In Brazil, the teaching of wind instruments was initially focused on the indigenous at the Jesuit... more In Brazil, the teaching of wind instruments was initially focused on the indigenous at the Jesuit Missions, after wards, to the black slaves in Bands Farm, to the black freedmen in the Barbers Bands, to the military in the Military Bands, to the partners in the Philharmonic, to the students of private teachers, to the members in the Protestant churches and finally to the students in the School Bands. In all these formats, there have been certain fragility in the teaching-learning process, mainly due to the existence of a single teacher for all instruments without proper training to do so. Although many music educators have adverse reactions to the responsibility of taking so many functions, this is a historic reality of Brazil, hence it is understood, that such condition should simply be assumed. One possibility for approaching the matter is inserting own approaches of collective teaching of wind instruments in music graduation courses through distance learning, which are already seven, with one hundred and five poles of classroom support, divided into sixteen states. However, for this teaching to be effective, it is necessary more than a simple transposition of pedagogical models of classroom modality for technological contexts of communication and information. The distance education in the Information Society, in a media and globalized world, requires own formats, many of which are still under construction and discovery phase, which in turn are based on the paradigm shift of classroom education and conventional principles of teaching and learning already overcome or needing new approaches. Thus, pairing data from two teaching proposals of musical instruments in the distance learning modality, a Brazilian entitled PROLICENMUS and other from U.S. entitled SmartMusic and addition arising from a Brazilian method for collective teaching of wind instruments and percussion, entitled Da Capo, starts the systematization of an own pedagogical model for teaching wind instruments in Brazilian music graduation courses through distance learning aiming teachers training and/or improving the qualification of bandmaster teachers of school bands. We can still add that the tool of analysis was created based on the conception of this paper Pedagogical Model. And it can similarly be considered as a Course Project and as a tool of analysis of the obtained results as well.
In Brazil, the teaching of wind instruments was initially focused on the indigenous at the Jesuit... more In Brazil, the teaching of wind instruments was initially focused on the indigenous at the Jesuit Missions, after wards, to the black slaves in Bands Farm, to the black freedmen in the Barbers Bands, to the military in the Military Bands, to the partners in the Philharmonic, to the students of private teachers, to the members in the Protestant churches and finally to the students in the School Bands. In all these formats, there have been certain fragility in the teaching-learning process, mainly due to the existence of a single teacher for all instruments without proper training to do so. Although many music educators have adverse reactions to the responsibility of taking so many functions, this is a historic reality of Brazil, hence it is understood, that such condition should simply be assumed. One possibility for approaching the matter is inserting own approaches of collective teaching of wind instruments in music graduation courses through distance learning, which are already seven, with one hundred and five poles of classroom support, divided into sixteen states. However, for this teaching to be effective, it is necessary more than a simple transposition of pedagogical models of classroom modality for technological contexts of communication and information. The distance education in the Information Society, in a media and globalized world, requires own formats, many of which are still under construction and discovery phase, which in turn are based on the paradigm shift of classroom education and conventional principles of teaching and learning already overcome or needing new approaches. Thus, pairing data from two teaching proposals of musical instruments in the distance learning modality, a Brazilian entitled PROLICENMUS and other from U.S. entitled SmartMusic and addition arising from a Brazilian method for collective teaching of wind instruments and percussion, entitled Da Capo, starts the systematization of an own pedagogical model for teaching wind instruments in Brazilian music graduation courses through distance learning aiming teachers training and/or improving the qualification of bandmaster teachers of school bands. We can still add that the tool of analysis was created based on the conception of this paper Pedagogical Model. And it can similarly be considered as a Course Project and as a tool of analysis of the obtained results as well.
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