Reflexões sobre habilidades criativas no curso fundamental infantil de piano da EMEM: um estudo de caso

Abstract

It is known that the music education contributes to the child sensory, motor, emotional and social development, especially if there is scope for creativity and experimentation. It is proposed to reflect on the development of creative skills integrated to technical skills expanding the learning possibilities of the students enrolled in the Fundamental Piano Childen's Course of the Music School of Maranhão State Prof.ª Lilah Lisboa de Araújo - EMEM. The study was based on Swanwick's Model C(L)A(S)P (1979, 2003, 2014) on researches and materials from França (2000, 2001, 2008, 2013) and Gainza (1987, 1988), where composition, appreciation and performance are understood as central modalities of comprehensive musical making. The adopted methodology was a case study with a qualitative standard with the following theoretical references: Gil (2008), Goldenberg (2004) and Cunha (2009). From participant observation it was collected the data of analysis of appreciation, improvisation, imitation and creation activities developed with the students in the classroom using field diary, photographic record, audio/video recordings and the questionnaire applied among the piano teachers. At the end of the semester, an authorial recital was held with the presentation of the compositions by the students/participants of the research themselves. It was found that the use of further didactic material is a common practice among the teaching staff and the composition is the missing creative ability from the teachers' methodological actions. The integration of creative skills and technical skills promotes learning and the musical language comprehension. It was concluded that the insertion of creative skills in piano teaching contributes to a creative, expressive, integrative and more participative musical making of piano students.