Expressão Musical

Learning objectives
The knowledge about musical and extra musical aspects - Musicality and its biological and cultural aspects - Musical identity - The music functions in today's society - The human development and musical behavior of different individuals - The musical culture and the mastery of music elementary structures - Fundamental and specific concepts of music - Musical intervention methodologies The development of the capacity to aplie music to different contexts of intervention (education, animation/recreation and therapy) and the articulation of music with other forms of artistic expression

Syllabus
1.Music Artistic dimension Approach to fundamental and specific musical expression concepts Sound features and the sound as a psychoacoustic phenomenon The sound and its qualities: Melody, Harmony, Cadence, Texture, Modulation, Duration, Timbre and Intensity The sounds of the human body: the voice-songs for children and the traditional songs-one voice, two voices and canon The rhythm: Kodaly language/training of small rhythmic orchestras Hearing and analysis of musical excerpts highlighting the eras, styles, connection of musical production and consumption in different socio-cultural contexts 2. Educational dimension of Music Music and education: art education/music education Music and education: art education/music education artistic education as an instrument of educational intervention: Impulses, emotions, feelings, hearing, memory, hearing attention, logical reasoning, socialization Musical games: practical application of musical expression contents

Teaching methodologies (including evalution)

Debate; individual work; group work Presentations in small groups and consequent auto and hetero formative assessment Films/documentaries/concerts, musical excerts visualization and hearing and consequent debate on the topics. Students, through an active teaching process, will be invited to try out in practice the theoretical contents. These experiences are always accompanied by evaluative comments (auto and hetero evaluation) in the sense of the students go by improving the ways in which their practice should be improved (formative assessment). Will also be evaluated in a summative in three moments: an individual written evaluation (50%) and two group practices (25%+25%)

Essential Bibliography (including ISBN)

BRAZELTON, T. Berry (1995) O Grande Livro da Criança, Lisboa, Ed. Presença, ISBN 972-23-1930-2 GARDNER, H., (1999) Educación Artística e Desarrollo Humano, Barcelona, Paidós, ISBN 84-493-0023-1 HOWARD, W. (1952) A Música e a Criança, Paris, PUF Bunt, L. (1994), POCINHO, Margarida Dias (1999) A Música na Relação Mãe Bébé, Lisboa, Instituto Piaget Edições, ISBN 972-771-147-2 SOUSA, A. B. (2003) A Educação pela Arte e as Artes na Educação, 3º volume Música e Artes Plásticas, Horizontes Pedagógicos, Lisboa, Edições Piaget. ISBN 972-771-616-4 SOUSA, M. Rosário (2000) Metodologias do Ensino da Música para Crianças, V. N. Gaia, Gailivro ISBN 972-8473-35-4