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Lecturer(s)
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Kuhn Tomáš, doc. Mgr. Ph.D.
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Slavíková Marie, doc. PaedDr. CSc.
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Růžičková Veronika, PhDr. Mgr. Ing. Ph.D. et Ph.D.
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Course content
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Music with movement and listening activities 1. Introduction to the course, learning objectives, recommended reading, term paper assignment, requirements for obtaining credit 2. Listening activities. Anatomy and physiology of hearing. Development of sensory perception through musical activities and games. Musical fairy tale. Selection of listening examples - criteria, didactic presentation. A repository of listening materials and activities. The benefits of listening activities for a child's overall development. 3. Music and movement; body percussion according to the Orff approach (clapping, slapping, stamping, snapping and others); current possibilities for body percussion 4. Music and movement education. Expressing music and emotions through movement. Movement illustration, elements of pantomime, creating movement parallels based on means of musical expression. Dance in music education - choreography and improvisation. Movement elements for simple choreography (walking, running, skipping, hopping, side steps, turns, varied movements of the arms, head and torso). Benefits for the development of gross motor skills. 5. Spatial formations (circle, line-up, row, individual, pair, small group), children's dance games. The benefits of music and movement education for the development of spatial awareness 6. Teaching aids for music and movement activities - scarves, ribbons, parachutes, sheets, ropes, toys, balls, hoops and unconventional aids. The benefits of music and movement education for the development of cooperation among pre-school children. 6. The combination of musical and graphomotor activities in the 'Good Start' Method: principle and application. Assessment of musical abilities in the context of educational assessment in nursery schools; the use of musical activities for educational assessment in nursery schools. 7. Integrating vocal, instrumental, music and movement, and listening activities - a comprehensive approach to designing activities. Creative workshop - designing and presenting one's own listening and music-and-movement activities 9. Excursion - a visit to a music education institution or an educational programme for children, followed by reflection. 10. Practical placement. Reflection on the placement. Assessment of seminar papers. Verification of learning outcomes. Activities and assignments to develop students' creativity are continuously included in the classes so that they can transfer creative practices to their own teaching practice. Study support: Literature (see the LITERATURE tab) Materials from seminars and lectures Moodle course DIMŠ2
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Learning activities and teaching methods
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Cooperative instruction, Discussion, Students' portfolio, Group discussion, Task-based study method, Individual study, Self-study of literature, Practicum
- Undergraduate study programme term essay (20-40)
- 8 hours per semester
- Contact hours
- 26 hours per semester
- Presentation preparation (report) (1-10)
- 4 hours per semester
- Preparation for an examination (30-60)
- 20 hours per semester
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| prerequisite |
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| Knowledge |
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| list and describe the individual components of a child's musicality specify the content of the methodological series of the development of children's rhythmic sensitivity, including the relevant terminology actively uses knowledge of all previous music subjects |
| Skills |
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| to fill the methodological range of children's rhythmic skills with concrete examples of activities to implement individual examples of the development of children's rhythmic sensitivity by playing the body or musical instruments sing a few selected songs with accompaniment and accompany them by playing rhythm instruments give and defend their own concrete examples of the development of children's rhythmic sensitivity |
| active knowledge of the song repertoire from all previous music courses in lessons, is able(able) to perform music in public in front of others, sings intonationally clear with and without instrument support, accompanies singing on a keyboard instrument - plays melody in right hand, minimal chordal accompaniment in left hand, takes time, demonstrates onsets and offsets can combine the expressive means of music and movement |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| Musical activities appropriate to the rituals, traditions and daily life of the kindergarten or for organizing events for parents and the public (including dramaturgy) - vocal hygiene, appropriate song repertoire, anatomical and physiological basis for voice development - methods for developing the voice, range, intonation - activities for the development of hearing, anatomical and physiological basis of hearing - listening activities, including games and appropriate musical demonstrations (e.g. for movement performance) - musical and creative activities of the teacher and the children in the nursery - the connection between musical and graphomotor activities in the Good Start Method, their principles and use |
| Skills |
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| Sings purely without the support of an instrument, can sing and play a different part on simple melodic instruments, accompanies a familiar song with a stylized accompaniment, plays an unfamiliar song from a songbook and assesses its suitability, suggests possible modifications, after becoming familiar with the melody, creates a simple accompaniment on a keyboard instrument and on instruments of the children's instrumentarium, creates a movement rendition of the music in accordance with the means of musical expression, distinguishes different instruments by ear, has a vocal range proportionally larger than that of a child. He approaches the musical material creatively. |
| Competences |
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| N/A |
| N/A |
| He/she reflects its possibilities, strengths and weaknesses. The student can identify effective learning methods leading to his/her progress (learning to learn - metacognition). |
| teaching methods |
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| Knowledge |
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| Interactive lecture |
| Lecture |
| Students' portfolio |
| Individual study |
| Discussion |
| Self-study of literature |
| Lecture with visual aids |
| Multimedia supported teaching |
| Skills |
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| Collaborative instruction |
| Skills demonstration |
| Task-based study method |
| Cooperative instruction |
| Individual study |
| Self-study of literature |
| Competences |
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| Interactive lecture |
| Lecture with visual aids |
| Students' portfolio |
| Reflect on your own practice, your strengths and weaknesses |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Portfolio |
| Test |
| Combined exam |
| Individual presentation at a seminar |
| Skills |
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| Combined exam |
| Group presentation at a seminar |
| Skills demonstration during practicum |
| Competences |
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| Oral exam |
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Recommended literature
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Bečvářová, Ivana a kol. Kreativita v pedagogické praxi s ohledem na individualizaci ve výchovně vzdělávacím procesu.. ISBN 978-80-906241-1-5imperk, 2020. ISBN 978-80-906241-1-5.
