Lietuvoje organizuojamas neformalus muzikinis ugdymas susilaukia vis didesnio ne tik visuomenės, bet ir švietimo sistemos atstovų susidomėjimo. Poreikiams tenkinti ir srities tikslus įgyvendinti nepakanka pagrindinį dėmesį sutelkti tik į interesus atitinkančius ugdymo įstaigą ar mokymo programą. Reikšmingais tampa tokie neformaliojo muzikinio ugdymo faktoriai, kaip meno vartotojo ugdymas, moralinių nuostatų formavimas, kritinio požiūrio puoselėjimas, emocinio sąmoningumo skatinimas, kūrybinių galių plėtojimas, ugdytinių džiaugsmo pasirinkta muzikine veikla skatinimas. Minėtus faktorius apjungia šiuolaikinės edukacinės paradigmos. Pastarosios kritiškai vertina klasikinį mokymo modelį, stipriai išreikštą vertinamąją aplinką, paklusnumo / naudingumo bei leista / uždrausta santykiais. Šiame kontekste išryškėja mokinių pažangos ir pasiekimų vertinimo proceso svarba, kuris meno / muzikos mokyklose pasitelkiamas siekiant susidoroti su drausmės problemomis, nusirašinėjimu, sąmoningu vėlavimu į pamokas arba jų praleidinėjimą be pateisinamos priežasties ir pan. Nors pastaruoju metu pastebimas vis didesnis mokslininkų susidomėjimas mokinių pažangos ir pasiekimų vertinimo sistemos problemų sprendimui bendrojo lavinimo mokykloje, tačiau vertinimo sritis neformaliame muzikiniame ugdyme iki šiol vis dar lieka nepakankamai tyrinėta. Ši problema ypač aktuali rengiant būsimuosius muzikos pedagogus, kurie ateityje dirbs su ugdytiniais meno / muzikos mokyklose, prisidės prie pažangios ir... [toliau žr. visą tekstą] / The Non-formal musical education organized in Lithuania is getting more and more attention not only from society, but as well from educational community too. In order to fulfill the needs and aims it is not sufficient to focus on the interests, which satisfy the educational institution or a training program. Such non-formal musical education factors as education of the art consumer, moral attitude formation, fostering critical approach, encouragement of emotional awareness, development of creative capacity, inducement of students’ joy using a chosen musical activity become significant. The factors mentioned above are linked by the contemporary educational paradigms. The latter criticize the classical model with its strongly expressed evaluative environment, obedience / usefulness and allowed / forbidden relations. In this context the importance of the assessment process of students’ progress and achievement becomes intense. It is necessary for art / music schools to manage the discipline problems, copying, intentional lateness to classes or being absent without a justifiable reason and so on. Recently an increasing interest of scientists in solving the students’ progress and achievement assessment system problems in the secondary schools can be noticed. However, the assessment area in non-formal musical education still has not been sufficiently investigated. This problem is especially relevant while preparing the future music pedagogues, who will work with students in art /... [to full text]

Made available in DSpace on 2016-03-15T19:43:50Z (GMT). No. of bitstreams: 1 Renato Alves de Oliveira.pdf: 1466231 bytes, checksum: e502000170da2927bfd3c915b29b0c13 (MD5) Previous issue date: 2010-02-12 / This work is a research of TIM Música nas Escolas developed with students of periphery of Sao Paulo. After selected 120 childrens of 5 thousand that participated of music workshops, was divided in 4 groups of 30 students, what I had the opportunity to teach music during the period of 2003 through 2005 to a class of EMEF General De Gaulle located at Jardim Sao Luis, south of the city. In the begining of 2006 the class was tranfered to an auditorium of Ibirapuera School and guided to a deeper study of singing and musical instruments with a goal to build a symphonic band. A research of this work with the students of this project was done with the results until the end of 2008. This research had the ambition to help on the studies of social projects with kids that is in a risc situation and that uses the music as an instrument to a social inclusion. / Este trabalho trata-se de um estudo de caso sobre o projeto Tim Música nas Escolas, desenvolvido com alunos da periferia de São Paulo. Após selecionadas 120 crianças das 5 mil que participaram de oficinas musicais, foram divididas em 4 turmas de 30 alunos, das quais tive a oportunidade de ministrar aulas de musicalização durante o período de 2003 a 2005 a uma turma da EMEF General De Gaulle situada no Jardim São Luiz, Zona Sul. No inicio de 2006 as aulas foram transferidas para a Escola do Auditório Ibirapuera e direcionadas para o aprendizado mais aprofundado do canto e de instrumentos musicais com o intuito primeiro de formarem uma Banda Sinfônica. Foi realizado um levantamento e uma análise dos trabalhos realizados com os participantes do projeto, assim como os resultados alcançados até o final de 2008. Essa pesquisa tem a ambição de auxiliar nos estudos sobre as práticas realizadas em projetos sociais com crianças que se encontram em situação de risco e que se utilizam da música como instrumento facilitador das suas ações em busca de uma inclusão social.