Improvisation games in the collective teaching of the cello

a proposal for music and citizenship

Abstract

The goal of this paper is to report part of a master research carried out at Universidade de São Paulo in the years 2017 and 2018,  and some reflections that arose from its elaboration and implementation. This research discussed the use of 10 improvisation games aimed at collective cello teaching and their approximation to the poetics of contemporary music. The qualitative approach of action research was used, based on Flick (2009), Tripp (2005) and Thiollent (2005). The empirical field consisted of three collective teaching projects in the state of São Paulo: the Baccarelli Institute, the Guri Project and the Fukuda Institute. Data collection was carried out through participant observation, with the writing of a field diary, interviews and questionnaires. The form of analysis used was data triangulation, as indicated by Denzin (2000). Among the results presented, we consider that the games were able to promote students' approach to the poetics of contemporary music, developed students' critical proactivity and creative empowerment, promoted integration and new ways of listening to ways of approaching the instrument, and proved to be a possible strategy for collective initiation to the cello. Among the considerations, we highlight that the games provided the collective construction of the musical experience. We highlight the role of the musical instrument teacher as a mediator of the activities, standing outside the place commonly attributed to him. We also consider the role of collective improvisation activities in the development of ethical, critical and civic attitudes.