Type of activities, scope (number of hours) and methods of educational activities: 2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 22 hours of direct instruction, 16 hours of preparation for seminar work; 20 hours for midterm evaluation, 32 hours for exam, total of 90 hours of student work
Teaching methods: monological, discussion of the material covered
Compulsory/Recommended readings: ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
HRČKOVÁ, N. Dejiny hudby I. Európsky stredovek. Bratislava: Orman, 2003. ISBN 80-968773-3-X.
HRČKOVÁ, N. Dejiny hudby II. Renesancia. Bratislava: Ikar, 2004. ISBN 80-551-0927-3.
GEIST, Bohumil. Původ hudby. Praha: Supraphon, 1970.
MOTTE de la Diether. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
TARUSKIN, R. Music trom the Earliest Notation to the Sixteenth Century. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538481-9.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
DYKAST, R. Hudba věku melancholie. Praha: Toga, 2005. ISBN 80-9029112-5-2
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Bratislava: Opus, 1984.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements: The assessment of the course is divided into three phases. During the semester, the student will prepare and publicly present a seminar paper on a chosen topic, which will be graded on a scale of 0-25 points. In addition, he/she will take a sound test (score scale 0 - 25 points) of the repertoire of pieces presented under each of the thematic headings. At the end of the semester, the student will take an oral examination graded on a scale of 0-50 points. The overall grade is obtained by summation.
A grade of A requires a score of at least 91 points, a grade of B requires a score of at least 81 points, a grade of C requires a score of at least 73 points, a grade of D requires a score of at least 66 points, and a grade of E requires a score of at least 60 points.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to a student who obtains less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
A - excellent performance, the student knows the basic concepts of the history of European music, can apply what he/she has learnt in theory to practice; the seminar paper meets all the set criteria; critically evaluated; unproblematic mastery of the sound test from the set repertoire
B - excellent performance, the student masters the basic concepts, but slight deficiencies are observed in the application of knowledge to practice - solves model situations with minor hesitations; slight deficiencies are observed in the seminar work; critical thinking is borderline; mastery of the sound test from the set repertoire with deficiencies due to uncertainty
C - good performance, the student has acquired the knowledge, but can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, the seminar work has shortcomings; partial mastery of the sound test from the set repertoire
D - acceptable performance, the student has only partially mastered the knowledge, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learnt in practice, he/she has problems solving model situations; his/her seminar work meets the minimum criteria; mastery of the sound test from the set repertoire with more serious deficiencies, with incomplete sound analysis
E - minimally acceptable performance; the student has acquired minimal knowledge and cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the training, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content): The origin and origin of music. Music of antiquity. Early Christian liturgical singing and monophonic Latin liturgical singing. Secular music. Multiphonics, the beginnings of polyphony and music of the 13th century. French and Italian Ars nova of the 14th century. Music theory (diastematic regulation of musical material, modality, problems of consonance and dissonance, musical forms) and musical aesthetic views in the Middle Ages. Notation. The Renaissance as an epoch, problems of style, foundations of Renaissance counterpoint, music theory, musical types and forms (mass, motet, chanson, madrigal). Church vs. secular music, national styles. Major composers (Dufay, Binchois, Ockeghem, Josquin, Jannequin, Victoria, Palestrina, Lasso, Tallis, Byrd, Gesualdo, etc.) - life and brief characteristics of works. Instrumental music.
Learning outcomes/ Objectives and learning outcomes: The student is introduced to the origins and origins of music, with the focus of the course being an overview of European music from antiquity to the end of the 16th century. The course focuses on the history of musical culture (music as a social phenomenon within general history and the history of art), the transformations and significance of historical musical styles, key events, personalities and works.
Transferable competences:
Upon completion of the lectures, the student will gain an expanding cultural overview, enhance historical awareness, accentuate the listening experience, and lead students to the ability to independently and creatively manipulate the knowledge they have acquired. An active approach to music and connections to pedagogical practice at various levels of arts education are emphasized.
Type of activities, scope (number of hours) and methods of educational activities: Scope, type/method of teaching and organizational form:
2 hours lecture/week, 22 hours total per semester, combined (primarily face-to-face)
Student workload 22 hours, 16 hours of preparation for seminar work; 20 hours for mid-term evaluation, 32 hours for examination, total 90 hours of student work
Teaching methods: monological, discussion of the material covered
Compulsory/Recommended readings: ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
BUKOFZER, M. Hudba v období baroka. Bratislava: Opus, 1986.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
KAČIC, L. Dejiny hudby III. Barok. Bratislava: Ikar, 2008.ISBN978-80-551-1510-8
MOTTE de la, D. Harmonielehre. Bärenreiter, 1999. ISBN 3-7618-4183-3.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
ROSEN, CH.. Klasicizmus. Bratislava: Hudobné centrum, 2005. ISBN 80-88884-68-3.
TARUSKIN, R.. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
DYKAST,R.. Hudba věku melancholie. Praha: Toga, 2005. ISBN 80-9029112-5-2
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Bratislava: Opus, 1984.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements: The assessment of the course is divided into three phases. During the semester, the student will prepare and publicly present a seminar paper on a chosen topic, which will be graded between 0 and 25 points. In addition, he/she will take a sound test (score scale 0 - 25 points) of the repertoire of pieces presented under each topic. At the end of the semester, the student will take an oral examination graded on a scale of 0-50 points. The overall grade is obtained by summation.
A grade of A requires a score of at least 91 points, a grade of B requires a score of at least 81 points, a grade of C requires a score of at least 73 points, a grade of D requires a score of at least 66 points, and a grade of E requires a score of at least 60 points.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the basic concepts of the history of European music, can apply what he/she has learnt in theory to practice; the seminar work meets all the set criteria; critically evaluated; trouble-free mastery of the sound test from the set repertoire
B - excellent performance, the student masters the basic concepts, but slight deficiencies are observed in the application of knowledge to practice - solves model situations with minor hesitations; slight deficiencies are observed in the seminar work; critical thinking is borderline; mastery of the sound test from the set repertoire with deficiencies due to uncertainty
C - good performance, the student has acquired the knowledge, but can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, the seminar work has shortcomings; partial mastery of the sound test from the set repertoire
D - acceptable performance, the student has only partially mastered the knowledge, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learnt in practice, he/she has problems solving model situations; his/her seminar work meets the minimum criteria; mastery of the sound test from the set repertoire with more serious deficiencies, with incomplete sound analysis
E - minimally acceptable performance; the student has acquired minimal knowledge and cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the training, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content): Stylistic comparison of Renaissance and Baroque music, periodization of Baroque. Early Baroque in Italy, Germany, the Netherlands and England. Music of the High Baroque, national styles: opera, cantata, oratorio, instrumental music. Late Baroque: the origins and development of the concerto. A. Vivaldi, J. S. Bach, G. Vivaldi, A. Vivaldi, A. Vivaldi, A. S. Bach, G. F. Handel - life and works. Music of the 17th century in Central and Eastern Europe. Gallant style, rococo, emotional style, periodization of classicism. Music of Bach's sons, important European musical centres of the 18th century: Mannheim, Berlin. Vienna.
Learning outcomes/ Objectives and learning outcomes: The student will gain a basic overview of music of the 17th and 18th centuries. The course focuses on the history of musical culture (music as a social phenomenon within general history and art history), the transformations and significance of historical musical styles, key events, personalities and works.
Transferable competences:
Lectures broaden cultural overview, strengthen historical awareness, emphasize the listening experience, and lead students to the ability to independently and creatively manipulate the knowledge they have acquired. Wherever possible, an active approach to music and connections to pedagogical practice at various levels of arts education are emphasized.
Type of activities, scope (number of hours) and methods of educational activities: Scope, type/method of teaching and organisational form
Form of teaching : lecture, combined form (primarily face-to-face)
Recommended scope of teaching (in hours):
Weekly: 2 Over the study period: 22 hours
Student workload: 22 hours, 16 hours of preparation for the seminar paper, 20 hours for the mid-term evaluation, 32 hours for the examination, 90 hours in total
Learning methods: monological, discussion of the material covered, self-study of literature
Compulsory/Recommended readings:
ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
EINSTEIN, A. Hudba v období romantizmu. Bratislava: Opus, 1989.
ELSCHEK, O.(ed.). Dejiny slovenskej hudby. Bratislava: UHV SAV- Asco, 1996. ISBN 80-88820-04-9.
HRČKOVÁ, N.(ed.) Dejiny hudby V. Hudba 19. storočia. Bratislava: Ikar, 2010. ISBN978-80-551-2453-7.
MICHALKOVÁ, Ľ. Krehkosť a monumentálnosť. Bratislava: Hudobné centrum 2021. 9788089427710.
ROSEN, CH. Klasicizmus. Bratislava: Hudobné centrum, 2005. ISBN 9788088884682.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
MOTTE de la, D. Harmonielehre. Bärenreiter, 1999. ISBN 3-7618-4183-3
ROSEN, CH. Romantic Generation. Harvard University Press, 1995. ISBN 0-674-77934-7. ŠUBA, A.: O pol siedmej budú hrať v divadle Beethovena. In: Hudobný život, roč. 52, č. 4 (2020), s. 21-24.
ŠUBA, A.: Modlitby pre všetky časy. In: Hudobný život, roč. 52, č. 5 (2020), s. 22 – 25. TARUSKIN, R. Music in the Nineteenth Century. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538483-3.
Supplementary study materials: reading from the correspondence of Beethoven, Mozart and Chopin as part of the programme Musical Layering of Radio Devín (read by R. Roth, scriptwriter A. Šuba, available RTVS archive 2020/2021).
Course completion requirements: The course assessment is divided into three phases.
During the semester, the student will prepare and publicly present a seminar paper on the chosen topic, which will be evaluated in the range of 0 - 25 points.
In addition, he/she will take a sound test (score scale 0 - 25 points) of the repertoire of pieces presented under each of the thematic headings.
At the end of the semester, the student will take an oral examination graded on a scale of 0-50 points. The overall grade is obtained by summation.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic concepts of the history of European music, can apply what he/she has learned in theory to practice; the seminar work meets all the set criteria; critically evaluated; unproblematic mastery of the sound test from the set repertoire
B - excellent performance, the student masters the basic concepts, but slight deficiencies are observed in the application of knowledge to practice - solves model situations with minor hesitations; slight deficiencies are observed in the seminar work; critical thinking is borderline; mastery of the sound test from the set repertoire with deficiencies due to uncertainty
C - good performance, the student has acquired the knowledge, but can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, the seminar work has shortcomings; partial mastery of the sound test from the set repertoire
D - acceptable performance, the student has only partially mastered the knowledge, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learnt in practice, he/she has problems solving model situations; his/her seminar work meets the minimum criteria; mastery of the sound test from the set repertoire with more serious deficiencies, with incomplete sound analysis
E - minimally acceptable performance; the student has acquired minimal knowledge and cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the training, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
In case of adequate language skills of students, work with foreign literature is part of the teaching
Course outcomes of subject (content):
The geniuses of the so-called Viennese classicism: Haydn Mozart, Beethoven, life and work. Musical Romanticism: time definition, periodization, basic aesthetic starting points. Originality, cult of genius, musical institutions. Representatives of early romanticism Schubert, Mendelssohn, Schumann, Chopin - life and work. Symphonic music in the 19th century (symphony, symphonic poem, concerto). Absolute vs. programme music: Berlioz, Liszt, Brahms, Bruckner, Mahler. Opera in the Romantic period (French, Italian German). Life and works of Wagner and Verdi. National styles in the 19th century. Russian (Glinka, Tchaikovsky, The Mighty Few) and Czech music (Smetana, Dvořák). Musical romanticism in the territory of today's Slovakia, J. L. Bella.
Learning outcomes/ Objectives and learning outcomes: The student will gain a basic overview of music of the late 18th century and in the 19th century. We will briefly touch on topics left over from DEH II.The course focuses on the history of musical culture (music as a social phenomenon within general history and the history of art) and on the forms, transformations and significance of historical musical styles, noting and learning to understand their interrelationships. Particular emphasis is placed on learning about the history of musical culture in the territory of today's Slovakia and understanding its specifics in a broader international context.
Transferable competences:
Lectures integrate knowledge of music history, music aesthetics, and music theory, broaden cultural insight, strengthen historical awareness, accentuate students' listening experience, and lead them to the ability to independently, creatively handle, interpret, and verbalize the acquired knowledge. Wherever possible, links to teaching practice at different levels of arts education and an active approach to music are emphasised.
Type of activities, scope (number of hours) and methods of educational activities: 2 hours lecture/week, 22 hours/semester, combined (primarily face-to-face)
Student workload: 22 hours, 16 hours of preparation for a seminar paper of 8-10 standard pages, 20 hours for a midterm evaluation, 32 hours for an exam, 90 hours total
Teaching methods: monological, discussion of the material covered, self-study of literature
Compulsory/Recommended readings:
Povinná literatúra:
BURLAS, L. Slovenská hudobná moderna. Bratislava: Obzor, 1983.
ELSCHEK, O. (ed.). Dejiny slovenskej hudby. Bratislava: Ústav hudobnej vedy SAV – ASCO, 1996. ISBN 80-88820-04-9.
HRUŠOVSKÝ, I. Slovenská hudba v profiloch a rozboroch. Bratislava: ŠHV, 1964.
JURÍK, M. - ZAGAR P.. 100 slovenských skladateľov. Bratislava: Národné hudobné centrum, 1998. ISBN 80-967799-6-6.
CHALUPKA, Ľ. Cestami k tvorivej profesionalite. Sprievodca slovenskou hudbou 20. storočia I (1901 – 1950). Bratislava: Univerzita Komenského, Filozofická fakulta, 2015. ISBN 978-80-8127-091-8.
KALINAYOVÁ-BARTOVÁ, J. Hudobné dejiny Bratislavy. Od stredoveku po rok 1918. Bratislava: Ars Musica, 2020. ISBN 9780 80-971672-5-7.
KAČIC, L. Dejiny hudby III. Barok. Bratislava: Ikar, 2008. ISBN 978-80-551-1510-8. MÚDRA, D. Dejiny hudobnej kultúry na Slovensku II. Klasicizmus. Bratislava: Vydavateľstvo Slovenského hudobného fondu, 1993. ISBN 80-966995-3-9.
MÚDRA, D. Hudobný klasicizmus na Slovensku v dobových dokumentoch. Bratislava: Ister Science, 1996. ISBN 80-88683-15-7.
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Stredovek, renesancia, barok. Bratislava: Opus, 1984.
Recommended readings:
ALBRECHT, A. Túžby a spomienky. Bratislava: Hudobné centrum, 2008.
ISBN 978-80-88884-98-9.
BUGALOVÁ, E. Hudobná Trnava a Mikuláš Schneider-Trnavský. Trnava: Spolok sv. Vojtecha, 2011. ISBN: 978-80-7162-891-0.
CHALUPKA, Ľ. Slovenská hudobná avantgarda. Bratislava: Univerzita Komenského, Filozofická fakulta, Katedra hudobnej vedy, 2011. ISBN 80-223-3115-9.
LENGOVÁ, J. Antológia klavírnej hudby na Slovensku (1830 – 1918). Pramenná edícia s úvodnou štúdiou. Bratislava: Ústav hudobnej vedy SAV, 2015. ISBN 978-80-89135-35-6.
MÚDRA, D. Dejiny hudobnej kultúry na Slovensku II. Klasicizmus. Bratislava: Vydavateľstvo Slovenského hudobného fondu, 1993. ISBN 80-966995-3-9.
MÚDRA, D. Hudobný klasicizmus na Slovensku v dobových dokumentoch. Bratislava: Ister Science, 1996. ISBN 80-88683-15-7.
RUŠČIN, P. Cantus Catholici a tradícia duchovného spevu na Slovensku. Bratislava: Ústav hudobnej vedy SAV, 2012. ISBN 978-80-89135-29-5.
RUŠČIN, P. Cantus Catholici a tradícia duchovného spevu na Slovensku. Bratislava: Ústav hudobnej vedy SAV, 2012. ISBN 978-80-89135-29-5.
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Stredovek, renesancia, barok. Bratislava: Opus, 1984
ŠUBA, A. Hudobný život v Liptovskom Hrádku na konci 18. a začiatkom 19. storočia. In: Hudobno-historický výskum na Slovensku začiatkom 21. storočia Bratislava: Stimul, 2007, s. 317-394. ISBN 978-80-89236-35-8.
VESELOVSKÁ, E. – ADAMKO, R. – BEDNÁRIKOVÁ, J. Stredoveké pramene cirkevnej hudby na Slovensku. Bratislava: Slovenská muzikologická spoločnosť – Ústav hudobnej vedy SAV, 2017. ISBN 978-80-89135-38-7.
ZAVARSKÝ, E. Ján Levoslav Bella. Život a dielo. Bratislava: SAV, 1955.
Štúdie a články publikované v periodikách Hudobný život, Slovenská hudba, Musicologica Slovaca, Musicologica Istropolitana.
Course completion requirements: The course assessment is divided into three phases. During the semester, the student will prepare and publicly present a seminar paper on a topic related to the musical history of the region from which he/she comes, which will be evaluated in the range of 0 - 25 points. In addition, he/she will take a sound test (0-25 points scale) of the repertoire of the pieces presented in the individual thematic areas. At the end of the semester, the student will take an oral examination graded on a scale of 0-50 points. The overall grade is obtained by summation. A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - additional work required)
A - excellent performance, the student knows the basic concepts of the history of Slovak music, he/she can apply what he/she has learned in theory to practice; the seminar work related to the musical history of the region from which he/she comes meets all the set criteria; critically evaluated; trouble-free mastery of the sound test from the set repertoire,
B - excellent performance, the student masters the basic concepts, but in the application of knowledge to practice, slight deficiencies are observed - solves model situations with minor hesitations; in the seminar work related to the musical history of the region from which he/she comes, slight deficiencies are observed; critical thinking is borderline; mastery of the sound test from the set repertoire with deficiencies due to uncertainty,
C - good performance, although the student has acquired the knowledge, but can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, the seminar work related to the musical history of the region from which he/she comes has shortcomings; partial mastery of the sound test from the set repertoire,
D - acceptable performance, the student has only partially mastered the knowledge, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, with problems solving model situations; his/her seminar work related to the musical history of the region where he/she comes from meets the minimum criteria; mastery of the sound test from the set repertoire with more serious deficiencies, with incomplete sound analysis,
E - minimally acceptable performance; the student has acquired minimal knowledge and is unable to transfer it adequately into practice,
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content): Beginnings of music in Slovakia. The Middle Ages (9th - 14th century): musical culture of Great Moravia, monophonic Latin liturgical singing, the beginnings of polyphony and polyphonic music, the beginnings of sacred song, secular music, the beginnings of music theory. Renaissance (15th-16th centuries): humanistic education, musical instrumentation, forms of music dissemination, polyphony, sacred song, music theory. Baroque (17th-18th centuries): centres, circuits and repertoire, polyphony and polychory, concertante style, chorale, sacred song, secular dance and occasional music. Classicism (18th century - 1830): repertoire, education and publishing, composers, performers, theorists. Music in the period of Romanticism and national-emancipation efforts (1830-1918): musical life, musical production, personalities. Music in Slovakia in the first half of the 20th century. Music in Slovakia in the second half of the 20th century, with overlap to the present.
