Apreciação orientada por análise musical: um estudo educomunicativo em contexto amazônico

Abstract

This research correlates 3 areas: music appreciation, music analysis and educommunication. The objective was to evaluate the result of a didactic exposition of musical analysis in musical appreciation, through an educommunicative process. It was based on the hypothesis that didactic guidelines for musical analysis could affect the musical appreciation of the subjects. The didactic process took place under the bias of educommunication, which occurred both for the researcher and, to a lesser extent, for the subjects. To meet the goal, an experiment was carried out with 96 students from music teaching institutions operating in Boa Vista/RR, both public and private. The methodology consisted of collecting data through online questionnaires, exposing the participants to a waltz by Radamés Gnattali and asking subsequent questions about the song listening; then the subjects were exposed to a video lesson on musical analysis of a second waltz by the same composer with subsequent listening to the song and new questions about its appreciation. Differences in responses from the first to the second song were measured using Swanwick's Spiral of Musical Development Theory (2003) as a reference. It was found that, although most subjects stated that the analytical exposure affected their appreciation, only a quarter of the participants were able to demonstrate this through the questionnaires. Most of them were students in the adult age group who studied music between 4 and 10 years. The contributions of this research to educommunication took place through the elaboration of a representative figure of the educommunicative process and the defense that it is neither an endogenous nor exogenous education proposal, but a mixed one.