Detail programu/oboru

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.

Playing Instrument for Teacher Education

This program is intended for graduates of music conservatory, musical high schools and musical basic schools who are not oriented for professional interpretation career.

It is possible to study two instruments – piano or violin.

The basic subjects are individual study of instrument, chamber music, improvisation, orchestra playing. Theoretical subjects – construction and history of instrument, instrumental literature.

Graduates should be prepared for getting a job in educational institutions for musical activities of children, in music schools, in cultural institutions, museums etc. For teaching qualification in basic and high schools it is necessary to continue in Master program.

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.

Playing Instrument for Teacher Education

Maximum 40 points – piano or violin

1.1 Piano – max. 40 points

The applicant will prepare and perform:

- 2 concert etudes

- 1 Baroque composition, e.g. Bach: The Piano Welltempered, Three-part Sinfonias, Suites.

- 1 quick movement from a classical sonata or classical variations (Haydn, Mozart, Beethoven).

- 1 Romantic composition.

- 1 composition written in the 20^th century.

Pieces are to be memorized.

1.2 Violin – max. 40 points  

The applicant will prepare and perform:

- Major and minor scales in three octaves, scales using double stop (3, 6, 8), chords.

- 2 contrasting etudes that show variety in technique and expression (Campagnoli, Dancla, Dont, Fiorillo, Paganini, Wieniawski).

- Bach: 1–2 parts from Sonatas and Partitas for solo violin.

- 2 compositions from classical and romantic period of contrasting character and style

Pieces are to be memorized.

Podmínkou přijetí ke studiu v bakalářském studijním programu je dosažení středního vzdělání s maturitní zkouškou.

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

Playing Instrument for Teacher Education

Parts and scores of European classical instrumental music of 18th to 20th century.

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.

Playing Instrument for Teacher Education

Graduates would find possibilities to work in different government and private institutions, to work as assistants in institutions for spare-time activities of children, young people and adults, and as teachers in music schools. They possess knowledge and skills in both components: special and general educational. The curriculums outcome is not qualification for teaching in basic and high schools.