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Lecturer(s)
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Course content
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- Familiarity with the musical instrument - flute/violin/guitar (parts, handling, cleaning). - Correct posture and position when playing a musical instrument - flute/violin/guitar (breathing, articulation, fingerings, etc.) - Basic music notation (reading music and chord markings). - Playing from sheet music (orientation in the music outline). - Playing from chord markings (with emphasis on the main harmonic functions). - Vocal expression when playing a musical instrument - violin/guitar. - Technical mastery of elementary melodies and songs (folk and artificial). - Improvement of technical and rhythmic skills in playing a musical instrument - flute/violin/guitar. - Fundamentals of stylization of harmonic accompaniment - guitar. - Performance and interpretation of compositions of various genres. - Formation of habits of interplay in an instrumental ensemble. - Possibilities of using a musical instrument in specific situations in primary education. - Musical improvisation on elementary melodies (especially for advanced students). - Specifics of the selection of musical material and its use in music education at the first stage of primary school. - Analysis of the student's preparation for the lesson, reflection, evaluation.
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Learning activities and teaching methods
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- Participation in classes
- 28 hours per semester
- Home preparation for classes
- 32 hours per semester
- Preparation for course credit
- 30 hours per semester
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| prerequisite |
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| Knowledge |
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| Students have the necessary music theoretical knowledge (reading music, knowledge of scales). Advanced students follow an individual learning plan developed by the teacher. The nature of the course requires systematic independent preparation of the student from lesson to lesson. Violin may only be taken by students who have already received professionally guided systematic training. |
| Students have the necessary music theoretical knowledge (reading music, knowledge of scales). Advanced students follow an individual learning plan developed by the teacher. The nature of the course requires systematic independent preparation of the student from lesson to lesson. Violin may only be taken by students who have already received professionally guided systematic training. |
| learning outcomes |
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| define the principles of notation and metro-rhythmic relationships |
| define the principles of notation and metro-rhythmic relationships |
| characterize metro-rhythmic relationships |
| characterize metro-rhythmic relationships |
| define the prefixes of major and minor scales |
| define the prefixes of major and minor scales |
| define the main harmonic functions (violin, guitar) |
| define the main harmonic functions (violin, guitar) |
| describe the procedures for using a musical instrument in a variety of musical activities |
| describe the procedures for using a musical instrument in a variety of musical activities |
| Skills |
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| apply music theoretical knowledge in playing a musical instrument |
| apply music theoretical knowledge in playing a musical instrument |
| read music, tempo, pre-chord and chord markings |
| read music, tempo, pre-chord and chord markings |
| use rhythmic-melodic accompaniment when singing songs (violin, guitar) |
| use rhythmic-melodic accompaniment when singing songs (violin, guitar) |
| reflect on and evaluate progress in own playing of a musical instrument |
| reflect on and evaluate progress in own playing of a musical instrument |
| suggest specific use of a musical instrument in musical activities with pupils |
| suggest specific use of a musical instrument in musical activities with pupils |
| teaching methods |
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| Knowledge |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Analysis of a work of art |
| Analysis of a work of art |
| Skills |
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| Practice exercises |
| Practice exercises |
| Demonstration |
| Demonstration |
| Individual work of students |
| Individual work of students |
| Experience (self-experience) |
| Experience (self-experience) |
| Self-reflection |
| Self-reflection |
| assessment methods |
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| Knowledge |
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| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
| Analysis of the student's performance |
| Analysis of the student's performance |
| Analysis of creative works (Music, visual arts, literature) |
| Analysis of creative works (Music, visual arts, literature) |
| Systematic observation of the student |
| Systematic observation of the student |
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Recommended literature
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Hrajeme na zobcovou flétnu: metodika výuky dětí hry na zobcovou flétnu bez not. Portál.
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Daniel, L. (1994). Škola hry na sopránovou zobcovou flétnu = Schule für die Sopranblockflöte erster teil. Schott Music Panton.
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Jenčková, E. (2007). Hudba v současné škole ? Zobcová flétna. TANDEM.
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Kolektiv autorů (2011). Já a písnička 1.-5. MUSIC CHEB.
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Krůček, V. (2009). Škola houslových etud I. Bärenreiter.
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Miska, J., & Micková, M. (2009). Škola hry na housle I., II. Bärenreiter.
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Nedělka, M. (2004). Průvodce učitele praktickou harmonií. Univerzita Karlova.
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Oliva, P. (2001). Vyletěla holubička. 110 nejznámějších lidových písní z Čech. Nakladatelství Oliva.
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Režný, P. (2008). Elementární hudební teorie. Univerzita Palackého v Olomouci.
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Ševčík, O. Škola houslové techniky op. 1., 1.-3. díl. Bärenreiter.
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Ševčík, O. Škola smyčcové techniky, op. 2. Bärenreiter.
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Škořepová, K. (2003). Hrajeme na zobcovou flétnu: metodika výuky dětí hry na zobcovou flétnu bez not. Portál.
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