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Lecturer(s)
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Course content
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- Musical movement and listening activities in primary education. - Rhythmic, harmonious and tonal feeling of the student. - Elementary musical-movement elements, body play, imitation games, conducting, Orff's instrumentation. - The procedure for the acquisition of basic means of musical expression in connection with vocal activities, instrumental, musically movement. - Musical creativity and its manifestations, the development of musical fantasy, imagination and musical memory. - Rhythmic, melodic and movement improvisation. - Perceptual activities in primary education. - Music education activities in primary education. - Musical play and its significance for the spontaneous and natural expression of the pupil. - Work with folk and artificial children's songs. - Text dramatization - use of rhythmic and melodic tools. - Musical instruments in connection with music and movement education. - Non-traditional aids to musical games, musical instruments made by students. - Analysis of musical works for the purposes of primary education.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Activating (Simulation, games, dramatization), Analysis of a presentation
- Participation in classes
- 28 hours per semester
- Home preparation for classes
- 16 hours per semester
- Term paper
- 16 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| learning outcomes |
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| characterize the concepts of metre, rhythm, tempo, dynamics, tone colour, melody, tonality |
| characterize the concepts of metre, rhythm, tempo, dynamics, tone colour, melody, tonality |
| describe the method of acquiring musical means of expression in music education in primary school |
| describe the method of acquiring musical means of expression in music education in primary school |
| describe the principles of musical creativity, imagination, imagination and musical memory |
| describe the principles of musical creativity, imagination, imagination and musical memory |
| describe the nature of singing, listening, instrumental and musical movement activities |
| describe the nature of singing, listening, instrumental and musical movement activities |
| characterise the principle of the pupil's rhythmic, harmonic and tonal sensitivity |
| characterise the principle of the pupil's rhythmic, harmonic and tonal sensitivity |
| Skills |
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| to apply musically creative practices in designing musical activities for primary school pupils |
| to apply musically creative practices in designing musical activities for primary school pupils |
| demonstrate elementary movement elements (body play, conducting, imitation games, etc.) in musical movement activities |
| demonstrate elementary movement elements (body play, conducting, imitation games, etc.) in musical movement activities |
| to reflect musical means of expression in vocal, instrumental and listening activities |
| to reflect musical means of expression in vocal, instrumental and listening activities |
| use rhythmic and melodic musical instruments in music-making activities |
| use rhythmic and melodic musical instruments in music-making activities |
| perform a dramatisation of a song |
| perform a dramatisation of a song |
| teaching methods |
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| Knowledge |
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| Analysis of a presentation |
| Analysis of a presentation |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| assessment methods |
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| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
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Recommended literature
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Černá, L. Klíčová kompetence s kulturními, uměleckými či estetickými aspekty a její pojetí či absence v kurikulech ČR a SR. In: Pedagogická diagnostika a evaluace 2016. Ostrava, 2016.
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Jenčková, E. Hudba a pohyb ve škole. Hradec Králové, 2005.
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Knopová, B. Činnosti hudebně pohybové v systému hudebního vzdělávání na ZŠ a SŠ. Brno, 2005.
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Kulhánková, E. Taneční hry s písničkami. Praha, 2013.
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Payneová, H. Kreativní pohyb a tanec ve výchově, sociální práci a klinické praxi. Praha, 2011.
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Sedlák, F., & Váňová, M. Hudební psychologie pro učitele. Praha, 2013.
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Šimanovský, Z., Tichá, A., & Burešová, V. Písničky a jejich dramatizace: zpěvník pro děti předškolního a školního věku.. Praha, 2000.
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Tichá, A. Učíme děti zpívat. Praha, 2005.
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