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Lecturer(s)
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Lišková Štěpánka, PhDr. Ph.D.
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Course content
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This semester of didactics focuses entirely on the field of movement activities and their application in HV in secondary schools, the fields of music education are absolutely obligatory and still largely neglected (especially due to the lack of PF specialists in this field). Students will acquire a pensum of knowledge (didactic aspect) and skills (practical aspect), in line with the expected outputs of the field of study (RVP Z and RVP G - for lower and higher grades of multi-year gymnázia and grammar school for 4 years) of musical activities in HV to secondary schools. After completing this semester, the student will further extend his / her competencies to the area of integration of activities within the field. Seminar topics: 1. Problems of musical movement activities in HV teaching at secondary schools - movement as a compulsory part of musical education education. 2. Didactic principles for exercising physical activities in HV on secondary schools: the social climate in the classroom, the organizational conditions, the personality of the teacher and his competence in conducting physical activities, ... 3. Physical activities in the context of outputs of the RVP ZV (higher degree of multi-year gymnázia and grammar school) and their analysis A: model examples of fulfillment of individual expected outputs - analysis of samples (videos) - dances of different styles - introduction 4. Theoretical Reflection of Practice in Context with the Outcomes of the RVP G (Higher Grade of Multi-Year Grammar Schools and 4-Year High School): Model examples from practice (videos from secondary schools and their analysis) 5. From Theory to Practice A (RVP Z) - Movement of sounding music: clocking, own movement rendering of music 6. From theory to practice B (RVP Z) - The possibilities of expressing the semantics of a musical movement by movement: movement improvisation, pantomime 7. From Theory to Practice (RVP Z) C - Curriculum: Movement Reactions to Change in the Streaming Sound of Music and Orientation in Space - Movement Games and Dances 8. Movement activities in the context of the outputs of RVP G (higher grade of multi-year gymnasiums and four-year grammar schools): analysis, model examples From theory to practice A (RVP G) - gesture as part of movement, movement etude in the context of musical teaching - forms, rhythm (musicogramma etc.) 9. From theory to practice B (RVP G) - dance as a way of communication: model examples 10. Preparing for students' practice: checking themes and consulting their progress in the form of a model lesson 11. -13 Practice of students, reflection of practice focused on the area of application of physical activities In the case of ordered distance learning, any study aids are stored in selected repositories. Their current addresses are sent to students via the Bulk E-mail service.
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Learning activities and teaching methods
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Collaborative instruction, Cooperative instruction, Skills demonstration, Practicum
- Contact hours
- 26 hours per semester
- Individual project (40)
- 26 hours per semester
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| prerequisite |
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| Knowledge |
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| Basic orientation in musical movement games. Learning outcomes: (expertise, professional skills, general competencies) The student is able (according to Expected outputs of the musical-physical education in the RVP) to: - create a movement link, express ideas, emotion, communicate through movement - lead music activities of the pupils (seminar with classmates) - dance a wide variety of dances from different parts world including historical dances. Clarify concepts and refine themes: movement bonding, intuitive and controlled movement, development of rhythmic feelings of pupils, play on the body, conducting, methodical range of movement skills, emotions, musical means and their content, musical contrasts |
| Skills |
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| Prove to body, dance, etc. a sufficient level of movement skills to realize the outputs of the subject. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| Explain the concepts and give them concrete examples of realization: movement, intuitive and controlled movement, conducting and concepts related to it, development of rhythmic feelings of pupils, play on the body, emotions, musical means of expression and their content, musical contrasts |
| Search and present examples of musical-musical activities in context with Expected Outcomes of the Music Field |
| Skills |
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| Move movement, emotion. |
| To teach a group as part of the seminar output one musical movement or dance. |
| To dance several dances from different parts of the world as well as historical periods. |
| Introduce and show a concrete example of the application of musical activities in school practice. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Collaborative instruction |
| Cooperative instruction |
| Lecture supplemented with a discussion |
| Lecture with a video analysis |
| Seminar |
| Task-based study method |
| Group discussion |
| Practicum |
| Self-study of literature |
| In the case of ordered distance learning, the chosen ICT technology is used to verify students' knowledge. It is also used for communication with students, for storing video recordings with physical activities and other documents - study aids (Gapps repository, Semester work, etc.). Students are informed about changes and progress via bulk e-mail or video meeting. |
| Skills |
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| Skills demonstration |
| Students' portfolio |
| Multimedia supported teaching |
| Practicum |
| Collaborative instruction |
| Individual study |
| Students search the Internet for interpreting dances and other forms of movement. |
| Competences |
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| Task-based study method |
| Group discussion |
| Collaborative instruction |
| Self-study of literature |
| Skills demonstration |
| Individual study |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Individual presentation at a seminar |
| Self-evaluation |
| Continuous assessment |
| Skills demonstration during practicum |
| The student will lead one physical activity selected by him (in the context of FEP), critically evaluate the results of his work with the team. In the case of distance learning, the student prepares and defends a seminar paper on a given topic (repository Semester work). |
| Skills |
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| Skills demonstration during practicum |
| Group presentation at a seminar |
| Oral exam |
| Seminar work |
| In the case of distance learning, the student documents the selected physical activity by video recording (gapps storage) and according to the assignment will prepare and defend a seminar paper, which will be supplemented by examples from their own practice and reading literature. |
| Competences |
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| Individual presentation at a seminar |
| Group presentation at a seminar |
| Continuous assessment |
| Portfolio |
| Skills demonstration during practicum |
| Seminar work |
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Recommended literature
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školské dokumenty a učebnice pro gymnázia.
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Payne, Helen. Kreativní pohyb a tanec ve výchově, sociální práci a klinické praxi. Praha : Portál, 1999. ISBN 80-7178-213-0.
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SEDLÁK, František. Didaktika hudební výchovy na 2. stupni základní školy: učebnice pro posl. pedagog. fakult.. Praha, 1984.
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SLAVÍK, Jan, Tomáš JANÍK, Petr NAJVAR a Petr KNECHT. Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory.. Brno, 2017. ISBN 978-80-210-8568-8.
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Šimanovský, Zdeněk. Hry s hudbou a techniky muzikoterapie ve výchově, sociální práci a klinické praxi. Praha : Portál, 1998. ISBN 80-7178-264-5.
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Vorderman, Carol. Help your kids with music : a unique step-by-step visual guide. London : Dorling Kindersley, 2015. ISBN 978-0-2411-8612.
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Wajler, Zig. LinkWorld beat fun : multicultural and contemporary rhythms for K-8 classrooms / by Zig Wajler. Alfred Music Publishing Co., Inc.,, 2002. ISBN 0-7579-0852-7.
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