The current thesis presents the conception and development of SOM EM BLOCOS: Method
for building musical knowledge from MIDI programming. The method concept has as its
essence the music , in line with technological advances of software and teaching and learning
in the musical field through programming, in particular, MIDI programming. In this sense,
this work has as general objective, to develop a method to aid the musicalization of
Multimedia Production Course undergraduates based on the music production software
interface (DAW) and as specific objectives: to help undergraduate students without formal
music instruction in the process of creating their own musical compositions, to appear as
soundtracks, based on compositional elements of electronic music; promote musicalization
processes of undergraduate students through digital tools, without the necessary presence of
traditional instruments; qualify and better support potential self-learning processes of
undergraduate students and, at final, present initial and experimental ways of applying the
method for University teachers. To construct this method, we used as reference texts by Keith
Swanwick, Èmile-Jacques Dalcroze, Paulo Freire, Ausubel, Jean Piaget and Seymour Papert.
Thus, the work is structured as follows: Presentation of the method's development trajectory,
theoretical basis, characteristics of the method's functioning and, finally, the first experiences
of its application. The method is called SOM EM BLOCOS (Sound in Blocks), because its
principles are based on the graphic visualization of the musical elements that DAWs provide,
leading the learner to manipulate blocks of musical information as if they were pieces of an
assembly game. The method benefits from the musical structure, aesthetics and production
techniques of electronic music, by the repetitions, influence of minimalism and ostinatos,
which favor the musical composition from rhythmic cells and simple melodic phrases, ideal
for the exercise of the beginning composer-musician . It is concluded that the method has a
good effectiveness as a musicalization instrument, leading the learner to assimilate
fundamental concepts of music, through the practice of composition, without the presence of
conventional instruments in the initial music teaching.
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