MsC Choir singing and brazilian folksong

an interart experience in the standard curricular art class

Abstract

This paper addresses Music education in the 6th grade of Elementary School II at E.M.E.I.F. Monsenhor Linhares, in Fortaleza, focusing on choral singing as a meaningful aesthetic experience (Dewey, 2010). The investigation is based on cooperative musical practices (Johnson et al., 1999 apud Fernandes, 2013), the Triangular Approach (Barbosa, 2014), and the concept of interart (Chueke, 2006). Using observation, field journals, and public data from the school and SME-FOR, the study analyzes the integration of music and visual arts in regular education, exploring connections between the two languages. This integration enhances students' experiences as they observe, listen, draw, and sing, making the learning process more engaging. The results show that enriching education is possible through partnerships with visual artists who can create illustrations integrated with the music curriculum to stimulate learning. The study does not advocate for the multidisciplinary role of the arts teacher but rather emphasizes collaboration among professionals, fostering interart dialogues. Such interaction can be achieved through school partnerships or exchanges between Arts teachers, who traditionally plan lessons in isolation. It concludes that cross-disciplinary cooperation makes the teaching and learning process more meaningful and comprehensive, valuing experience exchange and the artistic development of students.