Music textbooks and didactic materials: a proposition based on the experience of the “family musician in classroom” project

• Halyne Czmola ^[1] ; Lucas Pitwak Menezes Rosa ^[1] ; Mariane Lins ^[1] ; Guilherme Romanelli ^[1]
  1. [1] Universidade Federal do Paraná

     Universidade Federal do Paraná

     Brasil

     
• Localización: Music education and didactic materials / coord. por Rosa María Vicente Álvarez, Carol Gillanders, Jesús Rodríguez Rodríguez, Guilherme Romanelli, Jessica Pitt, 2020, ISBN 978-84-122480-2-9, págs. 143-150
• Idioma: inglés
• Enlaces
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• Resumen

  • This article brings discussions about pedagogical orientations for Music Education that can be unveiled from Brazilian Art textbooks. It also highlights the fact that these books contribute to promoting a good pedagogical practice in Music Education for pre-school and elementary school. In general, teachers’ formation for the mentioned school levels has an emphasis on pedagogical issues rather than specificities, such as Music Education. This panorama happens in spite of the fact that there is a federal law that puts Music Education as mandatory in all school grades. This lack of congruence between teachers’ basic formation and the law enforcement is taken as the main argument to justify the frequent absence of Music Education in several classrooms (Barbosa & Romanelli, 2013). That means that even if most part of teachers know how to conduct their classes daily, their preparation is poor on what concerns the particularities of music teaching. Considering that given panorama, this article aims to discuss music textbooks that are written for school teachers’ training. The starting point is the study of a particular school music project called “Family Musician in the Classroom” that is built over the music knowledge exchange among teachers, students, community and university. Running since 2010, this project is being developed in the city of Curitiba, southern Brazil, and counts with the partnership between the Education Council from the municipality of Curitiba and the Federal University of Paraná, offering training courses to the pre-school teachers. Those in-service training normally supply part of the demand for specific knowledge in music. However, through the project, it has been noted that there is a demand for textbook-like printed materials, and other didactic materials that could accompany the music work of these teachers. In order to avoid a directive and centralized textbook production, this research aimed to consider teachers’ demands surveying their opinion regarding what should be the design of these didactic materials