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Lecturer(s)
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Michálek Roman, Mgr. Ph.D.
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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. Creativity in HV and its development (methods and forms of work) - model examples (trumpet song) 2. Industry Innovations: Hear differently: methods of working with sound, elementary composing 3. Innovation in the field: notation programs and their use in teaching, examples 4. Innovations in the field: tablets, iPad, electronic textbooks and their use possibilities 5. Innovation in the field: Inclusion of students with spec. educational needs for gymnasium education (eg Asperg's syndrome), individual methods of work, problems of group teaching, music therapy and its possibilities of using in HV, music therapy techniques in HV, differences of HV and MZT 6. HV in cross-curricular subjects of the school, HV in projects, Creative workshops etc. - model examples, analysis, suggestions 7. Listening in HV C: work with specific listening tracks - model examples, game theme play 8. Innovation in the field: New textbooks (Hear differently) Working with the electronic textbook Fraus: realization of one model lesson 9. Preparing for pedagogical practice. Consultation of topics, selection of activities, methods and forms of work 10. - 13. Pedagogical practice and its defense At each seminar, besides the topics discussed, the students also realize their own outputs, which they have prepared within the framework of their self-study (singing and playing songs, singing and playing excerpts from the themes of famous compositions, play and singing of singing exercises). In the case of ordering distance learning, the necessary documents, video recordings, etc. study aids for self-study are stored in the repository (eg gapps, Teams), which is determined by the subject teacher. 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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Skills demonstration, Task-based study method, Students' self-study
- Contact hours
- 26 hours per semester
- Preparation for an examination (30-60)
- 45 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Explain the concepts of musical theory (musical forms, analysis of compositions that relate to the content of the subject). |
| Skills |
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| Singing skills and play the piano skills. |
| Competences |
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| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| To justify the selection of compositions for their use in school practice. |
| Clarify the principles of prelude to songs and their transpositions with respect to the vocal range of the pupils' voice. |
| Introduce basic types of performed singing exercises and clarify relevant terminology (ascending, descending, decay, ripetuto, legato, etc.). |
| Skills |
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| Sing the class through played a vocal exercises (D7 models, shifting chromatic chords) |
| sing a repertoire of songs destined for their own contemporary instrumental accompaniment - Folk (memory) and artificial songs (with the support of the record) |
| transposes into singing keys - Accompany the singing class and gives a clear head after the run-up instruction to start singing during the game can correct singing classes |
| Demonstrates skill game themes and excerpts of famous songs |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Task-based study method |
| Self-study of literature |
| Practicum |
| Collaborative instruction |
| Individual study |
| Group discussion |
| In the case of ordering distance learning, the teacher checks and comments on files with assigned and elaborated tasks (methods of formative assessment) sent by students to the designated repository. |
| Skills |
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| Individual study |
| Skills demonstration |
| Lecture with visual aids |
| Task-based study method |
| Collaborative instruction |
| Self-study of literature |
| Discussion |
| Competences |
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| Skills demonstration |
| Task-based study method |
| Individual study |
| Cooperative instruction |
| Project-based instruction |
| assessment methods |
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| Knowledge |
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| Continuous assessment |
| Self-evaluation |
| Individual presentation at a seminar |
| Peer evaluation of students |
| Formative evaluation |
| In the case of distance learning, students' knowledge is verified through their compiled and defended model lessons, designed to teach HV at high schools. |
| Skills |
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| Practical exam |
| Skills demonstration during practicum |
| Group presentation at a seminar |
| Individual presentation at a seminar |
| In the case of distance learning, students document their skills by storing records of the required skill outputs in the specified repositories. By means of formative evaluation methods, the teacher comments on the approved files or approves the fulfillment of these outputs. |
| Competences |
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| Skills demonstration during practicum |
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Recommended literature
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školské dokumenty, aktuální učebnice HV a zpěvníky, instrumentální partitura pro školní soubor.
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Jank, Werner. Musik-Didaktik : Praxishandbuch für die Sekundarstufe I und II. Berlin :Cornelsen, 2017. ISBN 978-3-589-03939-5.
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Kopecky, Jiri. Název Hudební hry jinak : hry se zvuky a elementární komponování. Brno :Janáčkova akademie múzických umění v Brně, 2014. ISBN 978-80-7460-066-1.
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KOPECKÝ, Jiří, Jaromír SYNEK a Vít ZOUHAR. Hudební hry jinak: hry se zvuky a elementární komponování : [slyšet jinak].. Brno, 2014. ISBN 978-80-7460-066-1.
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KUHN, T. Rytmicko-melodické modely k doprovodům populárních písní podle akordových značek a jejich klavírní stylizace.. Plzeň: Západočeská univerzita, 2013. ISBN 978-80-261-0258.
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LIŠKOVÁ, Štěpánka. opory ve videonahrávkách výuky na ZŠ a SŠ na Teams, modelové lekce ŠL.
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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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ŠEDIVÝ, Jakub a Lucie ROHLÍKOVÁ. Hudební výchova: učebnice pro 6. - 7. ročník základních škol a odpovídající ročníky víceletých gymnázií.. Plzeň, 2013. ISBN 978-807-2389-018.
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VANČÁT, J. a kol. Motivace k tvořivosti na pedagogické fakultě: Přístupy k tvořivosti v učitelském povolání.. Plzeň, 2014. ISBN 978-80-261-0428-5.
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Werner, Jan. Musik-Didaktik : Praxishandbuch für die Sekundarstufe I und II. Berlin-Cornelsen, 2017. ISBN 978-3-589-03939-5.
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