Base Knowledge
N/A
Teaching Methodologies
Promotion of individual preparation, individual lessons, group sessions for large exhibition where appropriate and necessary.
Exemplification of the techniques by the teacher.
Promotion of individual work.
Individual keyboard teaching is the only way to teach very specific techniques with a high degree of precision. Such techniques allow the student a high degree of motor coordination, which is very important in any musical activity. For this, it is necessary not only this accompaniment, but also an enormous discipline and self-sufficiency of the student in his work at home.
Learning Results
Using the keyboard valuing it as a working tool in the study of music;Using the keyboard valuing it as a working tool in teaching music;Using a basic set of skills and techniques on the keyboard;Read music repertoire, low difficulty, usually used in initiation Piano lessons;Meet / play some repertoire for keyboard instrument, where it is possible to develop criteria for reading and interpreting scores;Meet / play some repertoire for keyboard instrument, where it is possible to develop criteria for reading and interpreting figures.
Program
Performance with the keyboard parts of the following areas: Traditional Music, Pop Music, Jazz Music, Classical Music.Focus on the following technical and interpretative: – Interpretation of simple repertoire for reading development agenda in double (treble clef – treble clef and bass clef – bass clef) – Using the techniques of articulation: legato and staccato in valuation perspective timbre of the instrument; – Concept and valuation of phrase and voice
Grading Methods
Continuing Evaluation
Students can choose between two types of assessment: continuous/ periodic assessment or exam.
The presence in classes is mandatory with minimum 85% (art. 13 nº2 Reg. acad.).
The weightings according to the syllabus are as follows:
Continuous assessment
Reading - 40.0%
Interpretation, taste and musical correction - 50.0%
Technical Correction - 10.0%
Exam assessment
In assessment by exam, the weightings according to the syllabus are the same as in continuous/ periodic assessment
Internship(s)
NAO
Bibliography
BARTOK, Bela – For Children, Vol 1, London, Boosey and Hawkes, 1947 CZERNY, Carl – Mi primer maestro de piano, op. 599, Madrid, Real Musical, 1997
DALLIOUX, Ulrich – Piano boogie swing, Paris, Editions Henry Lemoine, 1983
KERPER, Mitch – Jazz Riffs for Piano, 1977, Music Sales, Londres
LEVINE, Mark – The Jazz Piano Boo~, 1989, Sher Music Co., U.S.A.
LEVINE, Mark – The Jazz Theory, 1995, Sher Music Co., U.S.A.
SCHMITT – Ejercicios, escalas, arpeggios para piano op.16, Madrid, Real Musical, 1985 The New Real Book vols. 1, 2 e 3, 1988, 1995, Sher Music Co., U.S.A. BACH – 23 Pezzi Facili, Milão, Ricordi, 1978
LOPES / DOTSENKO, Álvaro / Vitali – Manual de Piano, Lisboa, Ministério da Educação, 19785 [CN] Vários – Los Maestros de lá Juventud, Madrid, Editora Música Moderna, 1974
Nota: O repertório relativo à bibliografia é para usar de forma não sistemática. No decurso do ano lectivo outras referências bibliográficas podem ser sugeridas