuadernado con: Deux sonates et La Coquette pour forte piano (XVIII/2815). Firma autógrafa de J.C. Salomon en la port.

Albert Einstein with violin, Josef Schwarz at piano, and Boris Schwarz in background; Haberlandstrasse 5, Berlin Portraits Groups; Men

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Pianist Heida Hermanns née Goldschmidt seated at a piano; New York Portraits Women

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Pianist Heida Hermanns née Goldschmidt seated at a piano; Berlin Portraits Women

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Musicologist and philosopher Albert Schweitzer at a piano with cellist and conductor Pablo Casals Portraits Groups Men

Verso: Handwritten inscription to Martin U. Heiman in grateful appreciation signed Hans Moldenhauer 1/8/60