Propositional reflections on teaching music to students with a profile outside the European conservatory standard

Abstract

Considering issues such as ageism, and the overvaluation of young students, with expressive musical potential to the detriment of those with a profile outside the standards recommended by the prominent European conservatory model  in  Brazil,  this  work  addresses  a  study  carried out  in  2022  with  beginning  saxophone  students coming from  the  working  class,  aged  between  22  and  78 years old,  from  the  Municipal  Music  School  of  Embu  das Artes  –  SP.  As  a  result,  this  section  presents  initial notes on the effectiveness of using strategies for instrumental technical development  based  on  a  script and  organization  of  studies  focused  on the saxophone. Furthermore, we also seek to reflect on the teaching and learning model based on the European conservatory standard. For questions  related  to  the institutionalization of  music  teaching  in  Brazil  based  on  the  European conceptual  archetype,  we  used  the  work  of  Jardim (2019)  as  a  basis.  Regarding  deliberate  practices,  the work  of  Mendes  (2014)  is  a  reference.  Regarding  the technical  parameters  related to teaching the saxophone, as a guiding basis, Oliveira (2023). For themes linked to motivational aspects, the studies by Figueiredo and Moreira (2023). Concerning teaching, music and interdisciplinarity, based on the work of Lima et al. (2019). Regarding the items that concern the physical  and  mental organization  of  studies,  we  used  the  theoretical framework of Fraser (2020) — translated by Barancoski (2021).