Som em blocos: método para construção de conhecimento musical a partir de programação em MIDI

Abstract

The current thesis presents the conception and development of SOM EM BLOCOS: Method for building musical knowledge from MIDI programming. The method concept has as its essence the music , in line with technological advances of software and teaching and learning in the musical field through programming, in particular, MIDI programming. In this sense, this work has as general objective, to develop a method to aid the musicalization of Multimedia Production Course undergraduates based on the music production software interface (DAW) and as specific objectives: to help undergraduate students without formal music instruction in the process of creating their own musical compositions, to appear as soundtracks, based on compositional elements of electronic music; promote musicalization processes of undergraduate students through digital tools, without the necessary presence of traditional instruments; qualify and better support potential self-learning processes of undergraduate students and, at final, present initial and experimental ways of applying the method for University teachers. To construct this method, we used as reference texts by Keith Swanwick, Èmile-Jacques Dalcroze, Paulo Freire, Ausubel, Jean Piaget and Seymour Papert. Thus, the work is structured as follows: Presentation of the method's development trajectory, theoretical basis, characteristics of the method's functioning and, finally, the first experiences of its application. The method is called SOM EM BLOCOS (Sound in Blocks), because its principles are based on the graphic visualization of the musical elements that DAWs provide, leading the learner to manipulate blocks of musical information as if they were pieces of an assembly game. The method benefits from the musical structure, aesthetics and production techniques of electronic music, by the repetitions, influence of minimalism and ostinatos, which favor the musical composition from rhythmic cells and simple melodic phrases, ideal for the exercise of the beginning composer-musician . It is concluded that the method has a good effectiveness as a musicalization instrument, leading the learner to assimilate fundamental concepts of music, through the practice of composition, without the presence of conventional instruments in the initial music teaching.