ARRANGEMENT SEQUENCING AS A PEDAGOGICAL TOOL FOR TEACHING COLLECTIVE SINGING IN PUBLIC SCHOOLS

• DOI: https://doi.org/10.22533/at.ed.9294424010074

• Palavras-chave: Creation; Arrangements; Collective Singing; Sequencing.

• Keywords: Creation; Arrangements; Collective Singing; Sequencing.

• Abstract:

  This paper is an experience report on teaching collective singing using the creation of sequenced arrangements according to possibilities of singing in parts for the development of musical skills and knowledge. The objective of the research was to analyze the benefits of this approach based on the contributions of the authors Houlahan and Tacka (2023), Leck and Jordan (2009) and Fragoso (2018). The study was carried out in a public school in the city of Fortaleza (CE) over a period of four months in weekly classes of two and a half hours with students aged 13 and 14. A field diary was used as a tool for data collection and reflections on the process. Although limited by some factors, the development of singing and listening in parts, rhythmic skills and, later and to a lesser extent, melodic skills, apprehension and articulation of musical vocabulary and vocal technique, attention, flow and perception of cycles, and socialization and disinhibition were observed.