Lower School Teacher Training in Voice Education
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Degree programme objectives
The aim of education in the field of Voice Training combined with Musical Education is to prepare fully qualified teachers at primary and lower secondary schools, music schools and upper secondary schools, to educate people competent to become guarantors of the cultural and artistic life of a school, community or region.
Through studying for the Master’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teacher at a primary or secondary school. Graduates are fully qualified to pursue the profession of a teacher. They are ready to base their professional conduct on well-structured knowledge and skills from their fields of approbation (content knowledge). The effectiveness of their professional conduct is conditioned by their subject-didactic (pedagogical content knowledge) and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education, knowledge of educational practices, knowledge about people involved in education, etc.).
The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.
The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects) and the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).
Studies
- Objectives
The aim of education in the field of Voice Training combined with Musical Education is to prepare fully qualified teachers at primary and lower secondary schools, music schools and upper secondary schools, to educate people competent to become guarantors of the cultural and artistic life of a school, community or region.
Through studying for the Master’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teacher at a primary or secondary school. Graduates are fully qualified to pursue the profession of a teacher. They are ready to base their professional conduct on well-structured knowledge and skills from their fields of approbation (content knowledge). The effectiveness of their professional conduct is conditioned by their subject-didactic (pedagogical content knowledge) and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education, knowledge of educational practices, knowledge about people involved in education, etc.).
The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.
The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects) and the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).
- Learning Outcomes
After successfully completing his/her studies the graduate is able to:
- be a teacher of vocal education and solo singing, create and propogate aesthetic values of the musical arts
- develop an awareness of the importance of the role of musical arts in a broader educational context
- evaluate reflection of the musical life in all current forms, and to communicate these skills to their students
- use musical interpretive activities to support secondary educational effects - the development of communication, combination and memory abilities, emotionality, social cultivation etc.
- plan, implement and reflect on their own teaching at the appropriate level of established professional competences;
- plan, implement and reflect on their own teaching at the appropriate level of established professional competences;
- use basic professional terminology and information sources of pedagogical and school psychology in describing, analysing, interpreting and evaluating typical teaching situations, as well as describing the educational environment of the school where
- describe and individually explain specific learning processes with a specific example from their portfolio
- to reflect on the experience of their own teaching practice in the professional community and to use reflection and self-reflection as a tool of professional learning
- Occupational Profiles of Graduates
The graduate of Voice Education and Music Education is fully qualified to work as a teacher of voice training, solo singing, choral singing in music schools, music education in primary schools and secondary schools. Moreover, he/she is qualified to work in extracurricular educational institutions.
- Regulated Professions
- Teacher of artistic vocational subjects at PSA, SVS and conservatory
- Rules and Conditions for the Creation of a Study Plan
The standard duration of studies is four semesters. For admittance to the final state examination students must obtain a total of 120 ECTS credits in required, selective and elective courses. Required courses constitute the basis of the discipline. Out of the optional courses students choose according to their interests and intended professional specialization. For all students there is an obligation to complete at least one course taught in English from the ones on offer at the department for the given level of studies.
During the course of their studies students should follow the "Study catalogue" for their year of matriculation. They can access the "Study catalogues" through the faculty website.
- Practical Training
Practical training accompanied by supervision is an obligatory part of the curriculum for this field. Within this Master's degree, students gradually pass through Teaching Practice I, II and III. For reflection on practice there are two subjects: Seminar for Teaching Practice I and II in the first and the second semesters.
The teaching practice is conceived as a coherent and gradated system with an emphasis on interconnection with theory and reflection and self-reflection of the student as a teacher.
The aim of the teaching practice is to acquire the professional competences necessary in the daily work of the teacher, to become acquainted with the roles which the teacher enters into in their work, to realize their own professional needs and to gradually take responsibility for the planning, implementation and evaluation of lessons. Throughout the teaching practice, students get a real idea of what a teacher's everyday work involves.
The teaching practice forms a coherent system of consecutive subjects. In the follow-up master's programmes, these are the subjects Teaching Practice 1 (1st semester), Teaching Practice 2 (2nd semester) and Teaching Practice 3 (3rd semester). In total, this makes up 280 hours (double-subject programme), followed by Seminar on Teaching Practice. Students enrol in the Seminar on Teaching Practice 1 twice during their studies (in the first and second semesters). The aim of the reflection is to provide students with a space for sharing and reflecting on experiences from their own teaching practice and helping them to deepen their reflective and self-reflective skills.
The system of teaching practice is regularly evaluated both through open and closed questions, both by students and the mentor teachers. The reflective seminars are also evaluated.
- Goals of Theses
The thesis consists of a practical part - a graduation concert and a text part – the analysis of problems of organization, promotion, dramaturgical and interpretive training, methodological and interpretive analysis of the problems of study and training of the presented repertoire. Both parts and their interconnection are tested by an opponent.
Odraz těšínské lidové poezie v dílech Ervína Schulhoffa a Petra Ebena.
Problematika interpretace skladeb magisterského absolventského pěveckého koncertu s přihlédnutím k tvorbě Vítězslavy Kaprálové.
Průvodce po dějinách staroruského bohoslužebného zpěvu.
Charakteristika a interpretační aspekty barokní monodie na příkladu moteta Claudia Monteverdiho
Písňový cyklus První touhy Jaroslava Křičky
- Access to Further Studies
After completion of the Master's studies, it is possible to continue in doctoral studies program Theory of Music and Pedagogy.
Basic information
Czech