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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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Familiarization of kindergarten students with the basics of music theory, development of their singing, rhythmic and intonation skills, acquaintance with the basics of tact technique. Through activities, teaching leads to the active perception of music and its use as an independent means of communication. Tones and their properties. Pitch notation, keys, sliders. Tact, rhythm and its components (rhythm, meter, pulsation). Scale and key. Major scales s # a s b, major quinta-chord. Quartin quintile circle. Intervals, definitions, distributions. Basic intervals. Supporting songs of the main degree in major and major quinta-chord. Basics of singing technique. Intonation of songs. Timing schemes. Study support: Study literature - see the LITERATURE tab LMS Moodle ZČU: Růžičková, V. Music education for kindergarten teachers, course HVYM1 Interactive exercises in Learnikapps and WordWall
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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. |
| Knowledge of music education at the level of a high school overview. |
| Skills |
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| At least the average ear for music, rhythmic and harmonic sensibility, music memory and the ability for clean singing. |
| Ability to sing purely children's folk songs, ability to repeat a played note in the children's singing range, to beat out (repeat) a rhythmic pattern |
| Competences |
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| Critically evaluates information sources, identifies the main idea of professional and general communication, formulates his/her opinions and findings. |
| learning outcomes |
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| Knowledge |
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| explain the basic concepts of music theory demonstrate a secure knowledge of notes in violin clef, bars, major scales and chords and basic intervals |
| Skills |
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| sing a song intonationally correctly on the basis of rhythmic dictation record note values write down and punch out the author's bars mark correctly the notes and the appropriate scale prefixes |
| Competences |
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| Reflect on your capabilities, strengths and weaknesses. The student can identify effective ways of learning leading to his/her progress (learning to learn - metacognition). |
| Part of the self-assessment is a REFLECTION of one's own practices to achieve educational goals. Part of learning or its outcome is METACOGNY ("I am learning to learn", "I know how to learn or teach someone") |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecture |
| Interactive lecture |
| Seminar |
| Task-based study method |
| Collaborative instruction |
| Individual study |
| Self-study of literature |
| E-learning |
| Skills |
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| Practicum |
| Students' portfolio |
| Individual study |
| Skills demonstration |
| Task-based study method |
| Interactive lecture |
| Multimedia supported teaching |
| Lecture |
| Lecture with visual aids |
| Competences |
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| Lecture with visual aids |
| Seminar classes |
| assessment methods |
|---|
| Knowledge |
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| Test |
| Skills demonstration during practicum |
| Self-evaluation |
| Formative evaluation |
| Individual presentation at a seminar |
| Combined exam |
| Portfolio |
| Professional knowledge is assessed through continuous tests and by evaluating a presentation aimed at explaining a given or selected musical issue. |
| Skills |
|---|
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Oral exam |
| Self-evaluation |
| Formative evaluation |
| Competences |
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| Oral exam |
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Recommended literature
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HUDEBNÍ VÝCHOVA: Časopis pro hudební výchovu a obecně estetickou výchovu školní a mimoškolní.. Praha: UK v Praze ? Pedagogická fakulta.
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GRIGOVÁ, Věra. Základní hudební znalosti.. Olomouc: Alda, 1998. ISBN 80-85600-52-8.
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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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KODEJŠKA,M.- M. POPOVIČ -J.VEREB. Klavírní doprovody a dirigování písní v MŠ a ZŠ.. Praha: Univerzita Karlova v Praze, PedF, 2018. ISBN 978-80-7290-976-6.
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Lišková MArie. Do-RE-MI. Praha: SPN. 2015.
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REŽNÝ, Pavel. Elementární hudební teorie. 3., nezměněné vydání.. Olomouc: Univerzita Palackého v Olomouci, 2018. ISBN 978-80-244-5421-4.
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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. Vyd. 3.. Praha: Portál, 2014. ISBN 978-80-262-0648-4.
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VYDROVÁ, Jitka a kolektiv. Praktická cvičení k hlasové výchově pro pedagogy.. Praha: MEDICAL HEALTHCOM, hlasové a sluchové centrum, 2014. ISBN 978-80-905554-5-.
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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. Rady ke zpívání.. Praha: Práh, 2009. ISBN 978-80-72-52-252-.
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ZENKL, Luděk. ABC hudební nauky. 8. vyd. Editio Bärenreiter Praha. 2003.
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ŽÁČEK, Jiří a Pavel JURKOVIČ. Jak se počítají koťata.. Praha : Portál s.r.o, 2011. ISBN 978-80-7367-789-3.
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