| Course title | Attendance Training for High Schools |
|---|---|
| Course code | KVK/NAZSŠ |
| Organizational form of instruction | Seminary |
| Level of course | Master |
| Year of study | not specified |
| Semester | Winter |
| Number of ECTS credits | 4 |
| Language of instruction | Czech |
| Status of course | Compulsory |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
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| Course content |
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1. Didactic structure of the art education unit in relation to the model of the deep structure of teaching interaction in the 3A methodology. 2. The Framework Educational Programme RVP ZV and RVP G and the specification of its expected outcomes for the field of art education. 3. Didactic transformation of the content and implementation of the curriculum. 4. Parameters of contemporary art education and criteria of a quality art task. 5. Pre- or post-structured records of observation of teaching (observation sheets, reflective balance sheets) - possibilities of applying some methods of pedagogical research for understanding phenomena in teaching and its improvement. 6. Didactic analysis of the observed teaching unit. 7. Reflection on the links between objectives, curriculum and educational content in the field of arts and culture. 8. Conceptual and pictorial maps as a tool for visualizing the structure of the teaching unit (in concept analysis, with support in the 3A methodology). 9. Identification and reflection of types of activities, organizational forms and methods in art education. 10. Reflection on pedagogical communication and teacher-student interaction in observed teaching. 11. Issues of communication and evaluation in art education, reflective dialogue. 12. Reflection on the teacher's concepts of teaching. 13. Reflection on the professional competencies of the art teacher (framework of professional qualities of the teacher, reference framework of visual literacy, standards in education).
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| Learning activities and teaching methods |
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| prerequisite |
| Knowledge |
| to describe the basic structure and didactic categories of art education; |
| to describe the interconnection of individual stages of art history with regard to chronology and context. |
| Skills |
| to observe the lessons and make a record according to the requirements. |
| Competences |
| N/A |
| N/A |
| learning outcomes |
| Knowledge |
| to determine the purpose and the purpose of the monitored learning situation and its possible impact on the pupil with the support of the materials of RVP ZV and RVP G; |
| to relate the educational content of the observed teaching unit to a broader artistic and cultural context; |
| to describe the relationship of the content of the task to the appropriate cross-cutting themes. |
| Skills |
| to formulate clearly and clearly in a hospice record the task assignment, to indicate the phrasing of the lesson and the possibilities of correcting the pupil's work, to present in more detail the conclusion of the teaching, reflection and evaluation of the art activities; |
| to identify basic structural elements in the visual arts unit (subject, art, art, etc.) and important contents - curriculum; |
| to reflect on the teacher's professional competencies necessary for the successful teaching in accordance with the current parameters of art education; |
| to visualize the process of didactic transformation of the content in art education using a conceptual-pictorial map. |
| Competences |
| N/A |
| N/A |
| teaching methods |
| Knowledge |
| Internship |
| Textual studies |
| Individual study |
| E-learning |
| Skills |
| Discussion |
| Internship |
| Individual study |
| Task-based study method |
| Students' portfolio |
| Competences |
| Discussion |
| Task-based study method |
| Students' portfolio |
| assessment methods |
| Knowledge |
| Seminar work |
| Self-evaluation |
| Individual presentation at a seminar |
| Skills |
| Individual presentation at a seminar |
| Seminar work |
| Formative evaluation |
| Competences |
| Individual presentation at a seminar |
| Formative evaluation |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester |
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