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 a 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 assistant, 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 major is a bachelor's thesis.
Choral Singing for Teacher Education
The aim of this study program is to provide a system of basic theoretical knowledge and practical conducting skills. The main subjects are: conducting technique, playing of vocal scores, vocal education in the choir, aural analysis, history of choral singing, literature for all kinds of choirs.
Graduates possess knowledge and skills in both components: special and general education. They acquire basic awareness about teachers’ work through an introduction to pedagogy, social pedagogy and motivational practice, and basic psychological disciplines. The curriculum's outcome is not a qualification for teaching.
