Resumen

ROMERO, Isabel; FONTE, Vera  y  PIPA, Luís. Evoking extra-musical elements from Minho in the piano lesson: Contemporary Portuguese repertoire in context. Rev. Port. de Educação [online]. 2021, vol.34, n.2, pp.144-160.  Epub 03-Ago-2022. ISSN 0871-9187.  https://doi.org/10.21814/rpe.22282.

The present case study aimed to explore the possible advantages of using extra-musical elements from the region of Minho in the pedagogical approach of contemporary Portuguese repertoire, in an official music school located in that region. To avoid the decontextualization of the music school, the project aimed to unite the European element to the national element and, above all, to the local element, through modern sounds contextualized by the extra-musical meanings which inspired the composition. Following an action research framework, two participant students of the secondary level were asked to study musical pieces, which evocated elements from Minho, of the contemporary Portuguese composer Amílcar Vasques-Dias. Combined with case study methodologies, the project involved a detailed observation of the learning process of those musical pieces. The methodology included: (1) a musical analysis focused on extra-musical elements and (2) an action implementation, with classes focused on the establishment of bridges between the musical and the extra-musical elements and a final concert. The results indicated that the extra-musical elements promoted the 'understanding' (or appreciation) of contemporary musical language, thus playing a role of technical mediation, interpreted according to Albèra (2007). Besides, they contributed to the improvement of several performative aspects, at the technical and musical levels. On the other hand, the use of these elements helped to promote the local culture. In one case, those elements were familiar to the student's personal experiences, constituting thus an example of curricular contextualization.

Palabras clave : Contemporary Portuguese repertoire; extra-musical references; cultural meaning; curricular contextualization; metaphor in teaching..

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