Uma proposta para educação musical de adolescentes a partir da vivência com coro cênico

Abstract

The practice of choral singing as a tool for music education is widely recognized by scholars such as Marsola and Mathias, as well as by researchers of the pedagogical approaches developed by Kodály, Orff, and Jaques-Dalcroze. Participation in choirs contributes to the development of vocal skills, teamwork, concentration, discipline, and musical sensitivity. The Scenic Choir approach, which combines music, theater, and dance, further enhances this experience. This study aims to analyze an approach for implementing a Scenic Choir in a public high school. The specific objectives are: to identify. the challenges and opportunities of this practice within the school environment; to analyze the artistic skills and competencies developed by the students; and to identify repertoire selection strategies that incorporate students’ musical backgrounds. The research was conducted using a qualitative methodology, characterized as action research, with data collected through participant observation, document analysis, and focus groups. The active involvement of students in the choir project enabled a deeper understanding of the school dynamics and demands. Strategies for implementing a Scenic Choir in public schools were identified, along with the challenges to be addressed. The results suggest that the practice of the Scenic Choir promotes the development of musical, expressive, and social competencies. It is proposed that implementing a Scenic Choir in public schools can enrich students' artistic training and foster social and emotional skills. The pedagogical experience described may serve as a reference for music educators interested in exploring integrative and inclusive pedagogical approaches. The Scenic Choir approach proves to be an effective strategy for students’ holistic development, combining music, theater, and dance in a meaningful artistic experience.