Learning outcomes/ Objectives and learning outcomes: The student will gain a basic overview of the history of Slovak music from the earliest times to the present. The course focuses on the history of musical culture (music as a social phenomenon within general history and the history of art) and on the forms, transformations and significance of historical musical styles, noticing and learning to understand their interrelationships. Lectures broaden cultural insight, strengthen historical awareness, accentuate students' listening experience, and lead them to the ability to independently, creatively handle, interpret, and verbalize the knowledge they have acquired. Wherever possible, links to pedagogical practice at different levels of arts education and an active approach to music are emphasised.
Transferable competencies:
Lectures integrate knowledge of music history, music aesthetics, and music theory (emphasizing cross-curricular relationships), broaden cultural insight, strengthen historical awareness, emphasize students' listening experience, and lead them to the ability to independently, creatively handle, interpret, and verbalize the knowledge they have acquired. Wherever possible, links to pedagogical practice at different levels of arts education and an active approach to music are emphasised.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct teaching, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total 60 hours of student work
Teaching methods: combined (primarily face-to-face), monological, discussion of the material covered
Compulsory/Recommended readings:
ASTON, P. – WEBB, J. Music Theory in Practice. Grade 7. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 1993.
ASTON, P. – WEBB, Julian. Music Theory in Practice. Grade 8. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 1993.
KAISER, U. Gehörbildung. Satzlehre, Improvisation, Höranalyse. Ein Lehrgang mit historischen Beispielen. Bärenreiter, 1989. ISBN 3-7618-1159-4.
SUCHOŇ, E. – FILIP, M. Stručná náuka o hudbe. Bratislava: Opus, 1993. ISBN 80-7093-159-0.
Recommended readings:
TAYLOR, E. The AB Guide to Music Theory I. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 1989. ISBN: 9781854724465.
TAYLOR, E. The AB Guide to Music Theory II. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 1991. ISBN 9781854724472.
TAYLOR, E. Music Theory in Practice. Grade 5. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 2008.
ZENKL, L. ABC hudební náuky. Praha: Supraphon, 1976. ISBN 80-7058-284-7.
Slovak
In case of adequate language skills of students, work with foreign literature is part of the teaching
Course outcomes of subject (content): Sounds, tones, tonal system, pitches and tunings. Intervals, tone series, scales and modes. Rhythm, tempo, beat. Dynamics, expression. Notation, musical notation, score. Musical terminology. Musical instruments. Chording, harmonic cadences. Melodic ornaments. Musical forms. Introduction to harmony and counterpoint. Means of expression in 20th century and contemporary music.
Learning outcomes/ Objectives and learning outcomes: The aim of the course is to consolidate and unify the music-theoretical competences (knowledge and skills) acquired by studying at conservatories, primary art schools, or self-study.
Transferable competences:
In addition to a comprehensive grasp of the subject, the student acquires basic analytical tools for practice, which he/she will apply during the following studies in the subjects of music theory II-IV, music analysis, history of music, playing an instrument and singing. The ideal is to reach the standards required in the international ABRSM tests, the mastery of which enables the graduate to pursue a career in music education not only at home but also abroad. Links to educational practice in primary schools and ZUŠ are emphasised.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 22 hours of direct instruction, 16 hours of preparation for seminar work; 20 hours for midterm evaluation, 32 hours for exam, total of 90 hours of student work
Teaching methods: combined (primarily face-to-face), monological, discussion of the material covered
Compulsory/Recommended readings:
BENEŠ, J. O harmónii. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-40-3.
FILIP, M. Vývinové zákonitosti klasickej harmónie. Bratislava: Národné hudobné centrum, 1997. ISBN 80-967799-5-8.
MOTTE de la, D. Harmonielehre. Bärenreiter, 1999. ISBN 3-7618-4183-3.
Recommended readings:
TARUSKIN, R. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
Hudobná literatúra: partitúry hudby 17. – 20. storočia.
Notes:
In the case of good language skills of the student, we include relevant foreign language literature in addition to the literature in Slovak language.
B-KHVde005 Music Theory I
Course completion requirements:
The student is evaluated continuously for demonstrating competence in the music-theoretical issues discussed. A total of 50 points may be earned for the continuous assessment. The course is completed by examination (with a score of 0-50 points). An A grade requires a minimum of 91 points, a B grade requires a minimum of 81 points, a C grade requires a minimum of 73 points, a D grade requires a minimum of 66 points and an E grade requires a minimum of 60 points.
The marks are awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters basic concepts in the field of music-theoretical issues, however, slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music-theoretical problems, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Quintacord as a vertical unit. Cadence. The beginnings of harmonic thinking. Basics of tonal functional harmony. Harmonic thinking in the 17th-19th centuries. Selected problems of harmony in the space of extended tonality in the 20th century. Chords of the higher third system, chordal complexes. Tonality. Harmony. Harmonic analysis. Modulations. Harmonisation of chorale, song, cantus firmus, general bass, affect theory and rhetorical figures.
Learning outcomes/ Objectives and learning outcomes:
The student is able to harmonically analyze a multiphonic scale in the space of functional tonality, to read the general bass, to master the problem of modulations and to practically harmonize a simple melody, to elaborate the realization of a multiphonic scale on the basis of the general bass and to realize different types of modulations.
Transferable competences:
Understands the principles of harmony of the period of extended tonality and is able to create simple harmonic examples in this space.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 22 hours of direct instruction, 16 hours of preparation for seminar work; 20 hours for midterm evaluation, 32 hours for exam, total of 90 hours of student work
Teaching methods: combined (primarily face-to-face), monological, discussion of the material covered
Compulsory/Recommended readings:
HŮLA, Z. Nauka o kontrapunktu. Praha: Státní hudební vydavatelství,1965.
JEPPESEN, K. Kontrapunkt. Leipzig: VEB Breitkopf und Härtel, 1978.
KAISER, U. Gehörbildung. Satzlehre, Improvisation, Höranalyse. Ein Lehrgang mit historischen Beispielen. Bärenreiter, 1989. ISBN 3-7618-1159-4.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
RIESINGER, K. Nauka o kontrapunktu 20. století. Praha: Panton, 1984.
Recommended readings:
TARUSKIN, R. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
Musical literature: scores of 17th-20th century music.
Flamová, Z., & Mierna, Y. (2021). Vybrané kapitoly z Hudobných foriem a kontrapunktu (Vysokoškolská učebnica pre neabsolventov konzervatória).Vysoká škola múzických umení.
Notes:
In the case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student is evaluated on an ongoing basis for demonstrating competence in the music-theoretical issues discussed. A total of 50 points may be earned for the continuous assessment. The course is completed by examination (with a score of 0-50 points). The overall grade is the sum of the interim assessment and the final examination grade. An A grade requires at least 91 points, a B grade requires at least 81 points, a C grade requires at least 73 points, a D grade requires at least 66 points and an E grade requires at least 60 points. Grades are awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student has mastered the basic concepts in the field of music-theoretical issues, but in the application of knowledge to practice there are slight deficiencies - the student solves model situations with minor hesitations; critical thinking is borderline; C - good performance, the student has mastered the knowledge in the field of music-theoretical issues, but can only partially apply what he/she has learnt to practice; he/she has problems with complex problem-solving tasks;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Polyphony. Bourdon. Heterophony. Polyphony, its development and types. Counterpoint techniques. Types of counterpoint in different periods of European music (from the Gothic to the present). Imitation, permutation. Counterpoint analysis.
Learning outcomes/ Objectives and learning outcomes:
The student is able to analyse polyphonic texture across the whole spectrum of its development (from the Gothic, through the Renaissance, Baroque, 18th and 19th centuries to modern types of polyphony in the 20th century). It is able to produce simple studies reflecting different types of counterpoint.
Transferable competencies:
In addition to a comprehensive grasp of the subject matter, the student acquires the basic analytical tools for practice, which he/she will apply during subsequent studies in the courses Music Theory II-IV, Music Analysis, Music History, Instrument Playing, and Singing. The ideal is to reach the standards required in the international ABRSM tests, the mastery of which enables the graduate to pursue a career in music education not only at home but also abroad.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 22 hours of direct instruction, 16 hours of preparation for seminar work; 20 hours for midterm evaluation, 32 hours for exam, total of 90 hours of student work
Teaching methods: combined (primarily face-to-face), monological, discussion of the material covered
Compulsory/Recommended readings:
BURLAS, L. Formy a druhy hudobného umenia. 4. vydanie. Žilina: EDIS-Vydavateľstvo ŽU, 2006. ISBN 80-8070-522-4.
FALTIN, P. Funkcia zvuku v hudobnej štruktúre. Bratislava: Štátne hudobné vydavateľstvo, 1966.
KRESÁNEK, J. Základy hudobného myslenia. Bratislava: Opus, 1977.
KRESÁNEK, J. Tonalita. Bratislava: Opus, 1982.
KRESÁNEK, J. Tektonika. Bratislava: ASCO – Art & Science, 1994. ISBN 80-901416-7-6.
KÜHN, C. Analyse lernen. Bärenreiter, 1999. ISBN 3-7618-1154-3.
RISINGER, K. Hierarchie hudebních celků v novodobé evropské hudbě. Praha: Panton, 1969
Recommended readings:
SCHÖNBERG, A. Fundamentals of Musical Composition. London: Faber, 1967. ISBN 0-571-09276-4.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements: The student is evaluated continuously for demonstrating competence in the music-theoretical issues discussed. A total of 50 points may be earned for the continuous assessment. The course is completed by examination (with a score of 0-50 points). The overall grade is the sum of the interim assessment and the final examination grade. An A grade requires at least 91 points, a B grade requires at least 81 points, a C grade requires at least 73 points, a D grade requires at least 66 points and an E grade requires at least 60 points.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters basic concepts in the field of music-theoretical issues, however, slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music-theoretical problems, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical units and their hierarchy. Building units of music and working with them. Musical shapes and forms and their typology in historical cross-section. Form analysis. Forms and types of musical art from the origins to the present. Musical thinking.
Learning outcomes/ Objectives and learning outcomes:
The student is introduced to the forms and types of musical art in a historical cross-section. The student is able to analyze simpler musical forms and shapes across a wide spectrum of musical development (from Gothic to contemporary). The student will become familiar with the basic principles of musical thought.
Transferable competences:
In addition to a comprehensive grasp of the subject matter, the student acquires basic analytical tools for practice, which he/she will apply in the following courses: music theory II-IV, music analysis, history of music, playing an instrument and singing. The ideal is to reach the standards required in the international ABRSM tests, the mastery of which enables the graduate to pursue a career in music education not only at home but also abroad.
Compulsory/Recommended readings:
Povinná literatúra:
BURLAS, L. Teória hudobnej pedagogiky. Prešov: FHaPV PU, 1997. ISBN 978-80-8888-506-1.
MEDŇANSKÁ, I. Systematika hudobnej pedagogiky. Prešov: Prešovská univerzita v Prešove, 2010. ISBN 978-805550-0149-9.
PETTY, G. Moderní vyučování. Praha: Portál, 2008. ISBN 978-80-7367-427-4.
Recommended (of interest):
BLAŽEKOVÁ, M. Orff-Schulwerk: princípy a adaptácia. Nitra: Univerzita Konštantína Filozofa, 2011. ISBN 978-80-8094-997-6.
BOROŠ, T. Východiská a zásady funkčnej hudobnej výchovy. In Slovenská hudba vo Vojvodine. Nový Sad: Národná rada slovenskej národnostnej menšiny v Srbsku, 2011.
HASELBACH, B. a kol. Studientexte zu Theorie und Praxis des Orff-Schulwerks (Texts on Theory and Practice of Orff-Schulwerk). Mainz: Schott, 2011. ISBN 978-3-7957-0756-9.
PRŮCHA, J. – WALTEROVÁ E.– MAREŠ J. Pedagogický slovník. Praha: Portál, 2009. ISBN 978-80-7367-647-6.
Magazines (current, selected issues): Múzy v škole. Banská Bystrica: OZ Múzy v škole, ISSN 1335-1605; Orff-Schulwerk Infomationen. Salzburg: Mozarteum, ISSN 1320-078X;
Dokumentation oft he International Symposia. Salzburg: Mozarteum, Orff-Schulwerk Forum
Hudební výchova. Praha: Univerzita Karlova, ISSN 1210-3683; Aura Musica. Ústí nad Labem:Univerzita J. E. Purkyně ISSN 1805-4056; Slovenská hudba. Bratislava: Slovenská muzikologická asociácia (aktuálne ročníky) ISSN1335-2458.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
There will be two written term papers of 50 points each during the semester. Students may earn 50 points for each review. The final grade will be the sum of the points earned on both quizzes. A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 25 points in either of the two written examinations. To pass the course, a minimum score of 60% is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the basic concepts of music pedagogy, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the basic concepts of music pedagogy, but slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music pedagogy, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music pedagogy, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learned in practice, he/she has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music pedagogy, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music pedagogy, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in theory and practice. Musical skills in theory and practice. Musical art as an object of pedagogical transfer. Current situation in music pedagogy: personalities, valid documents, institutions, types of schools, curricula, syllabuses, textbooks. Systematics of music pedagogy. Pedagogical interpretation, analysis of musical material. Update of the situation in the field of music education, music pedagogy. History of music pedagogy.
Learning outcomes/ Objectives and learning outcomes:
The student will learn the objectives, content and subject of music pedagogy, its inclusion in the system of pedagogical and music science disciplines and auxiliary music pedagogical disciplines. The student will gain an overview of the current scientific and institutional infrastructure of music pedagogy, orientation in the basic documents related to music education (personalities, publications, types of schools, curricula, syllabuses, textbooks). Understands the connections between musical art and its pedagogical transfer, the connection between musical art, its reflection (musical skills) and realisation (musical activities), theoretically and practically knows the principles of some pedagogical concepts (Orff, Kodály and their derivatives), acquires practical experience in musical activities with an emphasis on the pedagogical context and knows the history of Slovak, Czechoslovak and European (world) music pedagogy.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week lecture, total 22 hours per semester, full-time
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 14 hours preparation of the seminar paper; 15 hours preparation for the mid-term assessment; 20 hours preparation for the examination. A total of 71 hours of student work.
Teaching methods:
Combination of selected monological methods (lecturing, interpretation, explanation) and situational methods (case studies and thematic probes).
Compulsory/Recommended readings:
Compulsory:
ELSCHEK, O. Pojem a základné znaky hudobného folklóru. In: Hudobnovedné štúdie 3. Ed. Jozef Kresánek. Bratislava: Vydavateľstvo SAV, 1959, s. 5-42.
ELSCHEKOVÁ, A. Základná etnomuzikologická analýza. In: Hudobnovedné štúdie 3. Ed. Jozef Kresánek. Bratislava: Vydavateľstvo SAV, 1959, s. 117-178.
KRESÁNEK, J. Slovenská ľudová pieseň zo stanoviska hudobného. Bratislava: SAVU, 1951; Reprint: Národné hudobné centrum, 1997. ISBN 80-88880-14-9.
Recommended(of interest):
BARTÓK, B. Postrehy a názory. Ed. Oskár Elschek. Bratislava: SPN, 1965.
CZEKANOWSKA, A. Etnografia muzyczna. Metodologia i metodyka. 1. vyd. Warszawa 1971; 2. vyd. Pomorze 1988.
NETTL, B. Theory and Method in Ethnomusicology. New York: Free Press of Glencoe, 1964.
NETTL, B. The Study of Ethnomusicology: Thirty-one Issues and Concepts. 3. vyd. Urbana – Chicago – Springfield: University of Illinois Press, 2015. ISBN 978-0-252-08082-1.
RICE, T. Etnomuzikologie. Velmi krátký úvod. Praha: Nakladatelství Karolinum, 2020. ISBN 978-80-246-4596-4.
TYLLNER, L. Tradiční hudba. Hledání kořenů. Praha: Etnologický ústav AV ČR, 2010. ISBN 978-80-87112-43-4.
URBANCOVÁ, H. Vybrané kapitoly z dejín slovenskej etnomuzikológie. Bratislava: Ústav hudobnej vedy SAV, 2016. ISBN 978-80-89135-37-0.
Sources of traditional music (written, visual, audio, audiovisual).
Notes:
In case of good language skills of the student, we recommend working with the above-mentioned specialized foreign literature.
Course completion requirements:
There will be two written examinations of 50 points each during the semester. Students may earn 50 points for each review. The final grade will be the sum of the points earned from both quizzes. A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 25 points in either of the two written examinations. To pass the course, a minimum score of 60% is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the basic concepts of ethnomusicology, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the basic concepts of ethnomusicology, but slight deficiencies are observed in the application of the knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of ethnomusicology, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of ethnomusicology, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learned in practice, he/she has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of ethnomusicology, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of ethnomusicology, or has not fulfilled the conditions set by the teacher during the semester
Slovak
Course outcomes of subject (content):
Traditional musical cultures of the world and their typology as a subject of ethnomusicology. Genetic and functional definition of folk music. History of research on traditional musical cultures: tonal psychology, comparative musicology, music folklore studies, ethnomusicology, cultural and social anthropology. Béla Bartók, Leoš Janáček, Alan P. Alan Janáček, Alan Janáček, Alan Janáček, Alan Merriam, Mantle Hood, Bruno Nettl. Contemporary concepts of ethnomusicology. Methods and techniques of field research, transcription and notation, description of musical structures, classification and typology, ethnomusicological analysis and its systems, the category of musical style. Work with historical sources of traditional music.
Learning outcomes/ Objectives and learning outcomes:
This course is a general introduction to ethnomusicology. It provides a basic orientation in the field in terms of its focus, development and selected problem areas. It introduces concepts, schools and personalities of key importance for the formation of ethnomusicology in the past and present. Provides a brief overview of working methods and techniques as a starting point for further study of traditional music. The student will acquire basic theoretical knowledge in the field of traditional music cultures and skills for working with music-folklore material (field research, transcription, analysis and interpretation) and its use in music-pedagogical practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 11 hours total per semester, combined form (primarily full-time)
Student workload:
11 x 1 hour of direct teaching (total: 11 hours); 11 hours of continuous preparation for teaching; 4 hours of preparation for final performance. Total 26 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods.
Compulsory/Recommended readings:
GROSSMANN, J. Sluchová analýza. Žilina: Edis, 2014. ISBN 978-80-554-0862-0.
Course completion requirements:
The course prerequisites and assessment criteria include a midterm and a final practicum.
A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. .
Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, a score of at least 81 points for a B grade, a score of at least 73 points for a C grade, a score of at least 66 points for a D grade and a score of at least 60 points for an E grade.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learnt in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired minimal knowledge, cannot apply it adequately
transfer to practice - significant deficiencies can be observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Distinguishing and notating simple melodic and rhythmic formations, distinguishing
intervallic and harmonic structures. Developing musical imagination by singing melodic-rhythmic formations.
Learning outcomes/ Objectives and learning outcomes:
The student will acquire the basics of aural analysis, consisting in the ability to distinguish tonal pitches, rhythmic and harmonic formations, to orient aurally in melodic-rhythmic, intervallic and harmonic structures. It achieves an improvement in musical hearing and develops other components of musical talent, musical memory and musical imagination. The student strengthens his/her analytical thinking skills.
