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Lecturer(s)
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Slavíková Marie, Doc. PaedDr. CSc.
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Růžičková Veronika, Mgr. et Mgr. Ing. Ph.D. et Ph.D.
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Course content
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1.Introduction to the course, educational objective, study literature, assignment of the term paper, conditions for obtaining credit 2. Music development of the child. Use of musical activities with song in everyday life of the Kindergarten - rituals, guided activities, free activities, holidays and traditions, events with parents (workshops, dramaturgy of children's performance). 3. Vocal activities. Anatomy of the respiratory system, phonation system. Singing posture, breathing, soft deployment, tone, singing. Motivation for singing in children, appropriate exercises, appropriate vocal position. Vocal hygiene, diseases affecting voice and hearing. Benefits of vocal activities for the general development of the child. 4. Anatomy of the oral cavity, head tone, resonance. Articulation, phrasing. Selection of appropriate songs in relation to age and singing skills. Inappropriate songs. Transposition. Selection of music with song material - criteria, sources, development of children's songbooks. Songbook. 5. Working with song, types of melody, types of song, formal arrangement. Methodology of rehearsal, fixing the melody and lyrics. Musical means of expression (tempo, dynamics) and children's speech. Emphasising the character of the song by means of accompaniment. Recordings for singing activities - criteria, selection. 6. Listening activities. Anatomy and physiology of hearing. Development of sensory perception through musical activities and games. Musical story. Selection of listening samples - criteria, didactic processing. Listening material and activities. The contribution of listening activities to the general development of the child. 7. Combination of musical and graphomotor activities in the Good Start Method, principle and application. Development of seriality through rhythmic ostinato, development of spatial perception and graphomotor skills. 8. Creative workshop - own songs, instrumentation of songs on melodic instruments. 9. Excursion - visit to a musical educational institution or educational program for children with reflection. 10. Practice. Reflection practice. Evaluation of seminar work. 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 |
| Combined exam |
| Test |
| 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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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-pedagogické nakladatelství. 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: Portál. 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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