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d´Andrea, Floriana. Rozvíjíme hudební vnímání a vyjadřování. 1. vyd. Praha: Portál, 1998. ISBN 80-7178-232-7.
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Fischer, Václav. Elce pelce kotrmelce [knížka říkadel a obrázků, zpěvníček, cvičebníček, gramofonová deska]. Vyd. 1. Praha: Supraphon, 1973.
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HRADECKÝ, Emil. Zpěvníček pro nejmenší.. Praha: Editio Supraphon, 1986.
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Hurník, Ilja. [Česká Orffova škola]. [Díl I.], Začátky. 1. vyd. Praha [etc.]: Editio Supraphon, 1969.
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Hurník, Ilja. [Česká Orffova škola]. [Díl II.], Pentatonika. 1. vyd. Praha [etc.]: Editio Supraphon, 1969.
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Jiřičková Jiřina, Ferklová Alžběta. Příběh ve zvuku a pohybu v mateřské škole: Modelové scénáře. Praha. 2025.
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Kodejška, Miloš. Integrativní hudební výchova dítěte předškolního věku. Praha: Univerzita Karlova-Pedagogická fakulta, 2002. ISBN 80-7290-080-3.
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KUBECOVÁ, Markéta, Marcela PEHELOVÁ, Marie SLAVÍKOVÁ, Veronika RŮŽIČKOVÁ a Hana VÁŇOVÁ. Rozvíjíme hudební dovednosti dětí.. Praha: Raabe, 2017. ISBN 978-80-7496-332-2.
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Kulhánková, Eva. Písničky a říkadla s tancem : náměty pro pohybovou výchovu dětí od 3 do 10 let. Vyd. 1. Praha: Portál, 1999. ISBN 80-7178-306-4.
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KURKOVÁ, Libuše. Hudebně pohybová výchova pro předškoláky. SPN. 2021.
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Lišková, Marie. Hudební činnosti pro předškolní vzdělávání. Praha: Raabe, 2006. ISBN 80-86307-26-3.
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Payne, Helen. Kreativní pohyb a tanec ve výchově, sociální práci a klinické praxi. Praha. 2011.
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Raková, Milena; Štíplová, Ljuba,; Tichá, Alena. Zpíváme a tvoříme s malými. 1. vydání. 2012. ISBN 978-80-266-0067-1.
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Slavíková, Petra. Dětská hudební tvořivost v preprimárním vzdělávání.. Praha, 2020. ISBN 978-80-7603-124-1.
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Šimanovský, Zdeněk; Tichá, Alena. Lidové písničky a hry s nimi. Vyd. 1. Praha: Portál, 1999. ISBN 80-7178-323-4.
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TICHÁ, Alena. Učíme děti zpívat: hlasová výchova pomocí her pro děti od 5 do 11 let. Praha. 2014.
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Tichá,Alena; Raková, Milena. Zpíváme a hrajeme si s nejmenšími. Praha, 2006. ISBN 978-80-7367-100-6.
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Zezula, Jiří; Janovská, Olga. Hudební výchova v mateřské škole : Metodika : Učebnice pro 2.-4. roč. stud. oboru Učitelství pro mateřské školy na stř. pedagog. školách. 1. vyd. Praha: SPN, 1987.
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ŽÁČEK, J. a P. JURKOVIČ. Jak se počítají koťata.. Praha: Portál s.r.o., 2011. ISBN 978-80-7367-789-.
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