Branch programme/details

Teacher Education of Musics for Lower and Upper Secondary Schools

The study program follows on from the bachelor's study program Music Education with a focus on education.

The aim of the study program is to provide its graduates with a comprehensive master's degree, which will prepare them for the profession of music teacher at the 2nd level of primary and secondary schools. The study program takes into account the proportionality of the cognitive, didactic and pedagogical-psychological components of the training, while the field knowledge gained in the bachelor's degree is further systematized and applied in the field of didactics and professional subjects closely related to it. Graduates of the study program are competent to independently create school educational programs in the educational field of Arts and Culture. They are ready to teach music education with all its aspects in the field of knowledge and skills. The study program builds on creative activities in the field of music education and its didactics. The field component is focused on a deeper understanding of music education issues, which is reflected in the teaching of music education in primary and secondary schools. Musical phenomena and concepts are presented in a broader context and relationships between different types of science and art. The music didactic component is based on the knowledge gained in music pedagogical research and on best practices verified in practice. The music theory and pedagogical component can then be deepened in a doctoral study program, e.g. Music Theory and Pedagogy. The study program in the major plan respects the balance of subject, didactic and pedagogical-psychological components of training according to the standards of teacher training of the Ministry of Education. Pedagogical-psychological training includes subjects of pedagogy, psychology and special pedagogy, including pedagogical-psychological practice. Part of it is the elaboration of a diploma thesis.

Teacher Education of English Language for Lower and Upper Secondary Schools

The core expertise taught within the MA study builds on the preceding BA study programme, and consists of a set of symbiotically interconnected linguistic, literary and didactic disciplines designed to give the graduate substantial knowledge in all these, in correspondence to the MA level.

1. Exam in the first subject – a maximum score of 30 points.

2. Exam in the second subject – a maximum score of 30 points.

3. Pedagogical-psychological Preparation Oral Examination – a maximum score of 30 points.

Total score – 90 points maximum.

Teacher Education of Musics for Lower and Upper Secondary School

The entrance tests the talent (maximum score 30) and contains two parts: oral and practical exam.

Oral exam (maximum score 15, passing minimum score 6): motivational interview on a music-pedagogical topic, music theory, music history, general cultural knowledge.

Practical exam (maximum score 15 and passing minimum score 6): level of the practical part of the state final exam of the bachelor's study Music Education:
a) Instrumental performance (piano or violin) and vocal performance (in the complete length of approximately 10 minutes). The candidate chooses the composition in advance.
b) Singing of a folk song with harmonization - presentation of different types of folk song (e. g. song of recitative type, song with variable beat or meter, song with tempo change, song with tonal change, song in church mode or folklore mode, etc.).  

The candidate can have his own piano accompanist.

If the candidate does not gain a minimum score in one part of the exam, the overall exam is evaluated as insufficient = 0 points.

Teacher Education of English Language for Lower and Upper Secondary Schools

The entrance exam is written (test) and consists of a linguistic and literary part. The linguistic part (langue disciplines): text analysis with regard to its phonetic, morphological, lexicological and syntactic aspects. A successful applicant needs to be well-versed in all the basic disciplines within the English language system (phonetics, phonology, lexicology, morphology and syntax). The linguistic test plumbs the applicants’ knowledge of the relevant terminology, their ability to properly expound miscellaneous systemic phenomena within their original context, and to give a practical illustration using some concrete language material. The test also includes theoretical syntax (semi-clausal constructions, negations, word order and functional sentence, etc.). The literary part of the test plumbs the applicants’ awareness of literature and literary history, namely in the fields of English and American literature (developmental tendencies, key representatives and canonical works, historical context, etc.) from their historical beginnings until today. All questions are in the multiple choice form.

Maximum 30 points

The exam is same for single field programme and for maior/minor programme. 

