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Lecturer(s)
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Šamanová Jana, Doc. PaedDr. CSc.
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Course content
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Musical Pedagogy and its research methods. Music education from the earliest period until the Enlightenment. History of music education in the Czech lands from the Enlightenment to the late 19th century. Approaches to music education in the 20th century. A pedagogical contribution to the project House of the child-hood. The beginning of the current concept of music education in our country - starting points, principles, documents. Vocal intonation. Historical overview of methods of vocal intonati-on. Song training throughout tonal pitch method (particularly using a method of retaining sol and opera songs). Efforts of a complex music education - a major Czech and foreign concepts.
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Learning activities and teaching methods
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Interactive lecture, Lecture with a video analysis, Discussion, Students' portfolio, Seminar classes
- Contact hours
- 26 hours per semester
- Preparation for an examination (30-60)
- 50 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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| Have a basic understanding of the history of music in the Czech lands and in Europe. Understand the principles of vocal intonation and practically control any tonal pitch method. |
| learning outcomes |
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| For passing this course, student (should): - understand basic concepts of music education and its methodology. - remember and characterize trends in music education from the earliest times to the present and defining the impor-tant features of teaching music in various periods. - analyzes the causes of the current concept of music edu-cation (including curriculum reform), and list them in context with the development of musical and pedagogical thinking in the 20th century. - assesses the importance of the use of methods for the development of musical appreciation of the student and assesses the effectiveness of different methods. - can practically use at least two methods of tonal pitch (sol, Daniel M. retaining songs) while rehearsing the songs. - identifies on the "live" teaching unit features of the mu-sic education activities and creativity of pupils, and as-sesses the degree of complexity and functionality of inte-grativity of the music teaching elements. - verbally expresses and clearly records their observations and evaluations of teaching. |
| teaching methods |
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| Lecture with a video analysis |
| Interactive lecture |
| Students' portfolio |
| Discussion |
| Seminar classes |
| assessment methods |
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| Oral exam |
| Practical exam |
| Seminar work |
| Individual presentation at a seminar |
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Recommended literature
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Fukač J. - Poledňák I. Hudební pedagogika. In. Hudební věda II,. Praha,, 1988.
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Gause, František. Počátky moderních proudů v naší hudební výchově. 1. vyd. Praha : Supraphon, 1975.
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Gregor, Vladimír. Dějiny hudební výchovy v českých zemích a na Slovensku. 2., dopl. vyd. Praha : Supraphon, 1990. ISBN 80-7058-131-X.
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HURNÍK, I. a P. EBEN. Česká Orffova škola. Praha, 1969.
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Peery, J. Creig. Music and child development. 1987. ISBN 978-1-4613-8700-8.
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Slavíková, M. Úvod do hudební pedagogiky. E-learningový kurz.. Plzeň:ZČU,, 2006.
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Slavíková, Marie. Hudebně pedagogický výzkum na Katedře hudební kultury FPE ZČU v letech 1992-2014. Vyd. 1. Plzeň : Západočeská univerzita, 2014. ISBN 978-80-261-0454-4.
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