Trombone criativo: uma proposta pedagógica para o ensino da criatividade musical utilizando o instrumento como ponto de partida

Abstract

“Creative Trombone: a pedagogical proposal for teaching musical creativity using the instrument as a starting point” is a research wich aims to develop a methodology for teaching musical creativity for the trombone, which has the instrument as its starting point and can be used in parallel with the traditionally known methods and regardless of the instrumentalist's level of prior knowledge. This teaching and learning process resulted in the construction of didactic material in the form of an instrumental method. The research used Michel Thiollent's action-research methodology and was applied to 5 students of different levels at the Conservatório de Música da Fundação Carlos Gomes, in Belém do Pará. In the educational field, learning the C(L)A(S)P model by Keith Swanwick, the study of clefs by Letieres Leite and Jose Izquierdo and the innovative perspectives of music education by David J. Elliott join the pedagogy of trombone as a theoretical foundation. At the end, the pedagogical proposal called “Creative Trombone” is presented. The research resulted in the compilation of texts about: creativity development; improvisation and the factors that contribute to that most trombonists do not have the ability when they need to be creative or improvise and analyzed the practical results of the participants after applying the methodology presented here.