Contribuições do Método Feldenkrais para o ensino-aprendizagem do canto lírico

Abstract

This research investigated the impact of the Feldenkrais Method on the teaching-learning of lyrical singing. The Feldenkrais Method is an educational system that uses movement practice and perceptual awareness to enhance action. The literature review undertaken for the thesis sought to systematize the main concepts, foundations and strategies that configure the Method, whilst understanding its interfaces with vocal pedagogy. To this end, in addition to the available literature, semi-structured interviews were carried out with eight Feldenkrais Method professionals working in five countries. This study elaborated specifically upon the practical ways of applying the Method in the academic context of an Undergraduate Course in Lyrical Singing. Through Pedagogical Intervention, the study evaluated the effects of the Method in practice and performance of lyrical singing in a group of ten graduating students. In order to do so, an elective discipline entitled, “Expanding the singing experience: performance and practices” was established at the UFMG School of Music. The intervention period lasted ten weeks, in which the voice students participated in ten group lessons, called “Awareness Through Movement” (1 / week), and two individual lessons, called “Functional Integration”. Two musical performances by each of the singing students were recorded on video, before and after the intervention. Specialized collaborators in the areas of music, medicine, speech therapy and occupational therapy compared the performance recordings before and after the intervention of each student, without being aware of their chronological order. Vocal professors of students participating in the research granted written reports pointing out observed changes considering technical-musical and attitudinal aspects. The collected data were obtained from: (1) discussion groups held with students at the end of Method classes; (2) audiovisual records of performances; (3) interviews and self-assessment questionnaires applied to singing students after each performance; (4) questionnaires applied to members of the expert panel; (5) written accounts of singing teachers; (6) final report by singing students on their experience with the Method; (7) researcher's field notes. The results confirmed the hypothesis that the Feldenkrais Method can effectively contribute to the teaching-learning of lyrical singing. The content analysis revealed that the following improvements were incorporated into the singing practice of students participating in the research: a) increased body awareness; b) reduction of muscle tension; c) easier vocal emission; d) improvement of vocal sound; e) improvement of phonorespiratory coordination; f) postural improvement; g) increased emotional control, including reduced anxiety and increased self-confidence; h) greater interest and commitment in the study of singing. The comparative analysis between the performances, via self-assessment questionnaires, used the Wilcoxon nonparametric test, resulting in a significant improvement in performance after the intervention in relation to phonorespiratory coordination. The experts' questionnaires did not point out any statistically significant differences between the performances. Further investigations on the impact of the Feldenkrais Method on the performance of lyrical singing are necessary.