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Lecturer(s)
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Jelénková Libuše, Mgr. Ph.D.
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Course content
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- Personality of the music teacher. - Singing activities in music education at the first level of primary school. - Musical movement activities in music education at the first level of primary school. - Instrumental activities in music education at the first level of primary school. - Listening activities in music education at primary school level 1. - Didactic principles and their application in music education. - Teaching and learning objectives in music education. - Development of key competences in music education at primary school level 1. - Classical and activating teaching methods in music education. - Pair, group and cooperative teaching in music education. - Project teaching in music education. Educational concerts. - Material didactic means in music education (digital technologies and modern trends). - Cross-curricular relations and cross-cutting themes in music education. - Integrative concept of music education (integration of educational content in musical activities). - Reflection on own preparation for teaching music education.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Self-reflection, Individual work of students
- Participation in classes
- 56 hours per semester
- Educational trip
- 4 hours per semester
- Home preparation for classes
- 20 hours per semester
- Term paper
- 20 hours per semester
- Preparation for examination
- 15 hours per semester
- Preparation for course credit
- 5 hours per semester
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| prerequisite |
|---|
| Knowledge |
|---|
| unspecified |
| unspecified |
| learning outcomes |
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| define basic concepts from the theory and practice of music education |
| define basic concepts from the theory and practice of music education |
| describe the theoretical basis of the activity-based approach to music education |
| describe the theoretical basis of the activity-based approach to music education |
| describe didactic categories and the possibilities of their application in music education |
| describe didactic categories and the possibilities of their application in music education |
| characterize the integrative concept of music education |
| characterize the integrative concept of music education |
| define the core areas of the RVP ZV for the subject of music education |
| define the core areas of the RVP ZV for the subject of music education |
| Skills |
|---|
| clarify the current activity-based approach to music education |
| clarify the current activity-based approach to music education |
| propose an appropriate didactic strategy for teaching music education |
| propose an appropriate didactic strategy for teaching music education |
| prepare for a music education lesson |
| prepare for a music education lesson |
| to implement the teaching in the pedagogical practice at the first level of primary school |
| to implement the teaching in the pedagogical practice at the first level of primary school |
| reflect on their own didactic strategy for teaching music education |
| reflect on their own didactic strategy for teaching music education |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Self-reflection |
| Self-reflection |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Skills |
|---|
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Teamwork |
| Teamwork |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Individual work of students |
| Individual work of students |
| assessment methods |
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| Knowledge |
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| Analysis of creative works (Music, visual arts, literature) |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of creative works (Music, visual arts, literature) |
| Oral examination |
| Oral examination |
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Recommended literature
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Rámcový vzdělávací program pro základní vzdělávání. Praha: MŠMT. 2017.
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Černá, L. Nadání žáků a problematika jeho identifikování v edukační realitě. In Sapere Aude 2012 ? Vzdělání a dnešní společnost. Hradec Králové: Magnanimitas, 476-484.. 2012.
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Daniel, L. Metodika hudební výchovy.. Ostrava: Montanex, 2001.
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Jenčková, E. Hudba a pohyb ve škole. Hradec Králové: Tandem, 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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Pecháček, S., & Váňová, H. Praktické úkoly z?didaktiky hudební výchovy. 2001.
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Sedlák, F., & Váňová, M. Hudební psychologie pro učitele. Praha, 2013.
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Skalková, J. Obecná didaktika. Praha: Grada. 2007.
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Spáčilová, H. Pedagogická diagnostika v primární škole I. Olomouc: UPOL. 2003.
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Šimanovský, Z. Hry s hudbou pro děti a mládež.. Praha: Portál., 2011.
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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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Šrámková, K. Didaktika hudební výchovy v současném systému vzdělávání. Brno: MU. 2012.
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Tichá, A. Učíme děti zpívat.. Praha: Portál, 2005.
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Váňová, H. Průvodce učitele hudební výchovy tvořivou intonací. Praha: UK. 2004.
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Zormanová, L. Obecná didaktika: pro studium i praxi. Praha: Grada. 2014.
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Zormanová, L. Výukové metody v pedagogice: S praktickými ukázkami. Praha: Grada. 2012.
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