The acquired theoretical and methodological knowledge and practical experience are important for their successful connection to the following courses - Voice and Intonation Education and Choral Singing.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 11 hours total per semester, combined form (primarily full-time)
Student workload:
11 x 1 hour of direct teaching (total: 11 hours); 17 hours of continuous preparation for teaching, 10 hours of literature study, 12 hours of preparation for the final performance. Total 50 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods
Compulsory/Recommended readings:
Recommended readings:
RANINEC, J. Ľudský hlas a jeho kultivovanie. Bratislava: PF UK, 2003. ISBN 80-224-0768-2.
RANINEC, J. Kompendium hlasového a speváckeho pedagóga. Bratislava: Junior Press, 2008.ISBN 978-80-89277-17-9.
Recommended (of interst) readings:
KOFROŇ, J. Učebnice intonace a rytmu. Praha: Supraphon, 1974.
TICHÁ, A. Vokální činnosti jako prostředek rozvoje hodebnosti a zpěvnosti žáku. Praha: Univerzita Karlova, 2007. ISBN 978-80-7290-318-4
LÝSEK, F. Nápěvková intonace. Praha: NHV ORBIS, 1951.
MIRONOV, S. Zborový spev a dirigovanie. Bratislava: Univerzita Komenského, 1997. ISBN 80-223-1014-X.
SEDLÁK, F. Didaktika hudobnej výchovy 2. Praha: SPN, 1984.
WILLEMS, E. Die psychologischen Fundamente der Musikerziehung. Fribourg: Pro Musica, 2000.
WILLEMS, E. Musikalische Früherziehung. Frankfurt: AIEM Edgar Willems, 1988.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course prerequisites and assessment criteria include a midterm and a final practicum. The student is evaluated on an ongoing basis for demonstrating competence in the subject matter covered. The overall grade is the sum of the midterm and final exam grades. The final examination consists of an examination of the student's theoretical and practical knowledge of the subject matter.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, a score of at least 81 points for a B grade, a score of at least 73 points for a C grade, a score of at least 66 points for a D grade and a score of at least 60 points for an E grade.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The content of the course is the acquisition of basic theoretical and methodological knowledge of intonation, rhythmic and aural education and their subsequent application to specific musical material. It is primarily a vocal-intonation activity aimed at the development of harmonic sensitivity. Rhythmic education is combined with intonation training. The course focuses on permanent practice of intonation and rhythmic patterns, on reproduction from sheet music and on notation of melodic-rhythmic examples (dictation).
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to develop vocal-intonation and aural skills. The student is oriented in musical notation and musical perception, coordinating imagery with vocal motor skills.
The course is directed towards the cultivation of musical sensibilities and their optimal use in practice, including a better perception of music.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 11 hours total per semester, combined form (primarily full-time)
Student workload:
11 x 1 hour of direct teaching (total: 11 hours); 17 hours of continuous preparation for teaching, 10 hours of literature study, 12 hours of preparation for the final performance. Total 50 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods
Compulsory/Recommended readings:
KOFROŇ, J. Učebnice intonace a rytmu. Praha: Supraphon, 1974
RANINEC, J. Ľudský hlas a jeho kultivovanie. Bratislava: PF UK, 2003. ISBN 80-224-0768-2.
RANINEC, J. Kompendium hlasového a speváckeho pedagóga. Bratislava:Junior Press, 2008.ISBN 978-80-89277-17-9.
TICHÁ, A. Vokální činnosti jako prostředek rozvoje hodebnosti a zpěvnosti žáku. Praha: Univerzita Karlova, 2007. ISBN 978-80-7290-318-4.
Compulsory (of interest) readings:
LÝSEK, F. Nápěvková intonace. Praha: NHV ORBIS, 1951.
MIRONOV, S. Zborový spev a dirigovanie. Bratislava: Univerzita Komenského, 1997. ISBN 80-223-1014-X.
SEDLÁK, F. Didaktika hudobnej výchovy 2. Praha: SPN, 1984.
WILLEMS, E. Die psychologischen Fundamente der Musikerziehung. Fribourg: Pro Musica, 2000.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course prerequisites and assessment criteria include a midterm and a final practicum. The student is evaluated on an ongoing basis for demonstrating competence in the subject matter covered. The overall grade is the sum of the midterm and the final exam grade. The final examination consists of an examination of the student's theoretical and practical knowledge of the subject matter.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The content of the course is the in-depth study and extension of the basic theoretical and methodological knowledge of intonation, vocal production, rhythmic and aural analysis of musical stimuli and their subsequent application to specific musical material. It is primarily a vocal-intonation activity aimed at the development of harmonic sensitivity. The course focuses on permanent practice of intonation and rhythmic patterns, on reproduction from sheet music and on notation of melodic-rhythmic examples (dictation). Rhythmic education is combined with intonation and vocal training.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to develop vocal-intonation and aural skills. The student is able to quickly orient in musical notation and musical perception, coordinate ideas with vocal motor skills.
By completing the course, the student cultivates his/her musical sensitivity and is able to use it optimally in practice. The student acquires the ability to better perceive music.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
2 hours seminar/week, total 22 hours per semester, combined form (primarily full-time)
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 22 hours of continuous preparation for teaching; 8 hours of preparation for final performance. Total 52 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods.
Compulsory/Recommended readings:
Compulsory readings:
Sheet music to be determined by the teacher.MIRONOV, S. Zborový spev a dirigovanie. Bratislava: UK, 1977. ISBN 80-223-1014-X
MIRONOV, S. - PODSTAVKOVÁ, I. – RANINEC J. Detský zborový spev (Teória a metodika práce. Bratislava: Veda, 2004.
Recommended (of interest) readings:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému. In: Mezinárodní symposium o sborovém zpěvu Cantus Choralis 97. Ústí nad Labem: Universita J. E. Purkyně, 1998, s. 16–26. ISBN 80-7044-198-4.
HUDÁKOVÁ, J. Zborový spev jedna z ciest rozvoja hudobnosti žiaka a jeho výchovná funkcia. In: Acta paedagogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KODÁLY, Z. International Kodály Society. Budapest, 2002. ISBN 963204-500-9.
KOLÁŘ, J. - ŠTÍBROVÁ I.. Sborový zpěv a řízení sboru I. Praha: Karolinum, 1988. ISBN 80-7184-556-6.
LÝSEK, F. Cantus choralis infantium. Brno: Univerzita J. E. Purkyně, 1968. ISBN 55-010-69.
SEDLICKÝ, T. Príprava učiteľa - dirigenta na prácu so speváckym zborom.In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 1994. ISBN 80-88825-33-4.
MIRONOV, S.- RANINEC J.. Problematika interpretácie ľudovej piesne v zborovej tvorbe slovenských skladateľov. In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 2006. ISBN 978-80-8083-369-5.
MIRONOV, S. – RANINEC J. Populárna hudba v súťažnom repertoári speváckeho zboru. In: ZborníkCantus Choralis 07. Ústí nad Labem: Univerzita J. E. Purkyně, 2007.
ISBN 978-80-7414-010-5.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
Assessment criteria are derived from the interim and final practical collective performance. The assessment of the interim practical performance includes the performance of partial tasks within individual voice groups and the completion of any internal, public or other concert performances. The final practical performance consists of a collective presentation of a selection of rehearsed repertoire of at least 15 minutes.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, a score of at least 81 points for a B grade, a score of at least 73 points for a C grade, a score of at least 66 points for a D grade and a score of at least 60 points for an E grade.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The content of the course is to learn about choral works of different stylistic periods, to gain practical experience in their interpretation and methodical application in practice.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is the acquisition and development of vocal collective expression in terms of the choral ensemble. The student develops an interest in choral singing. The student learns the principles of choral singing technique. The student will use and apply the methodological and organizational procedures provided in the performance of his/her profession. The student develops the ability of collective cooperation and communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours seminar/week, total 22 hours per semester, combined form (primarily full-time)
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 22 hours of continuous preparation for teaching; 8 hours of preparation for final performance. Total 52 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods.
Compulsory/Recommended readings:
Compulsory readings:
Sheet music to be determined by the teacher.
MIRONOV, S. Zborový spev a dirigovanie. Bratislava: UK, 1977. ISBN 80-223-1014-X
MIRONOV, S. - PODSTAVKOVÁ, Ivona - Jozef RANINEC. Detský zborový spev (Teória a metodika práce. Bratislava: Veda, 2004.
Recommended (of interest) readings:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému. In: Mezinárodní symposium o sborovém zpěvu Cantus Choralis 97. Ústí nad Labem: Universita J. E. Purkyně, 1998, s. 16–26. ISBN 80-7044-198-4.
HUDÁKOVÁ, J. Zborový spev jedna z ciest rozvoja hudobnosti žiaka a jeho výchovná funkcia. In: Acta paedagogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KODÁLY, Z. International Kodály Society. Budapest, 2002. ISBN 963204-500-9.
KOLÁŘ, J. - ŠTÍBROVÁ I.. Sborový zpěv a řízení sboru I. Praha: Karolinum, 1988. ISBN 80-7184-556-6.
SEDLICKÝ, T. Príprava učiteľa - dirigenta na prácu so speváckym zborom.In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 1994. ISBN 80-88825-33-4.
MIRONOV, S. – RANINEC J.. Problematika interpretácie ľudovej piesne v zborovej tvorbe slovenských skladateľov. In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 2006. ISBN 978-80-8083-369-5.
MIRONOV, S. – RANINEC J.. Populárna hudba v súťažnom repertoári speváckeho zboru. In: ZborníkCantus Choralis 07. Ústí nad Labem: Univerzita J. E. Purkyně, 2007.
ISBN 978-80-7414-010-5.
Course completion requirements:
Assessment criteria are derived from the interim and final practical collective performance. The assessment of the interim practical performance includes the performance of partial tasks within individual voice groups and the completion of any internal, public or other concert performances. The final practical performance consists of a collective presentation of a selection of rehearsed repertoire of at least 15 minutes.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, a score of at least 81 points for a B grade, a score of at least 73 points for a C grade, a score of at least 66 points for a D grade and a score of at least 60 points for an E grade.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The content of the course is the practical mastery of choral scores of specified compositions, with emphasis on intonational clarity, rhythmic precision and appropriate expression. The study of the basic methodological principles necessary for the establishment and management of a choir.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to deepen and develop vocal collective expression in terms of the choral ensemble. The student develops an interest in choral singing. The student learns the principles of choral singing technique. The student will use and apply the methodological and organisational procedures provided in the performance of his/her profession. The student develops the ability of collective cooperation and communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar, 1 hour exercise/week, total 22 hours per semester, combined form (primarily full-time)
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 22 hours of continuous preparation for teaching;
8 hours preparation for the final performance. Total 52 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods.
Compulsory/Recommended readings:
Compulsory readings:
Sheet music to be determined by the teacher.
MIRONOV, S. Zborový spev a dirigovanie. Bratislava: UK, 1977. ISBN 80-223-1014-X
MIRONOV, S. - PODSTAVKOVÁ, I.- RANINEC J. Detský zborový spev (Teória a metodika práce. Bratislava: Veda, 2004.
HUDÁKOVÁ, J. Zborový spev jedna z ciest rozvoja hudobnosti žiaka a jeho výchovná funkcia. In: Acta paedagogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Recommended (of interest) readings:
MIRONOV, S. – RANINEC J.. Problematika interpretácie ľudovej piesne v zborovej tvorbe slovenských skladateľov. In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 2006. ISBN 978-80-8083-369-5
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému. In: Mezinárodní symposium o sborovém zpěvu Cantus Choralis 97. Ústí nad Labem: Universita J. E. Purkyně, 1998, s. 16–26. ISBN 80-7044-198-4.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KODÁLY, Z. International Kodály Society. Budapest, 2002. ISBN 963204-500-9.
KOLÁŘ, J.- ŠTÍBROVÁ I.. Sborový zpěv a řízení sboru I. Praha: Karolinum, 1988. ISBN 80-7184-556-6.
LÝSEK, F. Cantus choralis infantium. Brno: Univerzita J. E. Purkyně, 1968. ISBN 55-010-69.
SEDLICKÝ, T. Príprava učiteľa - dirigenta na prácu so speváckym zborom.In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 1994. ISBN 80-88825-33-4.
MIRONOV, S. – RANINEC J. Populárna hudba v súťažnom repertoári speváckeho zboru. In: ZborníkCantus Choralis 07. Ústí nad Labem: Univerzita J. E. Purkyně, 2007.
ISBN 978-80-7414-010-5.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The assessment is carried out by conducting sample compositions.
Course prerequisites and assessment criteria include an interim and final practical performance.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learnt in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired minimal knowledge, cannot apply it adequately
transfer to practice - significant deficiencies can be observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The basics of clocking techniques. Tacting the most used types of bars (3rd,2nd,4th,5th,6th) in legato, staccato, onset and conclusion gestures.
Learning outcomes/ Objectives and learning outcomes:
Acquiring the basics of conducting technique, developing practical experience and competences for rehearsing and performing choral compositions. Learning the principles necessary for the establishment and management of a choir.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
A brief selection of recommended literature for the study of piano playing:
BACH, J.S. – Invencie, Prelúdiá a fúgy, Francúzske suity, HAYDN, J. – Sonáty, SCHUBERT, F.– Valčíky, Impromptus, SCHUMANN, R. – Detské scény, Album pre mládež, CHOPIN, F. – Valčíky, Mazurky, Prelúdiá, ČAJKOVSKIJ, P.I. – Detský album. Ročné doby, DEBUSSY,Cl. – Arabesky, Snenie, Prelúdiá, PROKOFIEV, S. – Hudba pre deti op. 62, Prchavé vidiny op. 62, BARTÓK,B. – Mikrokozmos. G. Kurtág – Hry, MARTINU, B. – Loutky. I. Hurník – Voršilská ulička, Džezík, CIKKER, J. - Čo mi deti rozprávali, SUCHOŇ, E. – Obrázky zo Slovenska, KARDOŠ, D.– Bagately, Klavírne skladby pre mládež op. 27. or other works of the piano repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of singing:
IFFERT, A. - Allgemeine Gesangschule. (1909) Leipzig: Breitkopf & Härtel , VACCAI, N. - Praktická škola italského zpěvu (1951) Praha: Národní hudební vydavatelství Orbis, SCHNEIDER-TRNAVSKÝ, M. - Slovenské ľudové spevy (1949) Zv. I. Turčiansky sv. Martin: Matica slovenská, NOVÁK, V. - Slovenské spevy, sešit I., II (1923) Praha,
or other works of singing repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the violin:
ŠEVČÍK, O. - Husľová škola / výber/, KOŘÍNEK, V. - Husľová škola /výber /, MAZAS, F. 36 etud / výber/, KARDOŠ, D. - Bagately, BERIOT, CH. - Talianske melódie, VIVALDI, A. – Koncerty G-dur, A.mol, DVOŘÁK, A.- Sonatína, Romantické kusy, Balada d-mol, JUROVSKÝ, Š. - Romanca, CORELLI, A. - Sonáty / výber/, RIEDING, O. - Concertino, KOCIAN, J. - Melódia, HAENDEL, G. - Sonáty / výber/ or other works of the violin repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the guitar:
STACHAK, T. - Gitarová prvá trieda /výber/, STACHAK, T. - Gitarová extra trieda /výber/, JIRMAL, J. - Škola hry na Kytaru / výber/, TUKAČ, V. - Škola hry na kytaru / výber/, CARCASSI, M. - Etudy, op.60 /výber/, CARCASSI, M. - 6 Caprices, op. 26, SOR, F. - 24 Exercices très faciles, Op.35 / výber/, BROUVER, L. - Études Sencilos /výber/, DOWLAND, J. - Fortune , WEISS, L.S. – Fantasia, BACH, J. S. - Boureé zo suity BWV 996, TÁRREGA, F. – Lagrima, TÁRREGA, F. – Pavana, CARDOSO, J. - Suita de los Mita / výber/ or other works of the guitar repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the clarinet/saxophone:
ZÁKOSTELECKÝ, B. - Škola hry na klarinete 1. a 2. diel, DEMNITZ, F. - Elementary School for Clarinet, MÜLLER, J. - Etudy pre klarinet 1. a 2. diel. Košice: Terminal, 1992., BAERMANN, C. - Complete Method for Clarinet op.63. New York: C. Fischer, 1917., STAMITZ, C. - Koncert B dur.(ed. P. Gradewitz) Alfred Publishing, 1999, ISBN 0711978565., MENDELSSOHN- BARTHOLDY, F. - Sonáta Es dur pre klarinet a klavír. Bärenreiter, 1987. ISBN 9790006488971., VILEC, M.- Odpočinok pre klarinet a klavír, ROTHENSTEIN, E. - Škola hry na saxofóne, DEBUSSY, C.- Saxophone album, or other works of the clarinet/saxophone repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of the flute:
DANIEL L. -Škola hry na zobcovú flautu 1. diel, ŠEBEK K. - Malá škola hry na zobcovou flétnu, HOŠEK M. - Zábavné etudy, Hrajeme doma- Staří mistři v úpravě pro flétnu a klavír I-IV díl., or other works of the flute repertoire according to the individual needs of the student.
Course completion requirements:
Systematic preparation of the student for individual seminars, internal or public concerts and other performances worth 50 points. A final performance consisting of a selection of rehearsed repertoire of up to 15 minutes, worth 50 points.
The final performance is internally assessed by the teacher.
A minimum of 91 points is required for an A grade, a minimum of 81 points for a B grade, a minimum of 73 points for a C grade, a minimum of 66 points for a D grade, and a minimum of 60 points for an E grade.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Orientation in technical and expressive means in playing the instrument/song at the appropriate level. Study of etudes, sonatas/vocalises of songs, and recital compositions. Deepening of performance competence in playing the instrument/song. . According to the student's individual gifts, the selection of repertoire and circuits is taken into account so that the student is able to progress systematically. The intention is to cultivate instrumental/vocal skills as an essential part of the professional portfolio of the future teacher of music related subjects.
