Branch programme/details

Music Education for Teacher Education

University study program Music Education with a focus on education prepares students in the theoretical and practical specialization of music pedagogy and provides basic knowledge for job in education. The study combines three components of Middle school / Junior High school / Secondary school / High school / Junior High school / Senior High school teacher training: subject training, general and subject training didactics and teacher propaedeutics (pedagogical-psychological training). The obligatory basis of the study consists of music theoretical components of education: music theory, harmony, counterpoint, musical forms, organology, history of music, etc.

Improving musical skills is provided by vocal and instrumental preparation, intonation and auditory analysis, choral conducting. Everything is focused on the work of a lecturer, assistant teacher, educator, cultural assistants, etc. The next part is the didactics of music education, listening and assistant practice at school. These activities prepare the graduate for the next level of study - a master's degree in music education.

The study program in the major plan respects the balance of subject, didactic and pedagogical-psychological components according to the standards of teacher training of the Ministry of Education, Youth and Sports of the Czech Republic. Pedagogical-psychological preparation includes subjects of pedagogy, psychology and special pedagogy, including pedagogical-psychological practice and aims to prepare for the subsequent master's study of teaching.

A part of the study program maior is a bachelor's thesis.

English Language for Teacher Education

By majoring in English with focus on education, the students will acquire substantial expertise in the areas of linguistics (with a particular emphasis on theory of linguistic disciplines and their practical application), literature written in English, whereby, by studying various literary disciplines, the students will also learn how to analyse and interpret a wide range of literary texts. The practical language part of the curriculum will boost the students’ language skills so that by the time of graduation they will have reached C1-C2 level of the Common European Framework of Reference for Languages. By successfully majoring in this BA programme, the students will qualify to be admitted to the magisterial follow-up programme primed for secondary school teachers.

1. Exam in the first subject – a maximum score of 40 points.

2. Exam in the second subject – a maximum score of 40 points.

Total score – 80 points maximum.

Music Education for Teacher Education

The entrance exam tests talent. The candidate can get a maximum of 40 points. The subject of the talent test is the verification of musicality, the level of singing skills and in playing the piano or violin. (Violinists demonstrate elementary piano playing, such as playing a folk song with a simple harmonization). The candidate can present the play other musical instruments (flute, guitar, etc.). He can get a bonus of 1 point for each instrument. The maximum points for all instruments (piano or violin + another instrument) is a total of 10 points. The candidate must demonstrate play another instrument during the exam.

1. Singing (maximum score 10, a passing minimum score 4)

Two folk songs a cappella.

Correct pronunciation and a healthy voice, capable of development are required.

2. Musicality (maximum score 20, a passing minimum score 7)

·         folk song transposition - from another tone or in another key/mode;

·         improvised singing of a parallel second voice in a folk song;

·         reproduction of a sounding tone (outside the singing position of the voice), identification of sounding intervals and chords;

·         singing reproduction of rhythmic-melodic models;

·         reproduction of rhythmic models;

·         vocal creativity – supplementing pre-recorded pre-sentences into periods

·         rhythm and melodization of rhymes rhythmization and melodization of simple children's rhymes;

·         creation of melody and rhythm to a simple rhyme.

3. Instrumental Performance (maximum score 10, a passing minimum score 4)

3.1 Piano

·         two etudes (e. g. C. Czerny, op. 261, 849, 299);

·         one baroque composition (e. g. J. S. Bach: Little Preludes and Fugues, Invertions and Sinfonias, Two-Voice Inventions, Well-Tempered Clavier;

·         the first movement of a classical sonata or sonatina;

·         one romantic composition (e. g. F. Mendelssohn-Bartholdy: Songs Without Words or R. Schumann: Children's Scenes or F. Schubert: Moments musicaux);

·         folk songs with harmonization and transposition

Playing by heart is not required.

3.2 Violin

·         scales and chords in three octaves;

·         two etudes (e. g. J. F. Mazas or R. Kreutzer)

·         one movement of sonata, concerto or similar composition (e. g. A. Dvorak: Romantic Pieces, P. Eben: Sonatina semplice);

·         one folk song and its transposition;

Playing by heart is not required.

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

English Language for Teacher Education

The entrance exam is conducted as a written test consisting of the following four parts:

- Grammar test (multiple choice) – this section tests the applicants’ knowledge of grammatical structures in isolated sentences.