Pedagogical-psychological Preparation Oral Examination

The objective of the oral interview is to check the level of the candidate´s knowledge of the basics of pedagogical and psychological disciplines in accordance with the requirements stipulated by the obligatory subjects of the pedagogical-psychological preparation for the bachelor´s study program at the Faculty of Education of Charles University. The subjects are as follows: Introduction to Pedagogy (General and Social Pedagogy), Basics of Psychology (General, Developmental and Social Psychology), Basics of General Didactics, Basics of Special Pedagogy. Apart from testing knowledge of theory and terminology, the focus of the interview is also on the candidate´s ability to apply the acquired knowledge to model situations in teaching practice.

Admission to Master's studies is conditioned by completed secondary education confirmed by a school-leaving certificate. Admission to Post-Bachelor studies (Master's programme) is likewise conditioned by completed education in any type of study programme.

The condition for admission to study is a completed bachelor's degree in the same or a related study program. In accordance with the concept of two-stage teacher training, the fulfilment of the minimum requirements at Charles University for bachelor programs with a focus on education will be assessed based on an appraisal of the attested documentation. In accordance with the framework requirements for study programs that provide professional qualifications for the performance of regulated professions of pedagogical staff (The Ministry of Education, Youth and Sports), graduates of bachelor programs with a focus on education are therefore accepted on the basis of entrance examinations.

The applicant will submit a list of courses completed in the previous study, including their results and qualifications, or confirmation of their study, if the study has not been completed by the 28th of February, 2022.

Teacher Education of Musics for Lower and Upper Secondary School

Butterworth, A. Harmony in Practice. ABRSM.

Taylor, E. The AB Guied to Music Theory, part I, II. ABRSM.

Taylor, E. First Steps in Music Theory. ABRSM.

Taylor. E. Music Theory in Practice, part 1 to 5. ABRSM.

Laitz, S. G. The Complete Musician: An Integrated Approach to Tonal Theory, Analysis, and Listening. New York: Oxford University Press, 2012.

Lerdahl, F., and R. Jackendoff. A Generative Theory of Tonal Music. Cambridge, Mass: MIT Press, 1983.

Forte, A. The Structure of Atonal Music. New Haven: Yale University Press, 1973. Print.

Randel, D. M.: The Harvard Dictionary of Music (Harvard University Press Reference Library)

Burkholder, J. P. A History of Western Music.

Dillon, S. Psychology of Music. Sheffield Hallam University, UK, 2018.

Folk song collections

Sheet Music from the 17th to the 21st century

Teacher Education of English Language for Lower and Upper Secondary Schools

Linguistics

GREENBAUM, S., QUIRK, R. (1990). A Student ́s Grammar of the English Language. London: Longman.

QUIRK, R. et al. (1985) A Comprehensive Grammar of the English Language. WF Appendix, Longman.

ROACH, P.(1983). English Phonetics and Phonology. Cambridge University Press.

Literature

BRADBURY, M., Ruland, R. (1991). From Puritanism to Postmodernism. Penguin Books.

BRADBURY, M (1994). The Modern British Novel. Penguin Books.

HEAD, D. (2002). Modern British Fiction, 1950-2000. Cambridge University Press.

PROCHÁZKA, M. et al. (2011). Lectures on American Literature. UK v Praze, Karolinum.

SANDERS, A. (2004). The Short Oxford History of English Literature. Oxford University Press.

Teacher Education of Musics for Lower and Upper Secondary School

Expected employment of the graduate in the following job positions:

Primary opportunities: Music teacher of Middle school / Junior High school / Secondary school / High school / Junior High school; pedagogue or assistant pedagogue in an out-of-school music institution

Secondary opportunities: assistant in public administration or private company in culture, productive and senior education.

Teacher Education of English Language for Lower and Upper Secondary Schools

This graduate is acquainted with the fundamental concepts of, and relations between, the langue and parole disciplines including interdisciplinary approaches, is able to interpret texts of Anglophone literatures, has a good command of the latest theories and methods of English language teaching and can apply his/her knowledge and skills in his/her practice as a teacher.