Learning outcomes/ Objectives and learning outcomes:
The student is able to play the instrument/song at the required level, taking into account his/her current abilities and level of maturity. Guiding the student to
systematic preparation for individual seminars. The student acquires habits of regular improvement and perseverance. In classes with an individual approach under the influence of the teacher, the student creates his/her personality, acquires and strengthens interpersonal and communication skills and, last but not least, abstract-analytical and critical thinking.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
A brief selection of recommended literature for the study of piano playing:
BACH, J.S. – Invencie, Prelúdiá a fúgy, Francúzske suity, HAYDN, J. – Sonáty, SCHUBERT, F.– Valčíky, Impromptus, SCHUMANN, R. – Detské scény, Album pre mládež, CHOPIN, F. – Valčíky, Mazurky, Prelúdiá, ČAJKOVSKIJ, P.I. – Detský album. Ročné doby, DEBUSSY,Cl. – Arabesky, Snenie, Prelúdiá, PROKOFIEV, S. – Hudba pre deti op. 62, Prchavé vidiny op. 62, BARTÓK,B. – Mikrokozmos. G. Kurtág – Hry, MARTINU, B. – Loutky. I. Hurník – Voršilská ulička, Džezík, CIKKER, J. - Čo mi deti rozprávali, SUCHOŇ, E. – Obrázky zo Slovenska, KARDOŠ, D.– Bagately, Klavírne skladby pre mládež op. 27. or other works of the piano repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of singing:
IFFERT, A. - Allgemeine Gesangschule. (1909) Leipzig: Breitkopf & Härtel , VACCAI, N. - Praktická škola italského zpěvu (1951) Praha: Národní hudební vydavatelství Orbis, SCHNEIDER-TRNAVSKÝ, M. - Slovenské ľudové spevy (1949) Zv. I. Turčiansky sv. Martin: Matica slovenská, NOVÁK, V. - Slovenské spevy, sešit I., II (1923) Praha, or other works of the singing repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the violin:
ŠEVČÍK, O. - Husľová škola / výber/, KOŘÍNEK, V. - Husľová škola /výber /, MAZAS, F. 36 etud / výber/, KARDOŠ, D. - Bagately, BERIOT, CH. - Talianske melódie, VIVALDI, A. – Koncerty G-dur, A.mol, DVOŘÁK, A.- Sonatína, Romantické kusy, Balada d-mol, JUROVSKÝ, Š. - Romanca, CORELLI, A. - Sonáty / výber/, RIEDING, O. - Concertino, KOCIAN, J. - Melódia, HAENDEL, G. - Sonáty / výber/
or other works of the violin repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the guitar:
STACHAK, T. - Gitarová prvá trieda, STACHAK, T. - Gitarová extra trieda, JIRMAL, J. - Škola hry na Kytaru / výber/, TUKAČ, V. - Škola hry na kytaru / výber/, CARCASSI, M. - Etudy, op.60 /výber/, CARCASSI, M. - 6 Caprices, op. 26, SOR, F. - 24 Exercices très faciles, Op.35 / výber/, BROUVER, L. - Études Sencilos /výber/, DOWLAND, J. - Fortune , WEISS, L.S. – Fantasia, TÁRREGA, F. – Adelita, TÁRREGA, F. – Pavana, CARDOSO, J. - Suita de los Mita / výber/, MARTINČEK, D.- Skladby pre mladých gitaristov /výber/
or other works of the guitar repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of the clarinet/saxophone:
ZÁKOSTELECKÝ, B. - Škola hry na klarinete 1. a 2. diel, DEMNITZ, F. - Elementary School for Clarinet, MÜLLER, J. - Etudy pre klarinet 1. a 2. diel. Košice: Terminal, 1992., BAERMANN, C. - Complete Method for Clarinet op.63. New York: C. Fischer, 1917., STAMITZ, C. -. Koncert Es dur „Darmstadtský“ pre klarinet a orchester(klavír), MENDELSSOHN- BARTHOLDY, F. - Sonáta Es dur pre klarinet a klavír. Bärenreiter, 1987. ISBN 9790006488971., VILEC, M.- Odpočinok pre klarinet a klavír, ROTHENSTEIN, E. - Škola hry na saxofóne, SCHUMANN, R. Fantasiestücke op. 73 or other works of the clarinet/saxophone repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of flute playing:
DANIEL L. -Škola hry na zobcovú flautu 2. diel, CIARDI, C. -Škola hry na priečnu flautu, PLATONOV, N. - Etudy pre začiatočníkov, MOZART, W.A.-Andante C-dur pre flautu a klavír K.315, BLODEK, V. - Andante cantabile, Výber prednesových skladieb pre zobcovú flautu od rôznych autorov or other works of the flute repertoire according to the individual needs of the student.
Course completion requirements:
Systematic preparation of the student for individual seminars, internal or public concerts and other performances worth 50 points. A final performance consisting of a selection of rehearsed repertoire of up to 15 minutes, worth 50 points.
The final performance is internally assessed by the teacher.
A minimum of 91 points is required for an A grade, a minimum of 81 points for a B grade, a minimum of 73 points for a C grade, a minimum of 66 points for a D grade, and a minimum of 60 points for an E grade.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Orientation in technical and expressive means in playing the instrument/song at the appropriate level. Study of etudes, sonatas/vocalizations, songs, and recitations. Deepening of performance competence in playing the instrument/song. . According to the individual student's gifts, the selection of repertoire and circuits is taken into account so that the student is able to progress systematically. The intention is to cultivate instrumental/vocal skills as an essential part of the professional portfolio of the future teacher of music related subjects.
Learning outcomes/ Objectives and learning outcomes:
The student builds on the acquired skills from the previous semester to master the issues of playing the instrument. Acquire the technical and expressive means necessary to play through study and repertoire at an appropriate level. Individual consultation with the teacher.
The student will acquire habits of regular improvement and perseverance. In lessons with an individual approach, under the influence of the teacher, the student creates his/her personality, acquires and strengthens interpersonal and communication skills and, last but not least, abstract-analytical, and critical thinking.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload:11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for final output. Total 56 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
A brief selection of recommended literature for the study of piano playing:
BACH, J.S. – Invencie, Prelúdiá a fúgy, Francúzske suity, HAYDN, J. – Sonáty, SCHUBERT, F.– Valčíky, Impromptus, SCHUMANN, R. – Detské scény, Album pre mládež, CHOPIN, F. – Valčíky, Mazurky, Prelúdiá, ČAJKOVSKIJ, P.I. – Detský album. Ročné doby, DEBUSSY,Cl. – Arabesky, Snenie, Prelúdiá, PROKOFIEV, S. – Hudba pre deti op. 62, Prchavé vidiny op. 62, BARTÓK,B. – Mikrokozmos. G. Kurtág – Hry, MARTINU, B. – Loutky. I. Hurník – Voršilská ulička, Džezík, CIKKER, J. - Čo mi deti rozprávali, SUCHOŇ, E. – Obrázky zo Slovenska, KARDOŠ, D.– Bagately, Klavírne skladby pre mládež op. 27.
or other works of the piano repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of singing:
IFFERT, A. - Allgemeine Gesangschule. (1909) Leipzig: Breitkopf & Härtel , VACCAI, N. - Praktická škola italského zpěvu (1951) Praha: Národní hudební vydavatelství Orbis, SCHNEIDER-TRNAVSKÝ, M. – Slovenské ľudové spevy. Zv. II., III. (1980) Bratislava: Slovenské hudobné vydavateľstvo, NOVÁK, V. – Slovenské spevy, sešit III.(1923) Praha, BELLA, J.L. - Piesne pre spev a klavír (2002) Bratislava: Hudobné centrum, ISBN979-0-68503-002-7., CIKKER, J. - Päť ľudových piesní (1997) Bratislava: Hudobný fond, ISBN 80-8051-062-8, MARTINŮ, B. - Písničky na jednu stránku.(1948) Praha: Melantrich, SCHUMANN, R. - Selected songs for solo voice and piano (1981) New York: Dover publications, or other works of the vocal repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the violin:
ŠEVČÍK, O. - Husľová škola / výber/, KOŘÍNEK, V. - Husľová škola /výber /, MAZAS, F. 36 etud / výber/, KARDOŠ, D. - Bagately, BERIOT, CH. - Talianske melódie, VIVALDI, A. – Koncerty G-dur, A.mol, DVOŘÁK, A.- Sonatína, Romantické kusy, Balada d-mol, JUROVSKÝ, Š. - Romanca, CORELLI, A. - Sonáty / výber/, RIEDING, O. - Concertino, KOCIAN, J. - Melódia, HAENDEL, G. - Sonáty / výber/
or other works of the violin repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the guitar:
TUKAČ,V. - Škola hry na kytaru /výber/, VILLA – LOBOS, H. - Preludes, W419, VILLA – LOBOS, H. - 12 Estudes, W235/výber/, CARCASSI, M. - 6 Caprices, op. 26, SOR, F. - 24 Exercices très faciles, Op.35 / výber/, AGUADO, D. - Gitarová škola /výber/, BROUWER, L.- Études Sencilos /výber/, BACH, J.S.- Lutnové suity /výber/, TÁRREGA, F. – Prelúdia /výber/, DOWLAND, J. - Galiardy/výber/, CARDOSO, J. - 24 latinsko-amerických tancov/výber/, MARTINČEK, D.- Skladby pre mladých gitaristov /výber/
or other works of the guitar repertoire according to the individual needs of the student
A brief selection of recommended literature for the study of the clarinet/saxophone:
CAVALLINI, E. - 30 Capricci per Clarinetto. Milano: Ricordi, 1972., SAINT-SAËNS, C.- Sonáta pre klarinet a klavír Es dur op. 167. Paris: Durand, 1921, POULENC, F.- Sonáta pre dva klarinety. Masters Music Publications, 1945.
or other works of the clarinet/saxophone repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of flute playing:
GARIBOLDI, G. -Etudy a stupnice, PLATONOV, N. -24 etud, HAENDEL, G.F. - Sonaty pro flétnu a continuo1-4 5-7, MOZART, W.A. - Rondo pro flétnu a klavír K.184, EBEN, P. - Sonatina semplice or other works of the flute repertoire according to the individual needs of the student.
Course completion requirements:
Systematic preparation of the student for individual seminars, internal or public concerts and other performances worth 50 points. A final performance consisting of a selection of rehearsed repertoire of up to 15 minutes, worth 50 points.
The final performance will be presented and evaluated in the form of an internal playback.
A minimum of 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Orientation in technical and expressive means in playing the instrument/song at the appropriate level. Study of etudes, sonatas/vocalizations, songs, and recitations. Deepening of performance competence in playing the instrument/song. . According to the individual student's gifts, the selection of repertoire and circuits is taken into account so that the student is able to progress systematically. The intention is to cultivate instrumental/vocal skills as an essential part of the professional portfolio of the future teacher of music related subjects.
Learning outcomes/ Objectives and learning outcomes:
The student develops his/her performance skills through domestic and foreign musical and professional literature of various styles for a given instrument or vocal period.
The student will acquire habits of regular improvement and perseverance. In lessons with an individual approach under the influence of the teacher, the student creates his/her personality, acquires and strengthens interpersonal and communication skills and, last but not least, abstract-analytical, and critical thinking.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload:11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for final output. Total 56 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
A brief selection of recommended literature for the study of piano playing:
BACH, J.S. – Invencie, Prelúdiá a fúgy, Francúzske suity, HAYDN, J. – Sonáty, SCHUBERT, F.– Valčíky, Impromptus, SCHUMANN, R. – Detské scény, Album pre mládež, CHOPIN, F. – Valčíky, Mazurky, Prelúdiá, ČAJKOVSKIJ, P.I. – Detský album. Ročné doby, DEBUSSY,Cl. – Arabesky, Snenie, Prelúdiá, PROKOFIEV, S. – Hudba pre deti op. 62, Prchavé vidiny op. 62, BARTÓK,B. – Mikrokozmos. G. Kurtág – Hry, MARTINU, B. – Loutky. I. Hurník – Voršilská ulička, Džezík, CIKKER, J. - Čo mi deti rozprávali, SUCHOŇ, E. – Obrázky zo Slovenska, KARDOŠ, D.– Bagately, Klavírne skladby pre mládež op. 27.
or other works of the piano repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of singing:
IFFERT, A. - Allgemeine Gesangschule. (1909) Leipzig: Breitkopf & Härtel , VACCAI, N. - Praktická škola italského zpěvu (1951) Praha: Národní hudební vydavatelství Orbis, SCHNEIDER-TRNAVSKÝ, M. – Slovenské ľudové spevy. Zv. II., III. (1980) Bratislava: Slovenské hudobné vydavateľstvo, NOVÁK, V. – Slovenské spevy, sešit III.(1923) Praha, BELLA, J.L. - Piesne pre spev a klavír (2002) Bratislava: Hudobné centrum, ISBN979-0-68503-002-7., CIKKER, J. - Päť ľudových piesní (1997) Bratislava: Hudobný fond, ISBN 80-8051-062-8, MARTINŮ, B. - Písničky na jednu stránku.(1948) Praha: Melantrich, SCHUMANN, R. - Selected songs for solo voice and piano (1981) New York: Dover publications, or other works of the vocal repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the violin:
ŠEVČÍK, O. - Husľová škola / výber/, KOŘÍNEK, V. - Husľová škola /výber /, MAZAS, F. 36 etud / výber/, KARDOŠ, D. - Bagately, BERIOT, CH. - Talianske melódie, VIVALDI, A. – Koncerty G-dur, A.mol, DVOŘÁK, A.- Sonatína, Romantické kusy, Balada d-mol, JUROVSKÝ, Š. - Romanca, CORELLI, A. - Sonáty / výber/, RIEDING, O. - Concertino, KOCIAN, J. - Melódia, HAENDEL, G. - Sonáty / výber/
or other works of the violin repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the guitar:
TUKAČ,V. - Škola hry na kytaru /výber/, VILLA – LOBOS, H. - Preludes, W419, VILLA – LOBOS, H. - 12 Estudes, W235/výber/, CARCASSI, M. - 6 Caprices, op. 26, SOR, F. - 24 Exercices très faciles, Op.35 / výber/, AGUADO, D. - Gitarová škola /výber/, BROUWER, L.- Études Sencilos /výber/, BACH, J.S.- Lutnové suity /výber/, TÁRREGA, F. – Prelúdia /výber/, DOWLAND, J. - Galiardy/výber/, CARDOSO, J. - 24 latinsko-amerických tancov/výber/, MARTINČEK, D.- Skladby pre mladých gitaristov /výber/
or other works of the guitar repertoire according to the individual needs of the student
A brief selection of recommended literature for the study of the clarinet/saxophone:
STUMP, P. a LINSHALM H.P. (eds.) - Clarinet Update. Doblinger: 2005. ISMN: M-012-19651-8., STRAVINSKY, I.- 3 Pieces for Clarinet Solo. London: Chester, 1920. POULENC, F.- Sonáta pre klarinet a klavír. London: Chester, 2006. ISBN 1846093961.
or other works of the clarinet/saxophone repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of flute playing:
GARIBOLDI, G. -Etudy a stupnice, PLATONOV, N. -24 etud, HAENDEL, G.F. - Sonaty pro flétnu a continuo1-4 5-7, MOZART, W.A. - Rondo pro flétnu a klavír K.184, EBEN, P. - Sonatina semplice
or other works of the flute repertoire according to the individual needs of the student.
Course completion requirements:
Systematic preparation of the student for individual seminars, internal or public concerts and other performances worth 50 points. A final performance consisting of a selection of rehearsed repertoire of up to 15 minutes, worth 50 points.
The final performance will be presented and evaluated in the form of an internal playback.
A minimum of 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Orientation in technical and expressive means in playing the instrument/song at the appropriate level. Study of etudes, sonatas/vocalizations, songs, and recitations. Deepening of performance competence in playing the instrument/song. According to the individual student's gifts, the selection of repertoire and circuits is taken into account so that the student is able to progress systematically. The intention is to cultivate instrumental/vocal skills as an essential part of the professional portfolio of the future teacher of music-related subjects.
Learning outcomes/ Objectives and learning outcomes:
The student is able to orientate himself/herself in the issue of stylistic periods of music. His/her technical level enables him/her to master this subject practically.
The student acquires habits of regular improvement and perseverance. In lessons with an individual approach, under the influence of the teacher, he creates his personality, acquires and strengthens interpersonal and communication skills and, last but not least, abstract-analytical and critical thinking.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
BUKOFZER, M. Hudba v období baroka. Bratislava: Opus, 1986.
HRČKOVÁ, N. Dejiny hudby I. Európsky stredovek. Bratislava: Orman, 2003. ISBN 80-968773-3-X.
HRČKOVÁ, N. Dejiny hudby II. Renesancia. Bratislava: Ikar, 2004. ISBN 80-551-0927-3.
GEIST, B. Původ hudby. Praha: Supraphon, 1970.
Recommended (of interest) readings:
TARUSKIN, R. Music trom the Earliest Notation to the Sixteenth Century. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538481-9.
TARUSKIN, R. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
During the semester, the student will prepare and present three literature searches (each with a score of 0 - 15) and one term paper (with a score of 0 - 55). The total grade for the semester is the sum of the points earned for the research and the term paper.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required
A - excellent performance, the student knows the basic concepts of music history, can apply what he/she has learned in theory to practice; the term paper and research meet all the criteria; critically evaluated;
B - excellent performance, the student knows the basic concepts, but in the application of knowledge to practice there are slight deficiencies - he/she solves model situations with minor hesitations; in the term paper and research there are slight deficiencies; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge, but he/she can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, term paper and research are deficient;
D - acceptable performance, the student has acquired knowledge only partially, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper and research meet the minimum criteria;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Study of literature, sheet music, recordings and practical exercises to broaden your knowledge of medieval, Renaissance and Baroque music,
Learning outcomes/ Objectives and learning outcomes:
During the seminar, the student will deepen his/her knowledge of the periods covered through group discussions, individual consultations, study of recommended literature, listening to music, analytical work with notated material and practical exercises.
Transferable competences:
The course leads to independent work with literature and information sources, strengthens competences to verbalize musical knowledge and experiences in words and writing for the needs of different levels of artistic education, and leads to pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
BUKOFZER, M. Hudba v období baroka. Bratislava: Opus, 1986.
HRČKOVÁ, N. Dejiny hudby I. Európsky stredovek. Bratislava: Orman, 2003. ISBN 80-968773-3-X.
HRČKOVÁ, N. Dejiny hudby II. Renesancia. Bratislava: Ikar, 2004. ISBN 80-551-0927-3.
GEIST, B. Původ hudby. Praha: Supraphon, 1970.
Recommended (of interest) readings:
TARUSKIN, R. Music trom the Earliest Notation to the Sixteenth Century. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538481-9.
TARUSKIN, R. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
During the semester, the student will prepare and present three literature searches (each with a score of 0 - 15) and one term paper (with a score of 0 - 55). The total grade for the semester is the sum of the points earned for the research and the term paper.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required
A - excellent performance, the student knows the basic concepts of music history, can apply what he/she has learned in theory to practice; the term paper and research meet all the criteria; critically evaluated;
B - excellent performance, the student knows the basic concepts, but in the application of knowledge to practice there are slight deficiencies - he/she solves model situations with minor hesitations; in the term paper and research there are slight deficiencies; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge, but he/she can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, term paper and research are deficient;
D - acceptable performance, the student has acquired knowledge only partially, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper and research meet the minimum criteria;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Study of literature, sheet music, recordings and practical exercises to broaden your knowledge of medieval, Renaissance and Baroque music,
Learning outcomes/ Objectives and learning outcomes:
During the seminar, the student will deepen his/her knowledge of the periods covered through group discussions, individual consultations, study of recommended literature, listening to music, analytical work with notated material and practical exercises.
Transferable competences:
The course leads to independent work with literature and information sources, strengthens competences to verbalize musical knowledge and experiences in words and writing for the needs of different levels of artistic education, and leads to pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory readings:
ALBRECHT, A. Túžby a spomienky. Bratislava: Hudobné centrum, 2008.
ISBN 978-80-88884-98-9.
BUGALOVÁ, E. Hudobná Trnava a Mikuláš Schneider-Trnavský. Trnava: Spolok sv. Vojtecha, 2011. ISBN: 978-80-7162-891-0.
BURLAS, L. Slovenská hudobná moderna. Bratislava: Obzor, 1983.
ELSCHEK, O. (ed.). Dejiny slovenskej hudby. Bratislava: Ústav hudobnej vedy SAV – ASCO, 1996. ISBN 80-88820-04-9.
HRUŠOVSKÝ, I. Slovenská hudba v profiloch a rozboroch. Bratislava: ŠHV, 1964.
