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Lecturer(s)
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Nielsen Eva, PhDr. Mgr. Ing. Ph.D. et Ph.D.
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Denk František, doc. Mgr. Ph.D.
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Course content
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Time in music, instrumental and vocal activities 1. Introduction to the course, learning objectives, recommended reading, term paper assignment, requirements for credit. 2. Principles of music education. Musicality. Musical abilities and skills, assessment. A child's musical development. Musical activities. 3. Rhythm, metre, pulsation, tempo and momentum in the preparation of musical activities. Adding rhythm and melody to nursery rhymes, rhythmic speech, counting rhymes, rhythmic ostinatos, completing a tune. Word and sentence stress, musical stress. Benefits for speech development, benefits for the perception of structure and seriality. 4. Body percussion as a precursor to instrumental activities. Musical instruments for children. Orff instruments and other instruments, including rhythmic and melodic instruments. Principles of instrumentation for rhythmic and melodic instruments. The benefits of instrumental activities for the development of gross and fine motor skills and a sense of rhythm. 5. Means of musical expression; the use of the principles of contrast, gradation and repetition. The use of instruments in accordance with means of musical expression - dynamics and tempo in children's performance. Emphasising the character of a song through accompaniment. Developing an appreciation of musical expression and the expression of emotions. 6. Vocal activities. Anatomy of the respiratory and vocal tracts. Anatomy of the oral cavity, head voice, resonance. Articulation, phrasing. Singing posture, breathing, soft onset, pitch, warm-up exercises. Vocal hygiene; conditions affecting the voice and hearing. Motivating children to warm up; suitable exercises; appropriate vocal placement. Selecting suitable songs in accordance with age and singing ability. Unsuitable songs. The benefits of vocal activities for the development of oromotor skills. 7. Working with songs, types of melodies, types of songs, structural organisation. Rehearsal methodology, model songs, memorising melody and lyrics. Selection of sheet music for songs - criteria, sources, the development of children's songbooks. Transposition. Prelude. Song repertoire. Recordings for singing activities - criteria, selection. 8. Creative workshop - setting text to music, making up one's own songs, musical fairy tales, fostering musical expression, developing creativity. Making simple musical instruments. Using everyday objects for musical purposes. The benefits of music education for the development of creativity. 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. Assessment of learning outcomes. Study Support Specialised literature (see the LITERATURE tab) Moodle course DIMŠ1 Materials provided at seminars, recordings, lectures
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Learning activities and teaching methods
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Collaborative instruction, Discussion, Students' portfolio, Skills demonstration, Task-based study method, Students' self-study, Self-study of literature, Lecture with visual aids, Practicum
- Contact hours
- 26 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
- Undergraduate study programme term essay (20-40)
- 10 hours per semester
- Preparation for comprehensive test (10-40)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| to explain the concepts of music theory (HUVYM1 and HUVYM2) as a prerequisite for their practical use in didactics |
| sing and accompany simple children's songs on a keyboard instrument, write and play a simple chordal accompaniment, transpose the song into an appropriate position |
| Skills |
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| demonstrate in practical exercises a good level of musicianship (especially rhythmic feeling) sing the repertoire of the songs to be learnt cleanly at least in the range of a child's voice play the required repertoire of songs and exercises on the piano according to the requirements of HRMŠ1 and HRMŠ2 |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| name and describe the individual components of a child's musicality explain the basic concepts of the development of children's rhythmic sensitivity (beat, rhythm, metre, pulsation, playing in pause, playing the end of phrases, bars, accented and unaccented periods) identify basic concepts in the development of children's rhythmic sensitivity in specific musical models |
| Skills |
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| intones purely children's songs without the support of an instrument, accompanies children's songs with stylized accompaniment, prepares instrumentation on simple instruments (Orff's instrumentarium, etc.), rhythmizes and melodizes nursery rhymes, creates own pop songs, uses appropriately musical expressive means, has a stock of musical movement activities with body play, aids, instrument accompaniment, has prepared creative activities |
| Independently sings and plays the piano cleanly in front of others (practicing the role of a teacher in kindergarten), plays a simple song from a songbook (melody and accompaniment), actively participates in various musical roles in a group, sings a staggered major and minor fifth chord, repeats a melodic passage in the singing position of a preschool child, uses musical and movement parallels in accordance with the expression and form of the music, knows how to play the body, rhythmizes and melodizes nursery rhymes. |
| 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 with visual aids |
| Task-based study method |
| Collaborative instruction |
| Self-study of literature |
| Interactive lecture |
| Lecture supplemented with a discussion |
| KS In the case of distance learning, a Moodle course and consultation on the progress in the elaboration of assigned seminar tasks. |
| Skills |
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| Skills demonstration |
| Self-study of literature |
| Students' portfolio |
| Collaborative instruction |
| Individual study |
| KS Formative evaluation in the control of outputs - seminar work. |
| Competences |
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| Lecture supplemented with a discussion |
| Students' portfolio |
| assessment methods |
|---|
| Knowledge |
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| Seminar work |
| Individual presentation at a seminar |
| Test |
| Portfolio |
| Written exam |
| Skills |
|---|
| Group presentation at a seminar |
| Formative evaluation |
| Skills demonstration during practicum |
| Competences |
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| Skills demonstration during practicum |
| Group presentation at a seminar |
| Formative evaluation |
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Recommended literature
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Bednářová, Jiřina. Diagnostika dítěte předškolního věku: co by dítě mělo umět ve věku od 3 do 6 let/. Computer Press, 2007. ISBN 978-80-251-1829-0.
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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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JENČKOVÁ, Eva. Podzimní zpívání. 2. vydání.. Hradec Králové: Tandem, 2019. ISBN 978-80-86901-75-6.
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Králová, Eva; Kodejška, Miloš,; Strenáčiková, Mária,; Kołodziejski, Maciej. Hudební klima a dítě = Hudobná klíma a dieťa. 1. vydání. 2016. ISBN 978-80-7290-885-1.
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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. Do-re-mi 1: zpěvník pro předškoláčky.. Praha: SPN - pedagogické nakladatelství, akciová společnost, 2015. ISBN 978-80-7235-554-9.
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Lišková,Marie. Hudební činnosti v předškolním vydělávání. Praha: 8, 2006. ISBN 802-86307-26-3.
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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; Raková, Milena. Zpíváme a hrajeme si s nejmenšími. Praha, 2007. ISBN 978-80-7367-100-6.
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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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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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