Publications

This article presents a study conducted in a Portuguese school over the course of an academic year, led by a teacher-researcher in an eighth-grademusic class(average of 13 years old). The study also involved the participation of two other schoolteachers for the implementation of a supervised activity. It is  problematised  whether  the  intersection  of  Problem-Based  Learning  and  composition in  an  authentic assessment approach, constitutes a conceptual and pedagogical pathway for the development of critical, creative,  and  holistic  thinking,  as  well  as  cooperation  and  the  assessment  of  learning.  The  researcher conducted  interviews  with pupils  and  teachers,  following  an  action-research  approach.  The  results indicated  possibilities  for  teaching  focused  on  learning  through  composition  and  cooperative  work, including a shared assessment within this framework. The benefits reflected the development of musical, creative, social, and problem-solving skills, while the constraints were linked to the pupils' adaptation to the planned strategies and the complexity of learning assessment. The implications of the study lie in the possibility  of  adapting  the  conceptual/organisational  framework  to  other  pedagogical  contexts  and addressing additional assessment criteria.