JURÍK, M. – ZAGAR M.. 100 slovenských skladateľov. Bratislava: Národné hudobné centrum, 1998. ISBN 80-967799-6-6.
CHALUPKA, Ľ. Slovenská hudobná avantgarda. Bratislava: Univerzita Komenského, Filozofická fakulta, Katedra hudobnej vedy, 2011. ISBN 80-223-3115-9.
Recommended readings:
CHALUPKA, Ľ. Cestami k tvorivej profesionalite. Sprievodca slovenskou hudbou 20. storočia I (1901 – 1950). Bratislava : Univerzita Komenského, Filozofická fakulta, 2015. ISBN 978-80-8127-091-8.
KAČIC, L. Dejiny hudby III. Barok. Bratislava: Ikar, 2008. ISBN 978-80-551-1510-8.
LENGOVÁ, J. Antológia klavírnej hudby na Slovensku (1830 – 1918. Pramenná edícia s úvodnou štúdiou. Bratislava: Ústav hudobnej vedy SAV, 2015. ISBN 978-80-89135-35-6.
MÚDRA, D. Dejiny hudobnej kultúry na Slovensku II. Klasicizmus. Bratislava: Vydavateľstvo Slovenského hudobného fondu, 1993. ISBN 80-966995-3-9.
MÚDRA, D. Hudobný klasicizmus na Slovensku v dobových dokumentoch. Bratislava: Ister Science, 1996. ISBN 80-88683-15-7.
RUŠČIN, P. Cantus Catholici a tradícia duchovného spevu na Slovensku. Bratislava: Ústav hudobnej vedy SAV, 2012. ISBN 978-80-89135-29-5.
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Stredovek, renesancia, barok. Bratislava: Opus, 1984.
VESELOVSKÁ, E. – ADAMKO, R. – BEDNÁRIKOVÁ, J. Stredoveké pramene cirkevnej hudby na Slovensku. Bratislava: Slovenská muzikologická spoločnosť – Ústav hudobnej vedy SAV, 2017. ISBN 978-80-89135-38-7.
ZAVARSKÝ, E. Ján Levoslav Bella. Život a dielo. Bratislava: SAV, 1955.
Studies and articles published in the periodicals Musical Life, Slovak Music, Musicologica Slovaca, Musicologica Istropolitana.
Course completion requirements:
During the semester, the student will prepare and present three literature searches (each with a score of 0 - 15) and one term paper (with a score of 0 - 55). The total grade for the semester is the sum of the points
obtained for the research and the term paper. A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - additional work required)
A - excellent performance, student knows the basic concepts of music history, can apply what he/she has learned in theory to practice; term paper and research meet all criteria; critically evaluated;
B - excellent performance, the student knows the basic concepts, but in the application of knowledge to practice there are slight deficiencies - he/she solves model situations with minor hesitations; in the term paper and research there are slight deficiencies; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge, but he/she can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, term paper and research are deficient;
D - acceptable performance, the student has acquired knowledge only partially, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper and research meet the minimum criteria;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Study of literature, sheet music, recordings and practical exercises to broaden your knowledge of the history of Slovak music.
Learning outcomes/ Objectives and learning outcomes:
During the seminar, the student will deepen his/her knowledge of the periods covered through group discussions, individual consultations, study of recommended literature, listening to music, analytical work with notated material and practical exercises.
Transferable competences:
The course leads to independent work with literature and information sources, strengthens competences to verbalize musical knowledge and experiences in words and writing for the needs of different levels of artistic education, and leads to pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory readings:
ALBRECHT, A. Túžby a spomienky. Bratislava: Hudobné centrum, 2008.
ISBN 978-80-88884-98-9.
BUGALOVÁ, E. Hudobná Trnava a Mikuláš Schneider-Trnavský. Trnava: Spolok sv. Vojtecha, 2011. ISBN: 978-80-7162-891-0.
BURLAS, L. Slovenská hudobná moderna. Bratislava: Obzor, 1983.
ELSCHEK, O. (ed.). Dejiny slovenskej hudby. Bratislava: Ústav hudobnej vedy SAV – ASCO, 1996. ISBN 80-88820-04-9.
HRUŠOVSKÝ, I. Slovenská hudba v profiloch a rozboroch. Bratislava: ŠHV, 1964.
JURÍK, M. – ZAGAR M.. 100 slovenských skladateľov. Bratislava: Národné hudobné centrum, 1998. ISBN 80-967799-6-6.
CHALUPKA, Ľ. Slovenská hudobná avantgarda. Bratislava: Univerzita Komenského, Filozofická fakulta, Katedra hudobnej vedy, 2011. ISBN 80-223-3115-9.
Recommended readings:
CHALUPKA, Ľ. Cestami k tvorivej profesionalite. Sprievodca slovenskou hudbou 20. storočia I (1901 – 1950). Bratislava : Univerzita Komenského, Filozofická fakulta, 2015. ISBN 978-80-8127-091-8.
KAČIC, L. Dejiny hudby III. Barok. Bratislava: Ikar, 2008. ISBN 978-80-551-1510-8.
LENGOVÁ, J. Antológia klavírnej hudby na Slovensku (1830 – 1918. Pramenná edícia s úvodnou štúdiou. Bratislava: Ústav hudobnej vedy SAV, 2015. ISBN 978-80-89135-35-6.
MÚDRA, D. Dejiny hudobnej kultúry na Slovensku II. Klasicizmus. Bratislava: Vydavateľstvo Slovenského hudobného fondu, 1993. ISBN 80-966995-3-9.
MÚDRA, D. Hudobný klasicizmus na Slovensku v dobových dokumentoch. Bratislava: Ister Science, 1996. ISBN 80-88683-15-7.
RUŠČIN, P. Cantus Catholici a tradícia duchovného spevu na Slovensku. Bratislava: Ústav hudobnej vedy SAV, 2012. ISBN 978-80-89135-29-5.
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Stredovek, renesancia, barok. Bratislava: Opus, 1984.
VESELOVSKÁ, E. – ADAMKO, R. – BEDNÁRIKOVÁ, J. Stredoveké pramene cirkevnej hudby na Slovensku. Bratislava: Slovenská muzikologická spoločnosť – Ústav hudobnej vedy SAV, 2017. ISBN 978-80-89135-38-7.
ZAVARSKÝ, E. Ján Levoslav Bella. Život a dielo. Bratislava: SAV, 1955.
Studies and articles published in the periodicals Musical Life, Slovak Music, Musicologica Slovaca, Musicologica Istropolitana.
Course completion requirements:
During the semester, the student will prepare and present three literature searches (each with a score of 0 - 15) and one term paper (with a score of 0 - 55). The total grade for the semester is the sum of the points
obtained for the research and the term paper. A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - additional work required)
A - excellent performance, student knows the basic concepts of music history, can apply what he/she has learned in theory to practice; term paper and research meet all criteria; critically evaluated;
B - excellent performance, the student knows the basic concepts, but in the application of knowledge to practice there are slight deficiencies - he/she solves model situations with minor hesitations; in the term paper and research there are slight deficiencies; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge, but he/she can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, term paper and research are deficient;
D - acceptable performance, the student has acquired knowledge only partially, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper and research meet the minimum criteria;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Study of literature, sheet music, recordings and practical exercises to broaden your knowledge of the history of Slovak music.
Learning outcomes/ Objectives and learning outcomes:
During the seminar, the student will deepen his/her knowledge of the periods covered through group discussions, individual consultations, study of recommended literature, listening to music, analytical work with notated material and practical exercises.
Transferable competences:
The course leads to independent work with literature and information sources, strengthens competences to verbalize musical knowledge and experiences in words and writing for the needs of different levels of artistic education, and leads to pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload:11 x 2 hours = 22 hours of direct instruction, 19 hours of final test preparation; 19 hours of continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
BENEŠ, J. O harmónii. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-40-3.
FILIP, M. Vývinové zákonitosti klasickej harmónie. Bratislava: Národné hudobné centrum, 1997. ISBN 80-967799-5-8.
HŮLA, Z. Nauka o kontrapunktu. Praha: 1965.
RIESINGER, K. Nauka o kontrapunktu 20. století. Praha: Panton, 1984.
Hudobná literatúra: partitúry hudby 17. – 20. storočia.
Recommended readings :
JEPPESEN, K. Kontrapunkt. Leipzig: VEB Breitkopf und Härtel, 1978.
MOTTE de la, D. Harmonielehre. Bärenreiter, 1999. ISBN 3-7618-4183-3.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
KAISER, U. Gehörbildung. Satzlehre, Improvisation, Höranalyse. Ein Lehrgang mit historischen Beispielen. Bärenreiter, 1989. ISBN 3-7618-1159-4.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student will be evaluated at the end of the course on the basis of a test.
A minimum of 91 points is required for a grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters basic concepts in the field of music-theoretical issues, however, slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music-theoretical problems, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Practicum on the selected topic: the quintacord as a vertical unit. Cadences. Fundamentals of tonal functional harmony. Harmonic thinking in the 17th-19th centuries. Selected problems of harmony in the space of extended tonality in the 20th century. Chords of the higher third system, chordal complexes. Harmonic analysis. Modulations. Practical practice of harmonization, modulations, realization of vocal and instrumental multiphonics. Viachlas. Bourdon. Heterophony. Polyphony, its development and types. Counterpoint techniques. Imitation, permutation. Counterpoint analysis.
Learning outcomes/ Objectives and learning outcomes:
In the seminar, the student deepens and practically verifies the knowledge acquired in the course and confronts it in the context of examples from composition practice.
Transferable competencies:
The course strengthens competencies to verbalize musical knowledge and experiences in words and writing for the needs of different levels of arts education, directed towards pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory readings:
BURLAS, L. Formy a druhy hudobného umenia. 4. vydanie. Žilina: EDIS-Vydavateľstvo ŽU, 2006. ISBN 80-8070-522-4.
FALTIN, P. Funkcia zvuku v hudobnej štruktúre. Bratislava: Štátne hudobné vydavateľstvo, 1966.
KRESÁNEK, J. Základy hudobného myslenia. Bratislava: Opus, 1977.
KRESÁNEK, J. Tonalita. Bratislava: Opus, 1982.
KRESÁNEK, J. Tektonika. Bratislava: Asco – Art & Science, 1994. ISBN 80-901416-7-6.
KÜHN, C. Analyse lernen. Bärenreiter, 1999. ISBN 3-7618-1154-3.
RISINGER, K. Hierarchie hudebních celků v novodobé evropské hudbě. Praha: Panton, 1969
Recommended readings:
SCHÖNBERG, A. Fundamentals of Musical Composition. London: Faber, 1967.
ISBN 0-571-09276-4.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student will be evaluated at the end of the course on the basis of a test.
A grade of A requires a minimum of 91 points, a grade of B requires a minimum of 81 points, a grade of C requires a minimum of 73 points, a grade of D requires a minimum of 66 points, and a grade of E requires a minimum of 60 points.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters basic concepts in the field of music-theoretical issues, however, slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music-theoretical problems, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Practical study of selected issues:
Musical thinking. Forms and types of musical art from the beginnings to the present. Musical units and their hierarchy. Building units of music and working with them. Musical shapes and forms and their typology in historical cross-section. Form analysis.
Learning outcomes/ Objectives and learning outcomes:
In the seminar, the student deepens and practically verifies the knowledge acquired in the course and confronts it in the context of examples from composition practice.
Transferable competencies:
The course leads to independent work with literature and information sources, strengthens the competence to verbalize musical knowledge
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week seminar, total 22 hours per semester, combined form
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 14 hours preparation of seminar work; 40 hours preparation for continuous assessment. Total 76 hours of student work.
Teaching methods:
Combination of monological methods (instruction), situational methods (case studies), dialogical methods (interview, discussion), and practical methods (musical and textual transcription, analysis).
Compulsory/Recommended readings:
Compulsory:
DÚŽEK, S. – GARAJ, B. Slovenské ľudové tance a hudba. Bratislava: Ústav hudobnej vedy SAV, 2001. ISBN 80-968279-3-6.
ELSCHEKOVÁ, A. – ELSCHEK, O. Úvod do štúdia slovenskej ľudovej hudby. 3. vyd. Bratislava: Hudobné centrum, 2005. ISBN 80-88884-69-1.
ELSCHEKOVÁ, A.– ELSCHEK, O. Slovenské ľudové piesne a nástrojová hudba. Antológia. Bratislava: Osvetový ústav, 1980. (Dotlač: 1982)
LENG, L. Slovenské ľudové hudobné nástroje. Bratislava: Veda, 1967.
Recommended (of interest):
BOTÍK, J. Etnická história Slovenska. K problematike etnicity, etnickej identity, multietnického Slovenska a zahraničných Slovákov. Bratislava – Martin – Nitra: Lúč, 2007. ISBN 978-80-7114-650-6.
BURLASOVÁ, S. Kapitoly o slovenskej ľudovej piesni. Ed. Hana Urbancová. Bratislava: Ústav hudobnej vedy SAV, 2013. ISBN 978-80-89135-30-1.
BURLASOVÁ, S. Vojenské a regrútske piesne. Bratislava: Vydavateľstvo Veda, 1991. ISBN 80-224-0095-5.
BURLASOVÁ, S. Slovenské ľudové balady. Bratislava: Scriptorium musicum, 2002. ISBN 80-88737-34-6.
DEMO, O. – HRABALOVA, Olga. Žatevné a dožinkové piesne. 1. vyd. Bratislava: Opus, 1969; 2. vyd. Bratislava: Veda, 1971.
ELSCHEK, O. Slovenské ľudové píšťaly a ďalšie aerofóny. Bratislava: Vydavateľstvo Veda, 1991. ISBN 80-224-0096-3.
GARAJ, B. Gajdy a gajdošská tradícia na Slovensku. Bratislava: ASCO, 1995. ISBN 80-901416-6-8.
MÁZOROVÁ, M. – ONDREJKA, K. a kol. Slovenské ľudové tance. Bratislava: SPN, 1991. ISBN 80-08-00322-7.
URBANCOVÁ, H. Trávnice – lúčne piesne na Slovensku. Bratislava: AEPress, 2005. ISBN 80-88880-67-X.
URBANCOVÁ, H. Jánske piesne na Slovensku. Bratislava: AEPress, 2010. ISBN 978-80-88880-90-5.
URBANCOVÁ, H. Vybrané kapitoly z dejín slovenskej etnomuzikológie. Bratislava: Ústav hudobnej vedy SAV, 2016. ISBN 978-80-89135-37-0.
URBANCOVÁ, H. (ed.). Piesňová tradícia etnických menšín v období Vianoc. Bratislava: Ústav hudobnej vedy SAV; AEPress, 2006. ISBN 80-89135-11-0.
Sources of traditional music (written, visual, audio, audiovisual).
Course completion requirements:
There will be two written term papers of 50 points each during the semester.
Students may earn 50 points for each seminar paper. The final grade will be the sum of the points earned on both term papers.
A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 25 points in either of the two written examinations. To pass the course, a minimum score of 60% is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - additional work required)
A - excellent performance, the student knows the basic concepts of ethnomusicology, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the basic concepts of ethnomusicology, but slight deficiencies are observed in the application of the knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of ethnomusicology, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of ethnomusicology, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learned in practice, he/she has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of ethnomusicology, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of ethnomusicology, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Selected topics:
History of documentation and reflection of Slovak folk song and music. Historical sources of Slovak folk song. Musical and stylistic layers of Slovak folk music. Song types and genres of Slovak folk music culture. Folk vocal music in Slovakia. Folk musical instruments and their systematics, solo and ensemble instrumental music (instrumental associations), dance. Regions of Slovak folk music. Ethnic minorities in Slovakia, their history, cultural tradition and specifics, the place of ethnic minorities in the traditional musical culture of the regions of Slovakia.
Learning outcomes/ Objectives and learning outcomes:
The student will deepen and practically verify the theoretical knowledge acquired in the course Introduction to Ethnomusicology in the application to Slovak folk music culture and traditional musical cultures of ethnic minorities in Slovakia. The student will gain an overview of the historical sources of Slovak musical folklore, or musical folklore in Slovakia (including ethnic minorities) and a basic orientation in Slovak folk vocal music, instrumental music and dance. Using specific musical material, it develops basic skills in working with folk song and music, with possibilities for use in pedagogical practice.
Type of activities, scope (number of hours) and methods of educational activities:
1 hour seminar/week, 11 hours total per semester, combined (primarily full-time)
Student workload: 11 x 1 hours = 11 hours of direct instruction, 29 hours of preparation for seminar work; 20 hours for midterm evaluation, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
GAVORA, P. a kol. Elektronická učebnica pedagogického výskumu. [online] Bratislava: Univerzita Komenského, 2010. Dostupné na: http://e-metodologia.fedu.uniba.sk/ ISBN 978-80-223-2951-4.
GAVORA, P.– KOLLÁRIKOVÁ, Z.– NOVÁKOVÁ, E. Manuál na tvorbu bakalárskej a diplomovej práce. [e-kniha] Bratislava: Pedagogická fakulta UK, 2010
MISTRÍK, J. Štylistika. Bratislava: Slovenské pedagogické nakladateľstvo, 1985. ISBN 67-216-85.
VYDRA, A. Akademické písanie. Ako vzniká filozofický text. Trnava: Filozofická fakulta Trnavskej univerzity, 2010. ISBN 978-80-8082-414-3.
Compulsory readings:
MEŠKO, D. – KATUŠČÁK D., FINDRA J.a kol. Chcete byť úspešní na vysokej škole? Akademická príručka. 3. vyd. Martin: Osveta, 2013. ISBN 978-80-8063-392-9.
BELLMAN, J. A Short Guide to Writing about Music. Longman, 2007. ISBN 0-321-18-791-1.
COWDERY, J. R. How to Write About Music. The RILM Manual of Style. New York: RILM, 2005. ISBN 978-1-932765-03-4.
HERBERT, T.. Music in Words. A Guide to Researching & Writing about Music. Oxford: Oxford University Press, 2009. ISBN 978-0-19-537373-8.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student is evaluated in two phases: on the basis of in-class activity (completion of intermediate assignments) and for the preparation, presentation and submission of a seminar paper. For the first part, the student may receive 60 points, for the second part 40 points.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the principles of the methodology of producing professional texts, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the principles of methodology of creating professional texts, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge of the methodology of the creation of professional texts, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge of the methodology of the production of professional texts, has significant deficiencies in the problem, cannot apply what he/she has learnt in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of methodology of professional text production, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of methodology of professional text production, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Specialized libraries, domestic and foreign professional and scientific information sources, their relevance and use: encyclopedias (The New Grove Dictionary of Music and Musicians, Die Musik in Geschichte und Gegenwart), databases (Répertoire International de Littérature Musicale www. rilm.org), syntheses, monographs, articles in scientific and professional journals (Musicologica Slovaca, Musicologica Istropolitana, Slovak Music, Musical Life, Muses in School, etc.) and in thematic and conference journals. Creation of bibliography and research. Principles of creating a professional text on music, author's perspective, style and musical terminology. Scientific and professional text, music journalism, music criticism. Music pedagogical research. Use and citation of music examples and recordings. Use of the internet.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to develop information literacy, professional, methodological and expressive skills of male and female students. After completing the course, the student knows and can navigate in primary and secondary professional and scientific sources in the field of study, knows and can apply the principles of author's ethics, can critically evaluate the professional quality of online sources, can apply the principles of writing a professional text, can structure a professional text in accordance with the conventions of the field.
