Its sound is high, and like the guitar, can be used in solos or along with other instruments. Till today it is heard in popular and folklore songs, like samba, choro, forró and MPB. ‘ Cavaco” means leftover wood, but it was made popular as cavaquinho, an affectionate way to call the instrument. It comes from the Ilha da Madeira, an old Portuguese colony where it was called ‘braguinho’ or ‘machete’. It always has been linked to folklore and popular manifestations. The most important factor is the will to unite people to sing. The repertoire is made up of songs chosen by the group or with already existent pieces. After the 19th century, the choir adopted a more social characteristic, becoming a ally of musical education because it does not require material (such as instruments). It can be classified in suites, including sopranos (high pitch feminine voices), contraltos (low feminine voices), tenors (high masculine voices) and bass (low masculine voices). A choir can have many formations: infantile, infantile-juvenile, juvenile, masculine, feminine, mixed and of the elderly. The human voice is one of the oldest sound instruments and the practice of singing can be dated back to Egypt. The choral is based on the Idea that everyone can participate and sing. “Format” is the way in which the song is organized, the relationship between sentences, repetition, contrast, variation and transformation. “Expression” is the expressive nature of the sentences demonstrated by the choices of time, intensity, dynamics and coordination. In addition to Composition, Appreciation and Performance, three other terms are used: “material,” “expression” and “form.” “Material” refers to aural perception and sound control. The program exposes students to the basic concepts used in active music making through educational and fun activities. The principles of the C(L)A(S)P Model include the integrated execution of these activities to ensure that knowledge is actively acquired and experienced by students.īased on this model, the Projeto Guri created the course “Fundamentals of Music” as another option for students enrolled in one of the instrument and/or choir programs offered by the Regional Education Centers. The acronym C(L)A(S)P reflects the active music-making achieved by the combination of these activities, with the technical skills and literature enclosed between parentheses since they serve to support the main pillars: Composition, Appreciation and Performance. These activities encompass the mastering of technical skills and the written language of music and the development of students’ perception and expression, with a focus on musical fluency from the onset of the learning process. The model is based on three main pillars to promote active engagement by students with the music, namely: composition, improvisation or arrangement musical performance (instrumental or vocal) and musical appreciation (hearing and active listening). The C(L)A(S)P model adopted by the Projeto Guri was developed by the English educator Keith Swanwick, who is one of the most important names in music education today.
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