A avaliação da perfomance no canto lírico : uma análise de conteúdo




In the musical field, issues of assessment and evaluation have been the subject of great discussion. There seems to be relatively little research on matters relating to the performance of classical singing in spite of the great diversity of material such as learning and course outcomes, content standards, curriculum standards, program handbooks, syllabus booklets, practical examination requirements, scoring rubrics, descriptors and standards of excellence recommended by different institutions and authors. The main objective of the present study is to discuss the assessment of classical singing through the available literature, including the documents issued by 42 institutions distributed through eight different countries such as Brazil, Portugal, the United States, England, Holland, Canada, Australia and South Africa, as well as the Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen, several competitions and 84 authors chosen among well-known classical singers, teachers of singing, conductors, stage directors, general directors of opera, musical directors, agents, stage coaches, vocal coaches, language coaches and collaborative pianists. Due to the great number and variety of resources, a content analysis was conducted to create categories and show the dominant tendencies. As a result, through the use of this methodology, 14 categories were identified, such as the observance of performance directions, form, genre, style and period, the choice, level of difficulty and context of the repertoire, the observance of performance protocol, the level of communication, emotional expression, musical and artistic talent of the singer, vocal quality, vocal, mental and physical health, general attitude and behavior, theoretical knowledge, technical/practical ability, interpretive insight and apprehension of the expressive intentions of the composer. Other findings include the eventual assessment of the level of development demonstrated by the singer and capacity for future development. Through further use of this particular methodology it was also possible to analyze and compare how these elements are defined by different groups, as well as how often and how they are used in the assessment of classical singing. The results also revealed that besides the usual elements present in the scoring rubrics, there are certain aspects that are often discussed but not written in the official assessment records.


análise de conteúdo musica canto lírico performance avaliação

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