Percepção musical e jogos de cartas: o jogo ritmo à vista como uma proposta facilitadora no processo de leitura musical à primeira vista no ensino superior

Abstract

This dissertation, through its educational product entitled Ritmo à Vista, aimed to improve the sight-reading of students enrolled in the second and sixth semesters of the Didactics in Music Education course in the Bachelor's Degree in Music at UEPA campus Belém. The aim was to understand the extent to which the tool helped develop technical, cognitive, and emotional aspects of unrehearsed music reading. This applied research, with a quantitative-qualitative approach (mixed method) and a case study approach, has three approaches: exploratory, descriptive, and explanatory. It also utilized a literature review and empirical data collection through questionnaires and interviews. Through data analysis, it was found that, prior to the game's implementation, students had significant difficulty performing on-the-spot musical readings, as a large portion of the participants had only experienced unrehearsed reading practices restricted to traditional teaching. With the implementation of the Sight Rhythm game, significant improvements were observed in students' fluency, motivation, and participation when performing sight readings of scores. Thus, the device proved effective, but it could be improved. Limitations are manifested both by the exclusive focus on rhythm and by the sample size. Finally, potential improvements to the device were highlighted: the inclusion of cards containing new musical elements, the adaptation of the game to a digital version, and modifications to the design and rules.