|
Lecturer(s)
|
-
Nejezchleba Martin, Mgr. Ph.D.
|
|
Course content
|
An overview of the topics included in the lessons: 1. Music psychology as an independent scientific discipline. Methods of music psychology. 2. The origin and development of musical abilities. 2. Discussion. 3. Classification of musical abilities. Musical hearing. Tonal sensitivity. 4. Harmonic sense. Musical memory. Musical imagination. Rhythmic sense. 5. Psychology of musical creativity (A. Dvořák, W. A. Mozart). Children's musical creativity. 6. Diagnostics of musical abilities. Amusia. 7. Musical development of the child. 8. Motivational factors in music pedagogy. 9. Student presentation, evaluation. Discussion. 10. Presentation of musicality test results, evaluation. Discussion.
|
|
Learning activities and teaching methods
|
Interactive lecture, Lecture supplemented with a discussion, Students' portfolio, Seminar classes
- Contact hours
- 26 hours per semester
- Undergraduate study programme term essay (20-40)
- 25 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| the student is able to: know the basic concepts of music acoustics and music theory (properties of tone, theory of musical hearing), or general psychology (role, ability, skill) |
| Skills |
|---|
| before starting the lesson the student is to apply: knowledge of basic concepts from music acoustics and music theory (properties of tone, theory of musical hearing), or general psychology (role, ability, skill) |
| Competences |
|---|
| N/A |
| learning outcomes |
|---|
| Knowledge |
|---|
| To clarify the structure of human musicality. Explain the basic mechanisms of the development of musical abilities and skills in the school-age child. Explain the causes of stage fright and ways of overcoming it, e.g. in performers. Briefly characterise the process of musical creativity. |
| Skills |
|---|
| Distinguish between musical aptitude, musical ability and musical skills and give examples of these in music education practice. Based on the Holas test, design and write a test of musical listening skills. To practically verify the proposed test on a homogeneous group of respondents, to process and evaluate the results administratively. To distinguish between positive and negative factors in the development of musical abilities in school-age children. |
| Competences |
|---|
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecture supplemented with a discussion |
| Interactive lecture |
| Lecture with visual aids |
| Skills |
|---|
| Seminar |
| Task-based study method |
| Competences |
|---|
| Seminar |
| assessment methods |
|---|
| Knowledge |
|---|
| Test |
| Individual presentation at a seminar |
| Skills |
|---|
| Portfolio |
| Skills demonstration during practicum |
| Competences |
|---|
| Test |
| Portfolio |
| Skills demonstration during practicum |
|
Recommended literature
|
-
DANĚK, A. Speciálněpedagogický potenciál hudební výchovy. Praha: PedF UK. 2023.
-
HATRÍK, J. Bermudský trojuholník hudobnej pedagogiky. Bratislava: H plus. 2019.
-
KRUŽÍKOVÁ, L. a J. LUSKA. Proměny hudební pedagogiky ve výzkumech a aplikacích. Olomouc: Vydavatelství Univerzity Palackého. 2022.
-
VÁŇOVÁ, H. a J. SKOPAL. Metodologie a logika výzkumu v hudební pedagogice. Praha: Karolinum. 2017.
|