- Grammar-lexical test (multiple choice) – this section tests the applicants’ ability to reformulate the meaning of a sentence using different grammatical and lexical structures.

- Lexical test (multiple choice) – this section tests the applicants’ knowledge of vocabulary by asking them to gap-fill appropriate words in a shorter newspaper article.

- Reading and comprehension test (multiple choice) – this section test the applicants’ ability to understand the meaning of a longer newspaper article.

In order to pass the test, the applicant should have substantial knowledge of English grammar and vocabulary, be well-versed in reading and comprehension, and have the ability to navigate an unabridged or slightly abridged English text. The programme is designed for students whose command of English is at least on the B2 level of the Common European Framework of Reference for Languages.

Maximum 40 points

Admission to Bachelor's studies is conditioned by completed secondary education confirmed by a school-leaving certificate.

English Language for Teacher Education

The applicant may ask the Dean to exempt him or her from the entrance exam for the English teacher training programme at the Faculty of Education. The respective application needs to be paper filed by February 28, 2023. The application folder should also include a certificate confirming the fact that the applicant has successfully passed one of the below-mentioned standardized exams. The issue date of the certificate must not precede the date of submitting the entrance exam application by more than two years.

Cambridge exams:

- Cambridge English: First – grade A

- Cambridge English: Advanced – grades A, B, C

- Cambridge English: Proficiency – grades A, B, C

IELTS – the minimum score of 5.5

TOEFL iBT - the minimum score of 72 points

The committee may also acknowledge other certificates that testify to the fact that the applicant has passed an exam qualifying his or her English proficiency as B2+ or higher.

If the applicant earned the qualifying certificate after the abovementioned deadline for sending the application form, s/he may furnish the certificate by May 31, 2023. Regardless of this, the application still needs to be submitted before February 28, 2023. The applicant is subsequently notified as to whether s/he has been exempted from the entrance exam or not. If the Dean grants the request for exemption, the applicant receives the decision of exemption from the entrance examination or its part and s/he receives the maximum number of points stated by admissions criteria of the given field of study. If the applicant has not furnished the required certificate by May 31, 2023, s/he needs to take the entrance exam on the stipulated date.

Music Education for Teacher Education

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.

Folk song collections

Sheet Music from the 17th to the 21st century

English Language for Teacher Education

MURPHY, R. English Grammar in Use. Cambridge University Press, 1998.

MCCARTHY, M., O’DELL, F. English Vocabulary in Use. Cambridge University Press, 1994.

SWAN, M., WALTER, C. How English Works. OUP, 1997.

THOMPSON, A. J., MARTINET, A. V. A practical English Grammar. OUP, 1987.

EASTWOOD, J. Oxford Practice Grammar. Intermediate. OUP, 2008.

Longman Language Activator. The World’s First Production Dictionary. Longman, 2008.

SWAN, M. Practical English Usage. Oxford, 1995.

CUNNINGHAM, S., MOOR, P., Cutting Edge. Intermediate. Student’s Book,

Workbook and Self-Study Book. Pearson Education, 2005.

(or any other editions of the above-mentioned publications)

English language textbook – intermediate or higher level, e.g. New

Headway, Opportunities, Face2Face, Language in Use, Inside Out, Matrix,

Cambridge English for Schools, New Hotline, Natural English, English in Mind,

True to Life, Landmark, Progress to First Certificate, New First Certificate Gold

Music Education for Teacher Education 

The graduate defines and explains music and music education concepts, he puts them into context. He masters the musical activities necessary for the demonstration and verification of knowledge: he demonstrates theoretical phenomena on a musical instrument, plays folk songs and popular songs, plays compositions of various stylistic periods. He is able to use his voice in music educational activities – by speech, singing of folk-songs and artificial compositions at the appropriate level of interpretation. He conceives music education activities in out-of-school music education, explains and confirms music phenomena in school music education, and corrects partial music education knowledge and activities. Expected employment of the graduate in the following job positions:

primary opportunities: teaching assistant at 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.

English Language for Teacher Education

Graduate of the bachelor’s programme will be well-trained in linguistics, American and British literature, and he/she will be proficient in English. The study is conceived so that
the graduate will be able to either continue for a Master’s degree in teaching or other related programmes, or he/she can find employment in various state and international institutions.