Transferable competences: The student also acquires basic tools for conducting research in this field, which can be used in the development of the final thesis and in teaching practice.
Type of activities, scope (number of hours) and methods of educational activities:
1 hour seminar/week, 11 hours total per semester, combined (primarily full-time)
Student workload: 11 x 1 hours = 11 hours of direct instruction, 29 hours of preparation for seminar work; 20 hours for midterm evaluation, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
GAVORA, P. a kol. Elektronická učebnica pedagogického výskumu. [online] Bratislava: Univerzita Komenského, 2010. Dostupné na: http://e-metodologia.fedu.uniba.sk/ ISBN 978-80-223-2951-4.
GAVORA, P.– KOLLÁRIKOVÁ, Z.– NOVÁKOVÁ, E. Manuál na tvorbu bakalárskej a diplomovej práce. [e-kniha] Bratislava: Pedagogická fakulta UK, 2010
MISTRÍK, J. Štylistika. Bratislava: Slovenské pedagogické nakladateľstvo, 1985. ISBN 67-216-85.
VYDRA, A. Akademické písanie. Ako vzniká filozofický text. Trnava: Filozofická fakulta Trnavskej univerzity, 2010. ISBN 978-80-8082-414-3.
Compulsory readings:
MEŠKO, D. – KATUŠČÁK D., FINDRA J.a kol. Chcete byť úspešní na vysokej škole? Akademická príručka. 3. vyd. Martin: Osveta, 2013. ISBN 978-80-8063-392-9.
BELLMAN, J. A Short Guide to Writing about Music. Longman, 2007. ISBN 0-321-18-791-1.
COWDERY, J. R. How to Write About Music. The RILM Manual of Style. New York: RILM, 2005. ISBN 978-1-932765-03-4.
HERBERT, T.. Music in Words. A Guide to Researching & Writing about Music. Oxford: Oxford University Press, 2009. ISBN 978-0-19-537373-8.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student is evaluated in two phases: on the basis of in-class activity (completion of intermediate assignments) and for the preparation, presentation and submission of a seminar paper. For the first part, the student may receive 60 points, for the second part 40 points.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points.
The marks shall be awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student knows the principles of the methodology of producing professional texts, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the principles of methodology of creating professional texts, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge of the methodology of the creation of professional texts, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge of the methodology of the production of professional texts, has significant deficiencies in the problem, cannot apply what he/she has learnt in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of methodology of professional text production, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of methodology of professional text production, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Specialized libraries, domestic and foreign professional and scientific information sources, their relevance and use: encyclopedias (The New Grove Dictionary of Music and Musicians, Die Musik in Geschichte und Gegenwart), databases (Répertoire International de Littérature Musicale www. rilm.org), syntheses, monographs, articles in scientific and professional journals (Musicologica Slovaca, Musicologica Istropolitana, Slovak Music, Musical Life, Muses in School, etc.) and in thematic and conference journals. Creation of bibliography and research. Principles of creating a professional text on music, author's perspective, style and musical terminology. Scientific and professional text, music journalism, music criticism. Music pedagogical research. Use and citation of music examples and recordings. Use of the internet.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to develop information literacy, professional, methodological and expressive skills of male and female students. After completing the course, the student knows and can navigate in primary and secondary professional and scientific sources in the field of study, knows and can apply the principles of author's ethics, can critically evaluate the professional quality of online sources, can apply the principles of writing a professional text, can structure a professional text in accordance with the conventions of the field.
Transferable competences: The student also acquires basic tools for conducting research in this field, which can be used in the development of the final thesis and in teaching practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 1 Over the study period: 11
Student workload:11 x 1 hour of direct teaching = 11 hours, 26 hours of preparation for individual seminars, 3 hours of literature study, 10 hours of preparation for the final output. Total 50 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
Course completion requirements:
Student's systematic preparation for individual seminars worth 50 points. A final performance consisting of a selection of rehearsed repertoire up to 10 minutes, worth 50 points.
The final output is internally assessed by the instructor.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learnt in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired minimal knowledge, cannot apply it adequately
transfer to practice - significant deficiencies can be observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The student will gain practical experience of playing a musical instrument/singing, using the playing/singing apparatus correctly and effectively. In the case of a harmonic instrument, the student masters musical accompaniment, practically masters the procedures of classical harmony, plays with both hands, The selection of repertoire and circuits is designed according to the individual student's abilities so that the student is able to progress systematically. The intent is to expand their instrumental/vocal skills as an essential part of the professional portfolio of a future teacher of music related subjects.
Technical exercises, etudes, vocalises, folk songs
For more advanced students, the student's instrumental/vocal skills are honed.
Learning outcomes/ Objectives and learning outcomes:
The student acquires elementary skills and habits of playing a musical instrument/song, mastering the technique of playing the instrument/song so that he/she can apply and use this musical instrument in the teaching process, also using it in other musical activities in school and extracurricular work. In lessons with an individual approach under the influence of the teacher, he/she creates his/her personality, acquires and strengthens interpersonal and communication skills.
In the case of more advanced students, the improvement of the student's instrumental/singing skills is approached.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 1 Over the study period: 11
Student workload:11 x 1 hour of direct teaching = 11 hours, 26 hours of preparation for individual seminars, 3 hours of literature study, 10 hours of preparation for the final output. Total 50 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
Course completion requirements:
Student's systematic preparation for individual seminars worth 50 points. A final performance consisting of a selection of rehearsed repertoire up to 10 minutes, worth 50 points.
The final output is internally assessed by the instructor.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learnt in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired minimal knowledge, cannot apply it adequately
transfer to practice - significant deficiencies can be observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The student will gain practical experience of playing a musical instrument/singing, using the playing/singing apparatus correctly and effectively. In the case of a harmonic instrument, the student masters musical accompaniment, practically masters the procedures of classical harmony, plays with both hands, The selection of repertoire and circuits is designed according to the individual student's abilities so that the student is able to progress systematically. The intent is to expand their instrumental/vocal skills as an essential part of the professional portfolio of a future teacher of music related subjects.
Technical exercises, etudes, vocalises, folk songs
For more advanced students, the student's instrumental/vocal skills are honed.
Learning outcomes/ Objectives and learning outcomes:
The student acquires elementary skills and habits of playing a musical instrument/song, mastering the technique of playing the instrument/song so that he/she can apply and use this musical instrument in the teaching process, also using it in other musical activities in school and extracurricular work. In lessons with an individual approach under the influence of the teacher, he/she creates his/her personality, acquires and strengthens interpersonal and communication skills.
In the case of more advanced students, the improvement of the student's instrumental/singing skills is approached.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 1 Over the study period: 11
Student workload:11 x 1 hour of direct teaching = 11 hours, 26 hours of preparation for individual seminars, 4 hours of literature study, 9 hours of preparation for the final output. Total 50 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
Course completion requirements:
Student's systematic preparation for individual seminars worth 50 points. A final performance consisting of a selection of rehearsed repertoire up to 10 minutes, worth 50 points.
The final output is internally assessed by the instructor.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learnt to practice - the practical performance shows deficiencies
D - acceptable performance, the student has only partially acquired the knowledge, there are major deficiencies in the subject matter, he/she cannot apply what he/she has learnt in practice - the practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The student will gain practical experience of playing a musical instrument/singing, using the playing/singing apparatus correctly and effectively. Achieves optimum sonority of the instrument, plays/sings from musical notation and by ear. In the case of a harmony instrument, masters musical accompaniment, has a working knowledge of classical harmony techniques, plays with both hands, is able to improvise. Within the framework of music education, he/she masters rhythmic and melodic patterns and methods of their acquisition, deepens his/her own musical abilities. The selection of repertoire and circuits is designed according to the individual student's gifts so that the student is able to progress systematically. The intention is to expand one's instrumental/vocal skills as an essential part of the professional portfolio of a future teacher of music-related subjects.
Technical exercises, etudes, vocalises, folk songs
For more advanced students, the student's instrumental/vocal skills are honed.
Learning outcomes/ Objectives and learning outcomes:
The student deepens the elementary skills and habits of playing a musical instrument/song, masters the technique of playing the instrument/song so that he/she can apply and use this musical instrument in the teaching process, also using it in other musical activities in school and extracurricular work. In lessons with an individual approach under the influence of the teacher, he/she creates his/her personality, acquires and strengthens interpersonal and communication skills.
In the case of more advanced students, the improvement of the student's instrumental/singing skills is approached.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 1 Over the study period: 11
Student workload:11 x 1 hour of direct teaching = 11 hours, 26 hours of preparation for individual seminars, 4 hours of literature study, 9 hours of preparation for the final output. Total 50 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
Course completion requirements:
Student's systematic preparation for individual seminars worth 50 points. A final performance consisting of a selection of rehearsed repertoire up to 10 minutes, worth 50 points.
The final output is internally assessed by the instructor.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learnt to practice - the practical performance shows deficiencies
D - acceptable performance, the student has only partially acquired the knowledge, there are major deficiencies in the subject matter, he/she cannot apply what he/she has learnt in practice - the practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The student will gain practical experience of playing a musical instrument/singing, using the playing/singing apparatus correctly and effectively. Achieves optimum sonority of the instrument, plays/sings from musical notation and by ear. In the case of a harmony instrument, masters musical accompaniment, has a working knowledge of classical harmony techniques, plays with both hands, is able to improvise. Within the framework of music education, he/she masters rhythmic and melodic patterns and methods of their acquisition, deepens his/her own musical abilities. The selection of repertoire and circuits is designed according to the individual student's gifts so that the student is able to progress systematically. The intention is to expand one's instrumental/vocal skills as an essential part of the professional portfolio of a future teacher of music-related subjects.
Technical exercises, etudes, vocalises, folk songs
For more advanced students, the student's instrumental/vocal skills are honed.
Learning outcomes/ Objectives and learning outcomes:
The student deepens the elementary skills and habits of playing a musical instrument/song, masters the technique of playing the instrument/song so that he/she can apply and use this musical instrument in the teaching process, also using it in other musical activities in school and extracurricular work. In lessons with an individual approach under the influence of the teacher, he/she creates his/her personality, acquires and strengthens interpersonal and communication skills.
In the case of more advanced students, the improvement of the student's instrumental/singing skills is approached.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: dialogical, practical, project-based, brainstorming, guided self-study
Compulsory/Recommended readings:
The course does not work with compulsory literature, as it is focused on the creation of individual creations according to the creative potential of students and with the integration of knowledge and experience gained in professional subjects.
Recommended (of interest) readings:
BOROŠ, T. Baustenie – skladačky, cyklus modelov pre elementárnu kompozíciu a improvizáciu. [online] Bratislava: ISCM, 2013. dostupné na: www.newmusicforkids.org
EBEN, P. – HURNÍK I. Česká Orffova škola. Praha: Supraphon, 1969.
JURKOVIČ, P. Instrumentální soubor na ZŠ. Praha: SPN, 1989.
ORFF, C. – KEETMAN G. Orff-Schulwerk-Musik für Kinder I-V. Mainz: Schott, 1952.
PAYNEOVÁ, H.. Kreatívny pohyb a tanec. 1. vyd. Praha: Portál, 1999.
ISBN 80-7178-213-0.
PICA, R.. Experiences in Movement and Music. Wadsworth: Cengage Learning, 2010.
ISBN-13: 978-1-4283-9972-3.
WILSON, P. N. Hear and Now. Bratislava: Hudobné centrum, 2002.
ISBN 80-8884-35-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course concludes with a final presentation and written reflection. A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
Credit will not be awarded to a student who fails to complete any of the assigned topics. Fifty percent of the total points will be the midterm grade; 50 percent of the points will be the final presentation grade.
The interim assessment consists of sub-assignments, assignments, and proposals. The examination consists of a presentation of the project (in public if possible) followed by a written reflection.
A - excellent performance, the student knows the basic principles of creativity, creative thinking, designing own projects and project-based learning; can apply what he/she has learned to practice; thinks critically, evaluates;
B - excellent performance, the student masters the basic principles of creativity, creative thinking, creation of own projects and project teaching, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he has significant deficiencies in the problem, he cannot apply what he has learned in practice, he has problems solving model situations; his term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the basic principles of creativity, creative thinking, creation of own projects and project teaching, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in practice. Music-making skills. Musical-dramatic activities. Creation and realization of own musical, music-dramatic projects or workshops. The topic and type of output is chosen by the students in cooperation with the teacher.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives and outcomes:
The student is guided to develop his/her own creative thinking, music production activities, propose original solutions in the field of musical activities. The student works creatively with sounds and expressive means of music in various musical activities. The student acquires the skills of teamwork and organization of collective activities. The student will develop self-presentation and social communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: dialogical, practical, project-based, brainstorming, guided self-study
Compulsory/Recommended readings:
The course does not work with compulsory literature, as it is focused on the creation of individual creations according to the creative potential of students and with the integration of knowledge and experience gained in professional subjects.
Recommended (of interest) readings:
BOROŠ, T. Baustenie – skladačky, cyklus modelov pre elementárnu kompozíciu a improvizáciu. [online] Bratislava: ISCM, 2013. dostupné na: www.newmusicforkids.org
EBEN, P. – HURNÍK I. Česká Orffova škola. Praha: Supraphon, 1969.
JURKOVIČ, P. Instrumentální soubor na ZŠ. Praha: SPN, 1989.
ORFF, C. – KEETMAN G. Orff-Schulwerk-Musik für Kinder I-V. Mainz: Schott, 1952.
PAYNEOVÁ, H.. Kreatívny pohyb a tanec. 1. vyd. Praha: Portál, 1999.
ISBN 80-7178-213-0.
PICA, R.. Experiences in Movement and Music. Wadsworth: Cengage Learning, 2010.
ISBN-13: 978-1-4283-9972-3.
WILSON, P. N. Hear and Now. Bratislava: Hudobné centrum, 2002.
ISBN 80-8884-35-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course concludes with a final presentation and written reflection. A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
Credit will not be awarded to a student who fails to complete any of the assigned topics. Fifty percent of the total points will be the midterm grade; 50 percent of the points will be the final presentation grade.
The interim assessment consists of sub-assignments, assignments, and proposals. The examination consists of a presentation of the project (in public if possible) followed by a written reflection.
A - excellent performance, the student knows the basic principles of creativity, creative thinking, designing own projects and project-based learning; can apply what he/she has learned to practice; thinks critically, evaluates;
B - excellent performance, the student masters the basic principles of creativity, creative thinking, creation of own projects and project teaching, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he has significant deficiencies in the problem, he cannot apply what he has learned in practice, he has problems solving model situations; his term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the basic principles of creativity, creative thinking, creation of own projects and project teaching, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in practice. Music-making skills. Musical-dramatic activities. Creation and realization of own musical, music-dramatic projects or workshops. The topic and type of output is chosen by the students in cooperation with the teacher.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives and outcomes:
The student is guided to develop his/her own creative thinking, music production activities, propose original solutions in the field of musical activities. The student works creatively with sounds and expressive means of music in various musical activities. The student acquires the skills of teamwork and organization of collective activities. The student will develop self-presentation and social communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: dialogical, practical, project-based, brainstorming, guided self-study
Compulsory/Recommended readings:
The course does not work with compulsory literature, as it is focused on the creation of individual creations according to the creative potential of students and with the integration of knowledge and experience gained in professional subjects.
Recommended (of interest) readings:
BOROŠ, T. Baustenie – skladačky, cyklus modelov pre elementárnu kompozíciu a improvizáciu. [online] Bratislava: ISCM, 2013. dostupné na: www.newmusicforkids.org
EBEN, P. – HURNÍK I. Česká Orffova škola. Praha: Supraphon, 1969.
JURKOVIČ, P. Instrumentální soubor na ZŠ. Praha: SPN, 1989.
ORFF, C.- KEETMAN G. Orff-Schulwerk-Musik für Kinder I-V. Mainz: Schott, 1952.
PAYNEOVÁ, H. Kreatívny pohyb a tanec. 1. vyd. Praha: Portál, 1999.
ISBN 80-7178-213-0.
PICA, R. Experiences in Movement and Music. Wadsworth: Cengage Learning, 2010.
ISBN-13: 978-1-4283-9972-3.
WILSON, P. N. Hear and Now. Bratislava: Hudobné centrum, 2002.
ISBN 80-8884-35-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course is completed with a final presentation and written reflection. A minimum of 91 points is required for a grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
Credit will not be awarded to a student who fails to complete any of the assigned topics. Fifty percent of the total points will be the midterm grade; 50 percent of the points will be the final presentation grade.
The interim assessment consists of sub-assignments, assignments, and proposals. The examination consists of a presentation of the project (in public if possible) followed by a written reflection.
A - excellent performance, the student knows the basic principles of creativity, creative thinking, designing own projects and project-based learning; can apply what he/she has learned to practice; thinks critically, evaluates;
B - excellent performance, the student masters the basic principles of creativity, creative thinking, creation of own projects and project teaching, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he has significant deficiencies in the problem, he cannot apply what he has learned in practice, he has problems solving model situations; his term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the basic principles of creativity, creative thinking, creation of own projects and project teaching, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in practice. Music-making skills. Musical-dramatic activities. Creation and realization of own musical, musical-dramatic projects or workshops. The topic and the type of performance are chosen by the students in cooperation with the teacher.
Learning outcomes/ Objectives and learning outcomes:
The student will be able to think creatively and apply music production activities, designing and creating original solutions in the field of musical activities. The student is able to work creatively and independently with the sounds and expressive means of music in various musical activities. Gain spontaneous and relaxed expression. The student will acquire the skills of teamwork and organisation of collective activities. The student will develop and consolidate self-presentation and social communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: dialogical, practical, project-based, brainstorming, guided self-study
Compulsory/Recommended readings:
The course does not work with compulsory literature, as it is focused on the creation of individual creations according to the creative potential of students and with the integration of knowledge and experience gained in professional subjects.
Recommended (of interest) readings:
BOROŠ, T. Baustenie – skladačky, cyklus modelov pre elementárnu kompozíciu a improvizáciu. [online] Bratislava: ISCM, 2013. dostupné na: www.newmusicforkids.org
EBEN, P. – HURNÍK I. Česká Orffova škola. Praha: Supraphon, 1969.
JURKOVIČ, P. Instrumentální soubor na ZŠ. Praha: SPN, 1989.
ORFF, C.- KEETMAN G. Orff-Schulwerk-Musik für Kinder I-V. Mainz: Schott, 1952.
PAYNEOVÁ, H. Kreatívny pohyb a tanec. 1. vyd. Praha: Portál, 1999.
ISBN 80-7178-213-0.
PICA, R. Experiences in Movement and Music. Wadsworth: Cengage Learning, 2010.
ISBN-13: 978-1-4283-9972-3.
WILSON, P. N. Hear and Now. Bratislava: Hudobné centrum, 2002.
ISBN 80-8884-35-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course is completed with a final presentation and written reflection. A minimum of 91 points is required for a grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
Credit will not be awarded to a student who fails to complete any of the assigned topics. Fifty percent of the total points will be the midterm grade; 50 percent of the points will be the final presentation grade.
The interim assessment consists of sub-assignments, assignments, and proposals. The examination consists of a presentation of the project (in public if possible) followed by a written reflection.
A - excellent performance, the student knows the basic principles of creativity, creative thinking, designing own projects and project-based learning; can apply what he/she has learned to practice; thinks critically, evaluates;
B - excellent performance, the student masters the basic principles of creativity, creative thinking, creation of own projects and project teaching, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he has significant deficiencies in the problem, he cannot apply what he has learned in practice, he has problems solving model situations; his term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the basic principles of creativity, creative thinking, creation of own projects and project teaching, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in practice. Music-making skills. Musical-dramatic activities. Creation and realization of own musical, musical-dramatic projects or workshops. The topic and the type of performance are chosen by the students in cooperation with the teacher.
Learning outcomes/ Objectives and learning outcomes:
The student will be able to think creatively and apply music production activities, designing and creating original solutions in the field of musical activities. The student is able to work creatively and independently with the sounds and expressive means of music in various musical activities. Gain spontaneous and relaxed expression. The student will acquire the skills of teamwork and organisation of collective activities. The student will develop and consolidate self-presentation and social communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 1 hour tutorial/week, total 22 hours per semester, combined (primarily face-to-face)
Student workload: 11 x 2 hours = 22 hours of direct teaching, 18 hours of preparation for seminar work; 20 hours for continuous assessment, 60 hours of student work in total
Teaching methods: small group work, problem solving, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
COLLINS, N. Handmade Electronic Music. The Art of Hardware Hacking. Second edition. Oxon/New York: Routledge, 2009. ISBN: 0-415-99609-0.
DAVIES, H. Sounds Heard. Chelmsford: Soundworld Publishers, 2002.
ISBN 1-902440-05-6.
príručky k softvérom (voľne dostupné na internete),napr.
http://www.flossmanuals.net/audacity/, http://en.flossmanuals.net/audio-production/ch002_what-is-digital-audio/, http://en.wikipedia.org/wiki/Digital_audio
Recommended readings:
GUERIN, R. Veľká kniha midi. Brno: Computer Press 2004. ISBN 80-722-6985-2
SENIOR, M. Mixujeme hudbu v domácím nahrávacím studiu. Brno: Computer Press 2014. ISBN 978-80-251-3798-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
100% of continuous assessment. The continuous assessment consists of sub-assignments, assignments, exercises and a final term paper.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, student knows the computer principles of music software, can apply what has been learned in theory to practice; critically evaluated;
B - excellent performance, the student knows the principles of music software, but slight deficiencies are observed when applying the knowledge to practice - he/she solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, the student has acquired knowledge of computer principles of music software, but can only partially apply what he/she has learned to practice; has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge of computer principles of music software, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of computer principles of music software, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the computer principles of music software, or has not met the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Basics of sound recording (sampling rate, bit depth, digital vs. analogue, sound formats and compression), basics of sound processing (editing, normalization, effects) in AUDACITY (http://audacity.sourceforge.net/?lang=skHYPERLINK), sound archiving (burning to CD, DVD, cloud storage), basics of music mixing, basics of note typesetting in MUSESCORE (http://musescore.org/sk), basics of using MIDI peripherals and their proper connection
Learning outcomes/ Objectives and learning outcomes:
The student will acquire basic skills and knowledge in computer work in the following areas: recording, sound processing and archiving, notation, working with MIDI instruments, etc.
Transferable competences. Works mainly with freely available "open source" software developed by foreign universities and expert volunteers.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 1 hour tutorial/week, total 22 hours per semester, combined (primarily face-to-face)
Student workload: 11 x 2 hours = 22 hours of direct teaching, 18 hours of preparation for seminar work; 20 hours for continuous assessment, 60 hours of student work in total
Teaching methods: small group work, problem solving, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
COLLINS, N. Handmade Electronic Music. The Art of Hardware Hacking. Second edition. Oxon/New York: Routledge, 2009. ISBN: 0-415-99609-0.
DAVIES, H. Sounds Heard. Chelmsford: Soundworld Publishers, 2002.
ISBN 1-902440-05-6.
príručky k softvérom (voľne dostupné na internete),napr.
http://www.flossmanuals.net/audacity/, http://en.flossmanuals.net/audio-production/ch002_what-is-digital-audio/, http://en.wikipedia.org/wiki/Digital_audio
Recommended readings:
GUERIN, R. Veľká kniha midi. Brno: Computer Press 2004. ISBN 80-722-6985-2
SENIOR, M. Mixujeme hudbu v domácím nahrávacím studiu. Brno: Computer Press 2014. ISBN 978-80-251-3798-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
100% of continuous assessment. The continuous assessment consists of sub-assignments, assignments, exercises and a final term paper.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points, and a grade of E requires at least 60 points.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results)
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
A - excellent performance, student knows the computer principles of music software, can apply what has been learned in theory to practice; critically evaluated;
B - excellent performance, the student knows the principles of music software, but slight deficiencies are observed when applying the knowledge to practice - he/she solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, the student has acquired knowledge of computer principles of music software, but can only partially apply what he/she has learned to practice; has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge of computer principles of music software, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of computer principles of music software, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the computer principles of music software, or has not met the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Basics of sound recording (sampling rate, bit depth, digital vs. analogue, sound formats and compression), basics of sound processing (editing, normalization, effects) in AUDACITY (http://audacity.sourceforge.net/?lang=skHYPERLINK), sound archiving (burning to CD, DVD, cloud storage), basics of music mixing, basics of note typesetting in MUSESCORE (http://musescore.org/sk), basics of using MIDI peripherals and their proper connection
Learning outcomes/ Objectives and learning outcomes:
The student will acquire basic skills and knowledge in computer work in the following areas: recording, sound processing and archiving, notation, working with MIDI instruments, etc.
Transferable competences. Works mainly with freely available "open source" software developed by foreign universities and expert volunteers.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours per week, seminar, combined form (primarily attendance).
Student workload: 11 x 2 hours of direct teaching = 22 hours; 8 hours of seminar preparation; 10 hours of report preparation; 10 hours of test preparation. Total 50 hours of student work.
Teaching methods: exposition (description and explanation of the rules of German spelling), fixation (repetitive exercises, homework and dictations, games), diagnostic and classification (written exams and didactic tests).
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
Duden. Die deutsche Rechtschreibung. Mannheim: Verlag Duden, 2020. 1296 s. ISBN 978-3-411-04018-6
Recommended readings:
https://www.duden.de/sprachwissen/rechtschreibregeln
HAAS, CH./MENZEL, W. 2007. Rechtschreibung – leicht gemacht!. München: Compact Verlag, 2007. 147 s. ISBN 978-3-8174-7714-2
SCHIEMANN E./BÖLCK M. 2008. Hören, sprechen, richtig schreiben. Stuttgart: Schmetterlin, 2008. 186 s. ISBN 3-89657-805-7
Course completion requirements:
assessment (paper, final test - 100/0)
The basis for the assessment is the paper and the final test. Students must pass both in order to receive a grade. The student will receive a maximum of 50 points for the paper and a maximum of 50 points for the final test.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The student has mastered the rules of German spelling and can explain them, recognizes errors and corrects them. The student is able to apply the acquired knowledge in different contexts.
Very good: The student as mastered the rules of German spelling, can explain and apply them with very few errors in different contexts, recognizes most errors and can correct them
Good: The student has understood the rules of German spelling, can reproduce and apply them with minor errors, can recognize and correct many errors made by others
Satisfactory: The student has only partially understood the rules of German spelling, repeatedly make mistakes when applying them. Errors made by others are only partially recognized and corrected.
Satisfactory: The rules of German spelling were only insufficiently understood and gross errors occur in the implementation; the errors of others are also hardly recognized and can only rarely be corrected.
Sufficient: sufficient treatment of the topic, minimal or no knowledge of the scientific context, a large number of orthographic, stylistic errors.
German
Course outcomes of subject (content):
New German spelling, its history, characteristics - basic principles, comparison with old spelling, s/ss/ß. Writing words with a consonant, special cases in the new German spelling, word division, writing foreign words, writing words together and separately, writing words with a hyphen, writing words with a capital initial letter, writing words with a small initial letter as well as punctuation are practiced. Repetition exercises, tests and dictations are aimed at consolidating the acquired knowledge.
According to the profile, the graduate has oral and written communication skills, which undoubtedly include competence in orthography.
assessment (paper, final test - 100/0)
The basis for the assessment is the paper and the final test. Students must pass both in order to receive a grade. The student will receive a maximum of 50 points for the paper and a maximum of 50 points for the final test.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: The students learn the German orthography as a basic requirement for the correct reception and production of different types of texts. The Orthographic competence is promoted. The students know the spelling rules, the correct spelling of words and the rules of punctuation and can reproduce them in exercises, dictations and texts as well as present them in detail and explain them with examples. The students have a sufficiently correct command of spelling and punctuation, but they can occasionally show influences of the mother tongue. They can recognize most of their own and others' mistakes and correct them.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendence).
Student workload: 11x 2 hours of direct teaching = 22 hours; 10 hours preparation for direct teaching, 18 hours preparation for seminar work. Total 50 hours of student work.
Teaching methods: expository (explanation of theoretical knowledge in the field of writing professional texts and creating final theses, fixation (training of typical vocabulary for individual types of professional texts in the final thesis), diagnostic and classification, etc.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
KATUŠČÁK, D. 2013. Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 2013. 162 s. ISBN 8089132454
Recommended readings:
GAVORA, P. 2008. Úvod do pedagogického výskumu. 4.vyd. Bratislava: Univerzita Komenského, 2008. 236 s. ISBN 978-80-223-2391-8
Course completion requirements:
assessment (seminar work - 100/0)
The prerequisite for obtaining the grade is the preparation of a seminar paper.
The grade is awarded on a scale:
A (100 - 91%, excellent - outstanding)
B (90 - 81%, very good - above average standard)
C (80 - 73%, good - normal reliable work)
D (72 - 66%, satisfactory - acceptable results)
E (65 - 60%, satisfactory - results meet minimum criteria)
Fx (59 - 0%, inadequate - extra work required).
Excellent: precise formulation of the intent of the thesis, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, nuanced language, correct use of technical terms, well-read style, minimal grammatical, orthographic and stylistic errors.
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, only a small number of grammatical, orthographic and stylistic errors.
Good: treatment of the topic in relation to the objectives, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level.
Satisfactory: only a rough outline of the problem addressed, superficial knowledge of the scientific context, several grammatical, orthographic, stylistic errors, a greater number of grammatical, orthographic and stylistic errors.
Sufficient: sufficient treatment of the topic, minimal or no knowledge of the scientific context, a large number of orthographic, stylistic errors.
Slovak, German
Course outcomes of subject (content):
Characteristics of a professional text in terms of form and content. Professional and scientific writing style. Choosing and defining the topic of a professional text. Working with the professional text, abstract creation. Formal criteria of the bachelor's thesis. Content structure of the bachelor thesis. Working with professional literature and online resources. Citation and paraphrase. Presentation of the bachelor thesis project. The content of the course contributes to the profile of the graduate, as it should sufficiently master the theoretical foundations of scientific work.
assessment (seminar work - 100/0)
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to learn how to work with professional texts and their specifics in terms of content and form.
Learning outcomes: the graduate of the course knows the linguistic and content specifics of professional texts and can create professional texts, will be prepared to independently conceive the final thesis with regard to its formal and content criteria. The student will be familiar with and be able to navigate through primary and secondary professional and scientific sources in the field of study. Knows and can apply the principles of authorial ethics. Knows how to apply the principles of writing a professional text, has sufficient knowledge of the theoretical basis of scientific work and research methods.
The graduate will acquire the following transferable competences: communication skills in presentation, analytical skills based on the analysis of the assignment, creativity and abstract thinking skills, critical thinking skills when working with scientific literature and thinking in context. On the basis of the course, the student will understand the basics of working with professional texts, analyses them, apply theoretical knowledge in the drafting of professional texts and acquire competences in the field.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student workload: 11x 2 hours of direct teaching = 22 hours; 10 hours of preparation for direct teaching 18 hours of preparation for assessment (test and dictation). Total 50 hours of student work.
Teaching methods: expository (explanation of theoretical knowledge in the field of writing professional texts and creating final theses, fixation (training of typical vocabulary for individual types of professional texts in the final thesis), diagnostic and classification, etc.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
HIRSCHFELD, U. 2016. Phonetik im Fach Deutsch als Fremd- und Zweitsprache: Unter Berücksichtigung des Verhältnisses von Orthografie und Phonetik. Berlin: Erich Schmidt Verlag GmbH & Co, 2016. 253 s. ISBN: 9783503170180
Recommended readings:
ADAMCOVÁ, L. 2001. Phonetik der deutschen Sprache. Bratislava: Univerzita Komenského, 2001. 201 s. ISBN 80-223-1678-4
ADAMCOVÁ, L. 1996. Praktische Phonetik des Deutschen. Bratislava: Slovac Academic Press, 1996. 111 s. ISBN 80-85665-67-0
GLÜCK, H. 2010. Metzler Lexikon Sprache. Stuttgart, Weimar: Metzler, 2010. 793 s. ISBN 978-3-476-02335-3
MANGOLD, M. Duden. Bd. 6. 2006. Das Aussprachewörterbuch. 6. prepracované a aktualizované vyd., Mannheim, Leipzig, Wien, Zürich: Bibliographisches Institut F.A. Brockhaus AG, 2006. 864 s. ISBN 978-3411040667
RAUSCH, R./RAUSCH, I. 2002. Deutsche Phonetik für Ausländer. Berlin: Langenscheidt Verlag Enzyklopädie, 2002. 404 s. ISBN 978-3324001458
Course completion requirements:
assessment (test and dictation - 100/0)
During the semester there will be a written test focusing on theoretical knowledge of phonetics and phonology and a dictation. The student will receive a maximum of 50 points for the test and a maximum of 50 points for the dictation.
The grade is awarded on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
A - excellent performance, the student has mastered the principles of pronunciation and has excellent results in the basic knowledge in the theory of phonetics and phonology.
B - excellent performance, the student masters the principles of pronunciation but makes minor errors and has excellent results in the area of basic knowledge in the theory of phonetics and phonology.
C - good performance, the student knows the principles of pronunciation, makes minor errors occurring fairly frequently and has good results in the area of basic knowledge in the theory of phonetics and phonology.
D - satisfactory performance, the student masters the principles of pronunciation with only problems and has satisfactory results in the area of basic knowledge in the theory of phonetics and phonology.
E - satisfactory performance, the student has deficiencies in written pronunciation and has reasonably satisfactory performance in the area of basic knowledge in phonetics and phonology theory.
German
Course outcomes of subject (content):
Subject, tasks, goals and perspectives of German phonetics and phonology as scientific disciplines. Brief history of phonetics and phonology, phonological schools, basic concepts of phonetics and phonology and their interpretation from the theoretical and practical point of view. Characteristics of articulation and articulatory base in German, speech organs - their functioning, classification, analysis and description of the German syllabic system. The graphemic level of the German language, the prosodic level of the German language. Suprasegmental phenomena such as accent, rhythm, pauses, tempo, juncture and their theoretical and practical analysis. Contrastive phonetics and its importance in the process of teaching foreign languages, comparison of the German and Slovak spelling systems and prosodic principles of both languages from the linguistic and didactic point of view. The content of the course contributes to the profile of the graduate, as the graduate should have extensive knowledge of the theories of the discipline of Germanic studies, Germanic linguistics and linguistic sub-disciplines.
assessment (test and dictation - 100/0)
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to acquire basic knowledge of German phonetics and phonology and skills in standard pronunciation
Learning outcomes: the graduate will master basic theoretical information and practical knowledge and skills in German phonetics and phonology with special attention to systematics, terminology and history (phonological schools, laws of sound production and the reflection of these laws in the language system).
The graduate of the course will acquire the following transferable competences: communicative skills based on correct pronunciation in German and analytical skills based on the analysis of the German phonetic system.
Knowledge: the graduate understands the principles of syllable formation, analyses linguistic material.
Skills: the graduate applies theoretical knowledge related to the formation of vowels in pronunciation.
Competences: the graduate has competences in the field of standard pronunciation.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily attendance).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 28 hours of continuous home preparation for class, independent study; 50 hours of preparation for final assessment (written and oral exam). Total 100 hours of student work.
Teaching methods: explanations, work with professional text, discussion of the topic, motivational talk on the importance of word formation in vocabulary expansion, search and identification of word-formation practices in texts and their analysis, morphemic analysis, guided independent study.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
FLEISCHER, W./BARZ, I. 1995. Wortbildung der deutschen Gegenwartssprache. Tübigen: Niemeyer Verlag, 1995. 382 s. ISBN 978-3-4841-0682-6
SCHIPPAN, Th. 1993. Lexikologie der deutschen Gegenwartssprache. Tübingen: Max Niemeyer Verlag, 1993. 306 s. ISBN 978-3-4847-3002-1
VAJIČKOVÁ, M. 2009. Lexikalisches Grundwissen in Sprachsystem und Sprachgebrauch. Einführung in die Lexikologie der deutschen Gegenwartssprache. 2., neu bearbeitete und ergänzte Auflage, Bratislava: 2009. 164 s. ISBN 978-8-0223-2595-0
Recommended readings:
COSERIU, E. Einführung in die strukturelle Betrachtung des Wortschatzes. Tübingen: 1973.
SCHWARZE, C./WUNDERLICH, D. (Hg.). 1985. Handbuch der Lexikologie. Königstein: athenäum, 1985.
LUTZEIER, P. R. Lexikologie. Ein Arbeitsbuch. Tübingen: Stauffenburg-Verl., 1995. 167 s. ISBN-13:978-3860572702
REICHMANN, O. 1976. Germanistische Lexikologie. Stuttgart: Metzler, 1976 (= Sammlung Metzler 82).
Course completion requirements:
intermediate assessment in the form of discussion: 50 points and examination: 50 points (50/50), final written and oral examination, mastery of theoretical content, conceptual instrumentation and proof of concepts with examples, active cooperation is required.
The evaluation is given on a scale:
A (100 - 91%, excellent - outstanding)
B (90 - 81%, very good - above average standard)
C (80 - 73%, good - normal reliable work)
D (72 - 66%, satisfactory - acceptable results)
E (65 - 60%, satisfactory - results meet minimum criteria)
Fx (59 - 0%, inadequate - extra work required).
Excellent: excellent knowledge of the development of lexical theories based on the conceptual instrumentation acquired, ability to relate new knowledge to prior morphological and syntactic knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation and ability to give examples of the linguistic phenomena discussed, and excellent ability to formulate critical positions.
Very good: solid knowledge of the development of lexical theories on the basis of the conceptual instrumentarium acquired, ability to relate new knowledge to previous morphological and syntactic knowledge and skills acquired in the past, fluent speech with minor deficiencies, very good ability to handle the conceptual instrumentarium and to give examples of the linguistic phenomena discussed, and very good ability to formulate critical attitudes.
Good: average knowledge of the development of lexical theories on the basis of the conceptual instrumentarium acquired, ability to relate new knowledge to previous morphological and syntactic knowledge and skills acquired in the past, fluent speech with a few weaknesses, limited ability to formulate evaluative critical attitudes and to handle the conceptual instrumentarium, and ability to give examples of the linguistic phenomena discussed.
