Perspectivas de liderança no ensino coletivo de música

Abstract

In music education, leadership development has emerged as a key competency to face the challenges inherent to the teaching of music. This Thesis aims (1) to investigate musical, interpersonal and pedagogical competences necessary for the music teacher to act as a leader in collective teaching-learning processes in music; (2) to discuss the development of leadership in the education of music teachers. To cover different perspectives of leadership in collective music education, four qualitative, independent, but complementary studies related to the theme are presented. Study 1 – Leadership within music education – sets out a debate with three experienced professionals who work directly with leadership training and practice, constituting a literature review of definitions and types of leadership within music education, in addition to skills of musical leaders and leadership in the education of music teachers. Study 2 – Leadership in group piano teaching – consists of an experience report by the researcher and two teachers from the School of Music at the Federal University of Minas Gerais, which discusses leadership in group piano teaching based on the classes on the Musical Instrument / Keyboard I and Musical Instrument / Keyboard II subjects which comprise the Music Degree Programme at UFMG. Study 3 – Leadership in choral and ensemble work for children and youths – discusses the leadership process in collective vocal and instrumental practices, based on the activities of three teachers in charge of a choir, a wind band and a recorder ensemble for children and youths, at the Heitor Combat Music Centre (Cássia, Minas Gerais State). Finally, Study 4 – Leadership in instrumental and vocal ensemble practice classes – gives an account of the researcher's experience with a focus on ensemble practice, specifically discussing the aspect of leadership in the pedagogical process and in the teaching-learning models of music covered in the Musical Ensemble Workshop held at the Art Education Foundation (Belo Horizonte, Minas Gerais State). Data collection for the studies comprised semi-structured qualitative interviews, an open questionnaire and non-participant observation. The discussions undertaken in the studies reveals that leadership is a competency that can be exercised and improved; therefore, it is achievable through education. Even if there is a predisposition for leadership, this is developed and improved by practical experience. Thus, this research demonstrates how the training of music teachers can include and encourage the development of leadership profiles.