This case study focuses on the processes involved in co-constructing an interpretation of Mario Castelnuovo-Tedesco’s Romancero Gitano with a non-professional choir. Rehearsals began in April 2018 and culminated with a performance in June 2018. In order to develop an understanding of the individual and collective processes involved, data were generated through autoethnography and journaling. These texts tracked our regular weekly rehearsals, any extra individual practice, and the performance experience. Seven journals were subsequently compiled and analyzed together with my autoethnography. The findings show that the bulk of the writings focused on technical questions like correctly executing the information contained in the score, with significantly fewer references to other aspects of musical interpretation, such as timbre, or personal reflections regarding our perception of the music and our journey in learning and performing the work. Furthermore, the texts reveal a hierarchical structure within the choir, especially related to perceived levels of musical literacy and/or institutionalized knowledge. In this article, I discuss the various experiences relating to the process of co-constructing a musical interpretation, together with the potential of journaling to develop reflexive, conscious, and inclusive processes of collective musical development within the context of a non-professional choir.
This paper discusses the development of music lessons for adults in a non-professional choir. Based on the Kodály Concept, the lessons took place from April 2019 until March 2020. The singers and conductor engaged in shared research practices, tracking teaching and learning experiences through journaling and sharing our writings. Through this sharing, we have discussed the activities that are most enjoyable, difficulties we have encountered, and ways to overcome these difficulties. The data has important implications for my own practice as a music teacher and conductor, in addition to resonating with topics such as critical geragogy and life-long learning in non-academic contexts. Furthermore, shared research practices give adult learners an opportunity to actively engage in teaching and learning processes, with implications for future projects that include adult music education in nonacademic contexts.
A solidão é uma percepção de insatisfação que parece resultar da carência de relacionamentos significativos, sendo múltiplos os seus potenciais fatores causais. A atual evidência não é robusta no que diz respeito à associação da solidão com a atividade física (AF) e aptidão física (ApF) em adultos 50+. O objetivo deste estudo transversal é caracterizar a AF e ApF de acordo com a solidão. Os 62 indivíduos portugueses (64,68 ± 6,85 anos; 68% mulheres) foram avaliados para solidão (Escala de Solidão de 16 itens da Universidade da Califórnia em Los Angeles - UCLA-16) e classificados como Isolamento Social ou Afinidades, i.e., presença de relações socias significativas. A AF foi estimada por questionário (Questionário Internacional de AF - Versão Curta - IPAQ-SV) e a ApF medida pela bateria Senior Fitness Test (força de membros superiores e inferiores, flexibilidade de membros superiores e membros inferiores, aptidão cardiorrespiratória e agilidade e equilíbrio dinâmico. Foram utilizadas estatísticas descritivas. A comparação entre grupos foi realizada através de testes paramétricos (teste-t, ANCOVA ajustada ao sexo e qui quadrado) e não paramétricos (Mann-Whitney). A prevalência de isolamento social foi de 53%. O grupo Afinidades apresentou mais AF moderada a vigorosa comparativamente ao grupo Isolamento Social (11,43 [0,00 – 17,14] vs (0,00 [0,00 – 12,86], respetivamente; p = 0,041). Após ajuste para o sexo, as diferenças deixaram de ser significativas. Os grupos de solidão não foram diferentes relativamente à ApF. A AF parece contribuir para um melhor perfil mental de adultos e idosos, contudo, os resultados devem ser confirmados em estudos com amostras maiores.
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