Resumen de Writing music textbooks and building music didactic materials
This text, derived from a workshop presented at the symposium, brings a practical point of view of music textbook and didactic material production. It is based on my own experience as a textbook author for kindergarten, primary school, adult high school, and university students and on my projects of didactic material research, in particular, with musical instrument production for Music Education. It also dialogues with an experience as a music textbook reviewer for Brazilian publishers and for the Brazilian Ministry of Education. The emphasis of the workshop is grounded on the tripod: music practice; music listening; and sound exploration (Romanelli, 2014). These three main references are based on authors such as Delalande (1984), Swanwick (2014) and Schafer (1991). To demonstrate some of those principles certain practical experiences are described in order to understand this particular conception of music textbook writing. A Rhizomatic model of organization is presented (Pilan, 2011) to demonstrate the idea of the “thematic axis” of textbook writing. As a practical example of this approach, an idea of checklist grid is suggested as a form of promoting a wider variety of musical references, in order to bring multiple examples of music experiences, such as classical, jazz, rock, traditional, electronic, from different cultures all over the world. The final remarks of this text drive to the understanding that individual and collective experiences enable the design of music textbooks that follows the principle of Music Education oriented towards the promotion of students’ autonomy before their sonorous and musical world
