Movement, Voice and Communication
1) Develop body awareness and vocal abilities
2) Develop communication skills mediated musical practice
3) Apply 1) and 2) in the interpretation of situations and musical improvisation
4) Create musical activities adapted to different contexts of educational intervention.
5) Create activities psycho-social nature using music as a mediator.
6) Acquire skills of reflection on philosophy and actions related to the study of voice and movement.
Helena Maria Ferreira Rodrigues da Silva
Weekly - 3
Total - 280
Bloom, K. & Shreeves, R. (1998) - Moves - a sourcebook of ideas for body awareness and creative movement. London: Routledge.
Rodrigues, P. & Rodrigues, H. & (2010 e 2008) - Enciclopédia da Música com Bicho. Lisboa: Companhia de Música Teatral.
Schafer, M. (1991) - O Ouvido Pensante. São Paulo: Ed. UNESP.
Tortora, S. (2011) - The Dancing Dialogue - Using the communicative power of movement with young children. Baltimore: P.Brookes Publishing.
Valério, W. Et all (1998) - Music Play. Chicago: GIA.
Practical lessons in voice and movement led by the teacher.
Group work: exploring vocal and body exercises to develop communication skills, musical performance (interpretation and improvisation).
Modeling and simulation of music and movement activities targeting children.
Discussion on various supporting documents: CDs, DVDs, sheet music, texts.
Guidelines for writing the diaries: 1) Summarize the sequence of the class; 2) Reflect on practical experiences; 3) Conduct new research. Criteria for valuing work: rigorous description; structuring capacity; writing quality; originality and initiative. a) Documents on the work carried out in each class (Logbook) and research raised by it - 50%(50%), b) Participation and performance throughout classes - 25%(25%), c) Document and presentation of a set of practical musical activities involving voice and movement aimed at children of an age group to be determined - 25% b) Participation and performance throughout classes - 25%(25%)
A-Practice vocal and movement: the exploration activities in free improvisation solo and group.
B-Exploration of theoretical and practical elements relating to movement and utterance: space / time, emotional content, breathing, tension / relaxation, communication, voice, body self-awareness, listening, contact musicality.
C-sensuousness and body rhythms. The use of metaphor and memoirs written in the body.
Practice D-musical activities (voice and motion) seeking its application with children of different ages.
E-Introduction to the study of elements of musical learning theory: space exploration activities, practicing rhythmic chants and songs in different ways and metrics.
F-Introduction to the study of theoretical perspectives on relationships between voice-body-motion-emotion-communication.
Programs where the course is taught: