Musical Education: The search for new horizons

With the implementation of this project we wanted to discuss with Hungarian interlocutors the problems they faced in the practice of music education from the initiation level (1st cycle) to second...

With the implementation of this project we wanted to discuss with Hungarian interlocutors the problems they faced in the practice of music education from the initiation level (1st cycle) to secondary. We are aware that a musical initiation that uses pedagogically validated practices and taught in an attractive way is the basis for a successful educational path for students. The song very clearly serves the initial objectives. The Kodaly methodology took advantage of traditional Hungarian music as the basis of this development. However, the sound organizations on which traditional Hungarian music is based would not make sense to be transposed to Portugal. Thus, it became necessary to understand the objectives of each of the components of the applied pedagogical practice, the implementation model, the identified problems, the technical-pedagogical material used, the existing resources and those that needed to be created and/or adapted. It was essential, in addition to the exchange of experiences between the students and teachers involved, to promote individual and collective instrumental practice.

The activities carried out managed to exceed what was initially foreseen. It was demonstrated the importance of individual practice for students to be able to have classes with teachers from another school and the integration of students in mobility in the existing instrumental structures in each of the schools (string orchestra, wind orchestra, Big Band, chamber orchestra, instrumental quartet) preparing a vast and diversified repertoire and focusing on how to interpret the works according to the musical period was very important and enriching. The opportunity to get to know the popular / traditional music of each of the countries contributed to a better understanding of the specific characteristics of each of the people. The public presentation in concert at the end of each of the students' mobilities was the realization of a project that mobilized school communities and the possibility of sharing talent internationally. The healthy exchange of information on the way in which, in each country, artistic education was structured also made it possible to perceive the added value that could result from some curricular adaptations that could be implemented.

The results were visible from the first mobility. The teaching staff of both schools were fully involved in the project, demonstrating an enormous desire to share and learn with colleagues from the other country. As a result, the current model for musical initiation was changed, using material and pedagogical resources developed and tested in Hungary. The curricular organization implemented in Portugal was praised, and the information on its result was communicated to Hungarian colleagues who took it to present to the competent authorities in their country. In the educational community of each of the schools, there was a process of sharing the experiences and learning acquired, promoted by the students participating in the mobilities. The will to work was clearly reinforced, the interest in developing new projects is a requirement to which we have to respond. The families of the students involved share with us the feeling of happiness that their students transmit for having participated in this project and the importance that it represents in consolidating learning and in the desire to go further and further in the educational challenges they face.