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Lecturer(s)
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Bělohlávková Pavlína, Mgr. et Mgr. Ing. Ph.D. et Ph.D.
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Vacek Petr, doc. Mgr. Ph.D.
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Course content
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Introducing students of the MŠ field to the basics of music theory, developing their singing, rhythmic and intonation skills, and introducing them to the basics of conducting technique. Notation in the bass clef, major harmonic functions and cadences, chord turns in the accompanying cadence. Pentatonic scale. Moll scales with # and with b. Moll quintacord and its reversals. Dominant seventh chord. Chord markings, chords and harmonic functions. Types of stylized song accompaniment and its notation in the bass clef in cadence. Transposition of songs. Dotted rhythm, syncopation, triola, pre-beats. Intonation of children's songs. Beats, basic conducting gestures of the stroke, two, three and four beat measures, ending, dynamic and tempo changes, division of gestures. Basic orientation in music history, musical instruments and Italian musical terminology. 1. Introduction to HVYM2. 2. 2. Strengthening - quintacords and cadences. 3. Notation in bass clef. 4. Moll scales - scheme, order, prefixes. 5. Moll scales - A?olian, harmonic, melodic. 6. Chord markings and main harmonic functions. 7. Dominant seventh chord. 8. Working with the song. 9. Transposition. 10. Summary, sample test. Study support: Seminar materials, Moodle course HVYM2 Interactive exercises in Learning Apps Interactive exercises in Wordwall Literature (see the LITERATURE tab)
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Learning activities and teaching methods
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Interactive lecture, Instruction based on dialogue, Students' self-study, Seminar
- Practical training (number of hours)
- 26 hours per semester
- Preparation for formative assessments (2-20)
- 13 hours per semester
- Presentation preparation (report) (1-10)
- 4 hours per semester
- unspecified
- 13 hours per semester
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| prerequisite |
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| Knowledge |
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| At least the average ear for music, rhythmic and harmonic sensibility, music memory and the ability for clean singing. |
| Actively uses knowledge and skills from previous music courses |
| Skills |
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| Routinely applies knowledge and skills from previous music courses (HVYM1 and HRMŠ1). The student is able to perform cleanly in the children's vocal range and has mastered the fundamentals of playing a keyboard instrument. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| - list the order of scales with b and name the principle of how they are formed, - deduce the principle of the prefixation of minor scales by comparing their relationship to major scales, - correctly name the notes in the bass clef, - transpose the musical notation of a song including function markings. |
| - perform a basic musical analysis of the song |
| - cadences to accompany songs in major and minor |
| Skills |
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| - write the accompanying cadence - read and perform the rhythmic part in two and three beats by playing and reciting, - clap rhythmically accurate syncopated rhythmic formations, - sing purely a capella selected songs. - Effectively connect theory with practice. |
| Competences |
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| 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 |
|---|
| Knowledge |
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| Lecture |
| Interactive lecture |
| Seminar |
| E-learning |
| Self-study of literature |
| Collaborative instruction |
| Individual study |
| Task-based study method |
| Skills |
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| Practicum |
| Students' portfolio |
| Individual study |
| Skills demonstration |
| Task-based study method |
| Multimedia supported teaching |
| Lecture with visual aids |
| Interactive lecture |
| Competences |
|---|
| Interactive lecture |
| Seminar classes |
| assessment methods |
|---|
| Knowledge |
|---|
| Test |
| Individual presentation at a seminar |
| He/she knows basic music theory, which he applies to the creation of an accompaniment to a children's song. |
| Portfolio |
| Skills |
|---|
| Skills demonstration during practicum |
| Formative evaluation |
| Group presentation at a seminar |
| Prepares a song for use in kindergarten, prepares an accompaniment to the song in different keys, in simple form realizes by playing the piano |
| Competences |
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| Oral exam |
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Recommended literature
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GRIGOVÁ, Věra. Základní hudební znalosti. Olomouc: Alda. 1998.
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HRADECKÝ, Emil. Zpěvníček pro nejmenší.. Praha: Editio Supraphon, 1986.
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Kmentová Milena. Cvičebnice hudební nauky pro dospělé (začátečníky). Praha: Univerzita Karlova. 2021.
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KURKOVÁ, Libuše. Hudebně pohybová výchova pro předškoláky. SPN-pedagogické nakladatelství. 2021.
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Lišková MArie. Do-RE-MI. Praha: SPN. 2015.
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REŽNÝ, Pavel. Elementární hudební teorie II. Olomouc: Univerzita Palackého v Olomouci. 2018.
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REŽNÝ, Pavel. Elementární hudební teorie I. Olomouc: Univerzita Palackého v Olomouci. 2018.
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Stojan, Jaroslav. Maličká su obrázkový zpěvník pro děti předškolního věku, jejich rodiče a paní učitelky. 2. 1. vyd. Přerov : Jasto, 1997. ISBN 80-901932-6-9.
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Stojan JAroslav. Maličká su 1. Přerov: Jasto. 1996.
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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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Vydrová, Jitka. Hlasová a mluvní výchova pro pedagogy. 1. vydání. 2014. ISBN 978-80-905554-4-0.
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Vydrová, Jitka. Praktická cvičení k hlasové výchově pro pedagogy. 1. vydání. 2014. ISBN 978-80-905554-5-7.
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ZENKL, Luděk. ABC hudební nauky. 8. vyd. Editio Bärenreiter Praha. 2003.
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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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