The topic of this thesis is Music in advertising spots. The theoretical part describes advertising history, its theory, strategies, rules and used language. It is followed by purpose of TV commercial and use of instrumental or vocal music which sounds at background. The practical part contains the implementation of music activities into specific lessons for small children at primary school. I focus on vocal, rhythmical or intonation training, improvisation and learning new songs through six TV commercials.

Made available in DSpace on 2017-07-21T20:31:23Z (GMT). No. of bitstreams: 1 Rafael Rauski.pdf: 1589118 bytes, checksum: 6867292099038f8e67332bb2ef816858 (MD5) Previous issue date: 2015-04-22 / As an activity which is present in the human beings everyday life, music is also an element inherent in social inter-relations, and can be taken as the object of different representations. In the current society, music is seen as an activity related to the expression of emotions and feelings, a kind of entertainment or relaxing activity, a means of communication, a way of escaping from or highlighting life problems, an element to be taken advantage of and enjoyed, among others. When specifically approaching music teaching in Brazilian schools, some factors such as the preference for technical and scientific subjects, which have proved economic usefulness, and the conceptions that usually emptied music from its teaching aspect - contributed to the fact that music has not been seen, in several historical periods, as an essential subject in school curricula. The understanding of the reinsertion of music as a compulsory component in Brazilian schools due to the Federal Law nº 11.769/2008, gives rise to an environment of fight for the legitimacy of music as a relevant component in the Brazilian schools, in a context in which the observation of teenagers’ life and practices is of great importance to effect music teaching in the classroom. This also involves considering music resulting from the cultural industry, in a process of construction of meanings that take into consideration the constant changes in the music scenery. In such context, this investigation aims: a) to identify which social representations elementary school 9th grade students hold of music and musical styles; b) to describe how these representations are organized and exposed; c) to analyze the social representations of music lessons held by elementary school 9th grade students. The study was developed in three public schools and in three private schools in the city of Ponta Grossa – PR and region, and was supported by the Social Representations Theory, according to Moscovici and colleagues, and the Social Representations Structural Approach, proposed by Abric in 1976. A qualitative and quantitative approach was employed, with pluri-methodological analysis procedures. The data collection was carried out through questionnaires (N=233), and the data analysis was aided by the software EVOC, COMPLEX, SIMI, ALCESTE and SPSS, in addition to the content analysis. Results revealed that: a) students’ SR are influenced by the family, religion, school musical habits and, mainly by the media. The habit of listening to music is effected through different medias, mainly the mobile ones, and enjoying music is associated to relaxing moments; b) music SR have as their central elements the expression of feelings, well-being and fun, revealing the mediation character ascribed to music by the students; c) musical styles SR present pop, rock and sertanejo (a kind of country music with pop influence in Brazil) as their central nucleus; d) the music lesson is represented by the students as important, but not as much as other subjects. The ideal music lesson SR have fun, favorite musical styles and music practice as central elements; e) The SR investigated are part of an SR system, in which musical styles, fun and relaxation are the most frequent elements; f) The SR investigated suggest some distance between the music lesson which follows the model “conservatory” and the teenagers’ current expectations. / Como atividade sempre presente no cotidiano dos seres humanos, a música é também um elemento decorrente das inter-relações sociais, podendo ser tomada como objeto de diferentes representações. Na sociedade atual, a música é vista como uma atividade relacionada à expressão de emoções e sentimentos, forma de divertimento ou relaxamento, modo de comunicação, maneira de fugir ou de evidenciar problemas da vida, elemento para ser usufruído e apreciado, entre outros. Especificamente falando do ensino da música nas escolas brasileiras, alguns fatores − como a preferência por disciplinas de caráter técnico e científico, de utilidade econômica comprovada, e as concepções que geralmente esvaziavam a música do seu sentido pedagógico − colaboraram para que ela não fosse, em diversos períodos da história, considerada como uma disciplina essencial nos currículos escolares. Entendendo o período de reinserção da música como componente obrigatório nas escolas a partir da Lei Federal n° 11.769/2008, configura-se um ambiente de luta pela legitimação da música como componente de importância nas escolas brasileiras, em um contexto no qual a observação das vivências e práticas dos adolescentes é significativamente importante para a efetivação do ensino da música em sala de aula. Isso envolve considerar também as músicas decorrentes da indústria cultural, num processo de construção de significados que leve em conta a constante mudança do cenário musical. Nesse contexto, a presente investigação tem por objetivos: a) identificar quais são as representações sociais que alunos do 9° ano do ensino fundamental têm sobre música e estilos musicais; b) descrever como essas representações se organizam e se manifestam; c) analisar as representações sociais da aula de música por alunos do 9° ano do ensino fundamental. A pesquisa foi realizada em três escolas públicas e em três escolas particulares do município de Ponta Grossa – PR e região, e teve como aporte teórico a Teoria das Representações Sociais, segundo Moscovici e colaboradores, e a Abordagem Estrutural das Representações Sociais, proposta por Abric em 1976. Foram empregadas as abordagens qualitativa e quantitativa, com procedimentos plurimetodológicos de análise. A coleta das informações foi realizada mediante questionários (N = 233), e a análise dos dados contou com o auxílio dos softwares EVOC, COMPLEX, SIMI, ALCESTE e SPSS, além da análise de conteúdo. Os resultados apontam que: a) as RS dos alunos são influenciadas pelos hábitos musicais familiares, religiosos, escolares e, sobretudo pela mídia. O hábito de escuta musical se dá a partir dos mais diferentes meios, principalmente dos móveis, e a apreciação musical está associada a momentos de descontração; b) as RS de música têm como elementos centrais as expressões sentimento, bem-estar e entretenimento, revelando o caráter de mediação atribuído à música pelos alunos; c) as RS dos estilos musicais têm em seu núcleo central o pop, o rock e o sertanejo; c) aula de música é representada pelos alunos como importante, mas não tanto quanto outras disciplinas. As RS da aula de música ideal têm como elementos centrais diversão, estilos musicais preferidos e práticas musicais; e) as RS investigadas fazem parte de um sistema de RS, no qual os estilos musicais, diversão e relaxamento são os elementos mais frequentes; f) As RS investigadas sugerem um distanciamento entre a aula de música que segue modelos “conservatoriais” e as expectativas atuais dos adolescentes.

