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.

Choral Singing for Teacher Education

The aim of this study program is to provide system of basic theoretical knowledge and practical conducting skills. The main subjects are: conducting technique, playing of vocal scores, vocal education in choir, aural analysis, history of choral singing, literature for all kinds of choirs.

Graduates possess knowledge and skills in both components: special and general educational. They acquire basic awareness about teacher’s work through introduction to pedagogy, social pedagogy and motivational practice and basic psychological disciplines. The curriculums outcome is not qualification for teaching.

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.

Choral Singing for Teacher Education

The applicant will be asked to:

1. sing parts of choral compositions with record: A. Dvořák: Eja mater from Stabat mater (soprano and alto, or tenor and bass). max. 6 points.

2. sight sing a simple unison song. max. 6 points.

3. conduct B. Smetana: Má hvězda (My Star), Západ slunce (The Sunset) from the cycle Three women songs with piano accompaniment. max. 7 points.

4. conduct A. Dvořák: Slavonic Dance No. 8 with record. max. 7 points.

5. play choral scores on the piano: W. A. Mozart: Ave verum corpus, mixed choir a capella. max. 7 points.

6. sight reading and playing on piano simple three part choral score. max. 7 points.

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

Choral Singing for Teacher Education

Parts and scores of European classical vocal and vocal-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.

Choral Singing for Teacher Education

Graduates are prepared for getting a job in educational institutions for musical activities of children and adults, in cultural institutions, in churches etc. They are not prepared for independent activity of conductor. For fully qualification of choral conductor it is necessary to continue in Master program.