SUMMARY: Fulfilment of the musical curriculum realization for 5th – 6th formers of general schools and its peculiarities. Master‘s work by Jurate Daugeliene. Music education in Lithuanian general schools has been studied in all different aspects. Still, the works that reveal all panoramic musical skills are missed. For this purpose, the research on the curriculum in 5 - 6 forms was carried out. Subject of investigation: fulfilment of the curriculum and its realization for 5th – 6th formers of general schools. Hypothesis: It is thougth that the level of students‘ knowledge and skills is not high enough and music material is memorized insufficiently. Aim of investigation: to study the possibilities of the fulfilment of the curriculum for 5th - 6th formers. Tasks of investigation: to study scientific, pedagogical, psychological, and methodical literature about musical education; to prepare the instrument of the fulfilment of the curriculum; to ascertain the level of students‘ abilities in a lesson; to carry out an experiment; to present conclusions and recomendations. Methods of investigation: theoretical analysis of pedagogical, psychological, methodical and philosophical literature; the tests for empirical evaluation of knowledge and abilities of students; questionnaire of pupils and music teachers; the experiment; the data processed using qualitative analysis, SPSS PC program. Empirical research baze: 500 five... [to full text]

Zwei Beispiele dafür, wie das Klavierstück Erinnerung Robert Schumanns im Musikunterricht allgemeinbildender Schule vorkommt, werden zur Darstellung gebracht und in einer musikdidaktischen und verstehenstheoretischen Kontextualisierung mit den Bezugspunkten Gegenstand und Subjekt als komplementär-gegensätzliche Ausgangspunkte diskutiert. Im Interesse einer Lösung der als problematisch angesehenen ›Das-Eine-oder-das-Andere‹-Dichotomie wird ein Ausblick auf eine anders angelegte, eine dezidiert konstruktivistische inspirierte Perspektive hinzugefügt. / Two examples will be examined of how the keyboard piece Erinnerung by Robert Schumann appears in the music lessons in a general education school. They will also be discussed in the context of music didactics and conceptualization-theory with object and subject as both complementary and contrasting reference points. With the goal of resolving the problematic “one or the other” dichotomy, emphasis will be placed on differently designed, constructivism-inspired perspective.