Satisfactory: lexical theories are mastered with several deficiencies, basic mastery and understanding of the subject matter and the ability to recognise word-formation procedures and to determine the morphematic structure of a word as well as the lexical-paradigmatic relationships between words, weak scientific argumentation and the formulation of evaluative critical attitudes.
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and formulation of evaluative critical attitudes.
Inadequate: insufficient knowledge of the development of lexical theories, insufficient mastery of conceptual instrumentation, insufficient ability to apply lexical theories in determining word-formation procedures, the morphematic structure of a word and in analysing paradigmatic relationships between words.
German
Course outcomes of subject (content):
Subject and object of lexicology, related linguistic disciplines, terminological issues, sign and linguistic definition of words, syntagmatic and paradigmatic relations between words, synonymy, antonymy, hierarchical relations, hyperonymy, hyponyms, cohyponyms, semantic fields, semasiology, onomasiology, word suprasemantics, word-formation types and word-formation mechanisms, derivation, composition, word shortening, conversion, formation of individual word types.
intermediate assessment in the form of discussion: 50 points and examination: 50 points (50/50), final written and oral examination, mastery of theoretical content, conceptual instrumentation and proof of concepts with examples, active cooperation is required.
Learning outcomes/ Objectives and learning outcomes:
Educational objectives: to highlight the importance of word formation in vocabulary expansion as well as the importance of semantic relationships in vocabulary in clear and comprehensible communication, the subject is intended to contribute to the development of communication skills.
Learning outcomes: the graduate will gain an overview of German lexicology and its basic units in the complex context of the language system, as well as the functions of words in communication.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily on-site)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for the final assessment (oral examination). 100 hours of student work in total.
Educational methods: explanations, working with specialist texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BEUTIN, W. a i. 2019. Deutsche Literaturgeschichte: Von den Anfängen bis zur Gegenwart. Metzler, 2019. 810 s. ISBN-10:3476049523, ISBN-13:978-3476049520 (vybrané kapitoly)
Recommended readings:
MIKULÁŠ, R. 2017 Cesta ako individuačný proces a ako blúdenie: kognitívno-naratologické úvahy o centrálnom sujete vývinového románu. In: Philologia. Roč. 27, č. 1 (2017), 85–102. ISSN 1339-2026
SØRENSEN, B. A. 2020. Geschichte der deutschen Literatur Bd. I: Vom Mittelalter bis zur Romantik. C. H. Beck, 2020. 352 s. ISBN-10:3406751849, ISBN-13:978-3406751844 alebo
ZMEGAČ, V. 2004. Kleine Geschichte der deutschen Literatur. Von den Anfängen bis zur Gegenwart. Wiesbaden: Marix Verlag, 2004. 432 s. ISBN 393771524X
Course completion requirements:
continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.
The assessment:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Distinction: excellent knowledge of the literature of the period and the ability to interpret it on the basis of the means acquired, fluent expression, structured statements, excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of the literature of the period, ability to interpret it on the basis of the acquired means, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.
Satisfactory (D): content mastery with several weaknesses, basic mastery and understanding of the issues and interpretive practices, poor scholarly argumentation and formulation of evaluative critical stances.
Satisfactory: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific argumentation and formulation of evaluative critical stances.
Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, failure to read primary literary texts.
German
Course outcomes of subject (content):
Literature of the early Enlightenment: the travel novel, the adventure novel, court poetry, the beginnings of literary criticism. Philosophy of the Enlightenment, the first literary talents of the Enlightenment literature, the literary quarrel between Leipzig and Zurich, its origins and consequences. The literary Rococo, doctrinal literature, literature from Halle and Prussia, anacreontics in Germany. Turning towards the constitution of a "classical" national literature. Sturm und Drang, causes of the emergence of a new ideological orientation, changes in the middle of the 18th century. Goethe from literary beginnings to his stay in Italy. Schiller from the period of his studies in Ludwigsburg to his stay in Weimar and Jena. German classics, Goethe after his return from Italy, Goethe's prose works, Goethe's work at the turn of the century, return to Faust. Schiller and Goethe, Schiller's classical dramas and the last creative phase, contemporaries of Goethe and Schiller. Transcending the classics. Goethe's late work.
continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to gain an overview of German literature from the early Enlightenment to Goethe's late works.
Learning Outcomes: the graduate of the course will acquire an overview of literature as a system and institution in the broader social and especially spiritual context of the 18th century. They will learn to analyse key texts of the period, work critically with the literature, and develop argumentative and presentation strategies.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily on-site)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for the final assessment (oral examination). 100 hours of student work in total.
Teaching methods: explanations, working with specialist texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BEUTIN, W. a i. 2019. Deutsche Literaturgeschichte: Von den Anfängen bis zur Gegenwart. Metzler, 2019. 810 s. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected chapters)
Recommended readings:
MIKULÁŠ, R. 2014. Ferdinand von Saar: podoby rakúskej novely medzi realizmom a modernou. In: Premeny poetiky novely 20. storočia v európskom kontexte. Bratislava: Univerzita Komenského, 2014, s. 136–152. ISBN 978-80-223-3714-4
MIKULÁŠOVÁ, A. 1998. Bratia Grimmovci a zberatelia rozprávok na Slovensku: podobnosti a odlišnosti v prístupe k spracovaniu ľudovej slovesnosti. In: Literatúra pre deti a mládež v procese 1. Nitra: Univerzita Konštantína Filozofa, 1998, 309–315. ISBN 80-8050-160-2
SØRENSEN, B. A. 2020. Geschichte der deutschen Literatur Bd. I: Vom Mittelalter bis zur Romantik. C. H. Beck, 2020. 352 s. ISBN-10:3406751849, ISBN-13:978-3406751844 SØRENSEN, B. A. 2016. Geschichte der deutschen Literatur Bd. II: Vom 19. Jahrhundert bis zur Gegenwart. C. H. Beck, 2016. 512 s. ISBN-10: 340669733X, ISBN-13:978-3406697333 ZMEGAČ, V. 2004. Kleine Geschichte der deutschen Literatur. Von den Anfängen bis zur Gegenwart. Wiesbaden: Marix Verlag, 2004. 432 s. ISBN 393771524X
Course completion requirements:
continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.
The assessment:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Distinction: excellent knowledge of the literature of the period and the ability to interpret it on the basis of the means acquired, fluent expression, structured statements, excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of the literature of the period, ability to interpret it on the basis of the acquired means, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.
Satisfactory (D): content mastery with several weaknesses, basic mastery and understanding of the issues and interpretive practices, poor scholarly argumentation and formulation of evaluative critical stances.
Satisfactory: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific argumentation and formulation of evaluative critical stances.
Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, failure to read primary literary texts.
German, Slovak
Course outcomes of subject (content):
The social situation in Germany after the French Revolution, the philosophy of the period and the establishment of German studies as a scientific discipline, the possibilities of periodization of the epoch, literary centres. The beginnings of women's emancipation. Berlin salons, Romantic poetics, theorists and theoretical works of early Romanticism. The "folk tale", literary foci of early Romanticism. Between classics and romance. Between romance and realism, restoration currents after 1815; currents of emancipation- Junges Deutschland, Vormärz. Biedermeier, Vienna People's Theatre. Realism, social situation in Germany after 1848, prose works, lyrical works, dramatic works. Naturalism, theory of so-called consequential realism. Key works (primary literature) are updated at the beginning of the semester.
continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to gain an overview of the 19th century literature.
Learning Outcomes: the graduate of the course will gain a differentiated view of literature as a system and institution in a broader social and especially spiritual context from the end of the 18th century to the last decades of the 19th century. The student will learn to analyze key texts of the period, work critically with literature, gain insight into the current state of the issues under study, and develop argumentative and presentation strategies.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily on-site).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for final assessment (oral examination). 100 hours of student work in total.
Teaching methods: explanations, working with specialist texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
SCHIKORSKY, I. Kurze Geschichte der Kinder- und Jugendliteratur. BoD. 172 s. ISBN-10:384235133X, ISBN-13:978-3842351332 alebo
SCHIKORSKY, I. 2003. Schnellkurs. Kinder-und Jugendliteratur. Köln: DuMont, 2003. 192 s. ISBN 3-8321-7600-4
Recommended readings:
GANSEL, C. 1999. Moderne Kinder-und Jugendliteratur. Ein Praxishanbuch für den Unterricht. Berlin: Cornelsen, 1999. 240 s. ISBN 10: 3589229276
LANGE, G. (ed.) 2000. Taschenbuch der Kinder-und Jugendliteratur. Baltmannsweiler: Schneider Verlag Hohengehren, 2000. 565 s. ISBN 3-89676-345-8
MATTENKLOTT, G. 1989. Die Zauberkreide. Stuttgart: J. B. Metzlersche Verlagsbuchhandlung, 1989. 363 s. ISBN 3476006727
MIKULÁŠOVÁ, A. 2000. Einblicke in die neuere österreichische Kinder- und Jugendliteratur. Bratislava: Monitor Promotion, 2000. 176 s. ISBN 80-968927-8-9
MIKULÁŠOVÁ, A./MIKULÁŠ, R. 2011. Diskurse der Kinder- und Jugendliteraturforschung. Nümbrecht: Kirsch Verlag, 2011. 140 s. ISBN 978-3-933586-79-7
Course completion requirements:
continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.
The assessment:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Distinction: excellent knowledge of the literature of the period and the ability to interpret it on the basis of the means acquired, fluent expression, structured statements, excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of the literature of the period, ability to interpret it on the basis of the acquired means, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.
Satisfactory (D): content mastery with several weaknesses, basic mastery and understanding of the issues and interpretive practices, poor scholarly argumentation and formulation of evaluative critical stances.
Satisfactory: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific argumentation and formulation of evaluative critical stances.
Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, failure to read primary literary texts.
German
Course outcomes of subject (content):
The origins of post-German written literature for children and youth (CHAY). Enlightenment CHAY; CHAY of the Romantic period. Biedermeier and realism. CHAY of the imperialism and imperial empire periods. CHAY under the influence of the so-called Youth Writing Movement (Jugendschriftenbewegung). CHAY during the Weimar Republic - 1920s in CHAY - Literature of the big city. CHAY of the internal emigration and the CHAY in exile. CHAY of the German Federal Republic after 1945. CHAY of the German Democratic Republic. CHAY in the 21st century.
continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to gain an overview of the history of literature for children and young people written in German. Learning outcomes: the graduate will learn about the current state of research on children's and young adult literature in German-speaking countries, as well as the contexts of production and reception of children's and young adult literature. The student will be able to analyse key texts in children's and young adult literature, learn to work with specialist literature and apply the acquired knowledge creatively in practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily attendance).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 28 hours of continuous home preparation for class, independent study; 50 hours of preparation for final assessment (written and oral exam. Total 100 hours of student work.
Teaching methods: explanation, work with a specialist text, discussion of the topic, motivational talk on the importance of morphology in grammatically correct language speech, morphological analysis of individual word types, guided independent study
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BUSCHA, J./HELBIG, G. 2011. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht, 7. Aufl., Berlin/Wien: Langenscheidt, 2011. 654 s. ISBN 978-3-468-49493-2
Recommended readings:
EISENBERG, P. 2013. Grundriss der deutschen Grammatik. Bd. 1. Das Wort.
4., aktualisierte und überarb. Aufl., Stuttgart: Metzler 2013. 513 s. ISBN 978-3-476-02425-1
ENGEL, U. 2009. Deutsche Grammatik. 2., durchges. Aufl., Neubearb., München: Iudicium , 2009. 485 s. ISBN 978-3-89129-914-2
GÖTZE, L./HESS-LÜTTICH, E. W. B. 1995. Knaurs Grammatik der deutschen Sprache : Sprachsystem und Sprachgebrauch. 7.Aufl., München: Droemer Knaur, 1995. 624 s. ISBN 3-426-82010-2
WEINRICH, H. 2002. Textgrammatik der deutschen Sprache. 4., rev. Aufl., Darmstadt: Wiss. Buchges., 2007. 1111 s. ISBN 9783487117416
Course completion requirements:
intermediate assessment in the form of discussion: 50 points and examination: 50 points (50/50), final written and oral examination, mastery of theoretical content, conceptual instrumentation and proof of concepts with examples, active cooperation is required.
The assessment is given on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: excellent knowledge of morphological theories on defining and classifying word types and their grammatical categories, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, and ability to give examples of the linguistic phenomena discussed, as well as excellent ability to formulate critical positions.
Very good: solid knowledge of morphological theories on defining and classifying word types, fluent speech with minor weaknesses, very good ability to handle conceptual instrumentation and to give examples of the linguistic phenomena discussed, and very good ability to formulate critical attitudes.
Good: average knowledge of morphological theories of defining and classifying word types, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes and to handle conceptual instrumentation, and ability to give examples of the linguistic phenomena discussed.
Satisfactory: morphological theories are mastered with several deficiencies, basic mastery and understanding of the subject matter and ability to recognise grammatical forms and identify grammatical categories of words, weak scientific argumentation and formulation of evaluative critical stances.
Adequate: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and formulation of evaluative critical stances.
Inadequate: insufficient knowledge of morphological theories, grammatical categories and word forms, insufficient mastery of conceptual instrumentation, insufficient ability to apply morphological theories in determining grammatical categories and in morphological analysis of words.
German
Course outcomes of subject (content):
Verb - functionality, semantics, forms. Classifications in individual languages, regular and irregular inflection, reflexive verbs, prefix verbs, grammatical categories in individual languages. Nouns - functionality, semantics, forms. Classifications in individual languages, declension paradigms, other grammatical categories. Pronouns - functionality, semantics, forms. Adjectives - formal, semantic and syntactic classifications in individual languages, specifics of declension and comparison. Numerals - functionality, semantics, forms. Adverbs. Characteristics and classifications with regard to semantic and syntactic criteria. Forms of gradation. Prepositions and conjunctions - location in the language system, classification and characterisation of individual types according to semantic, syntactic and formal criteria. Particles - functionality, semantics, classification systems. Citation - functionality, semantics, classification systems.
intermediate assessment in the form of discussion: 50 points and examination: 50 points (50/50), final written and oral examination, mastery of theoretical content, conceptual instrumentation and proof of concepts with examples, active cooperation is required.
Learning outcomes/ Objectives and learning outcomes:
Educational objectives: to highlight the importance of grammatical forms in clear and comprehensible communication, the subject is intended to contribute to the development of communication skills.
Learning outcomes: the graduate is proficient in the morphological and morphemic system, classification of word types, classification of grammatical categories and grammatical paradigms of German.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily attendence).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 28 hours of continuous home preparation for class, independent study; 50 hours of preparation for final assessment (written and oral exam). Total 100 hours of student work.
Teaching methods: explanation, work with a specialist text, discussion of the topic, motivational talk on the importance of syntax in grammatically correct language expression, syntactic analysis, guided independent study
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BUSCHA, J./HELBIG, G. 2011. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht, 7. Aufl., Berlin/Wien: Langenscheidt, 2011. 654 s. ISBN 978-3-468-49493-2
Recommended readings:
EISENBERG, P. 2013. Grundriss der deutschen Grammatik. Bd. 1. Das Wort.
4., aktualisierte und überarb. Aufl., Stuttgart: Metzler 2013. 513 s. ISBN 978-3-476-02425-1
ENGEL, U. 2009. Deutsche Grammatik. 2., durchges. Aufl., Neubearb., München: Iudicium, 2009. 485 s. ISBN 978-3-89129-914-2
EROMS, H. W. 2000. Syntax der deutschen Sprache. Berlin: De Gruyter, 2000. 510 s. ISBN 3-11-015666-0
GÖTZE, L./HESS – LÜTTICH, E. W. B. 1995. Knaurs Grammatik der deutschen Sprache: Sprachsystem und Sprachgebrauch. 7. Aufl., München: Droemer Knaur, 1995. 624 s. ISBN 3-426-82010-2
WEINRICH, H. 2007. Textgrammatik der deutschen Sprache. 4., rev. Aufl., Darmstadt: Wiss. Buchges., 2007. 1111 s. ISBN 9783487117416
Course completion requirements:
continuous assessment in the form of discussion: 50 points and examination: 50 points (50/50), mastery of theoretical content, conceptual instrumentation and proof of concepts with examples, active cooperation is required.
Assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Distinction: excellent knowledge of the development of syntactic theories based on the conceptual instrumentation acquired, ability to relate new knowledge to prior morphological knowledge and skills learned in the past, fluent speech, structured utterances, sovereign handling of the conceptual instrumentation, and ability to give examples of the linguistic phenomena discussed, as well as an excellent ability to formulate critical positions.
Very good: solid knowledge of the development of syntactic theories on the basis of the conceptual instrumentarium acquired, ability to relate new knowledge to previous morphological knowledge and skills acquired in the past, fluent speech with minor deficiencies, very good ability to handle the conceptual instrumentarium and to give examples of the linguistic phenomena discussed, and very good ability to formulate critical attitudes.
Good: average knowledge of the development of syntactic theories on the basis of the conceptual instrumentarium acquired, ability to relate new knowledge to previous morphological knowledge and skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes and to handle the conceptual instrumentation, and ability to give examples of the linguistic phenomena discussed.
Satisfactory: syntactic theories are mastered with several deficiencies, basic mastery and understanding of the subject matter and ability to recognize sentence structure and individual clauses, weak scientific argumentation and formulation of evaluative critical stances.
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific argumentation and formulation of evaluative critical stances.
Inadequate: insufficient knowledge of the development of syntactic theories, insufficient mastery of conceptual instrumentation, insufficient ability to apply syntactic theories in sentence analysis.
German
Course outcomes of subject (content):
The syntactic level of language. Definition of a sentence. The system of sentence members according to classical syntactic theories and according to dependency grammar. Morphological realization of sentence members. Syntagmatic structures in Slovak and German. Congruence in comparison of both languages. Sentence members as relations and as categories. Hierarchization principles of sentence structure. Linear, topological structure of the sentence. Comparison of verbal tendencies. Sentence frame, extraction from sentence frame, nominal frame. Semi-sentential constructions. Semantic-syntactic relations between sentences in a clause and sentence-sequence. Simple and compound sentences, subordinating and subordinating conjunctions. Basics of textual syntax and semantics.
continuous assessment in the form of discussion: 50 points and examination: 50 points (50/50), mastery of theoretical content, conceptual instrumentation and proof of concepts with examples, active cooperation is required.
Learning outcomes/ Objectives and learning outcomes:
Educational objectives: to highlight the importance of sentence structure and word sequence in the formulation of comprehensible utterances and in communication, the subject is intended to contribute to the development of communication skills.
Learning outcomes: the graduate will master the systematics of German sentence structure, the classification of sentence articles, types of grammatical sequence in German and the importance of individual word types in the realization of sentence articles.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 8 hours of seminar preparation; 20 hours of test preparation. 50 hours of student work in total.
Teaching methods: expository (explanation and discussion of different epochs and tendencies, independent work using different techniques), fixative (revision exercises, homework, play as a method), diagnostic and evaluative (written examinations and didactic tests).
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
RÖTZER, H. G./KRISCHKER, G. C./WILL, K. 2014. Kompendium deutsche Literatur. Informationen – Texte – Interpretationen. Bamberg: Buchner 2014. 316 s. ISBN 9783766141552
Recommended readings:
BEUTIN, W. et al. 2019. Deutsche Literaturgeschichte. Von den Anfängen bis zur Gegenwart. Stuttgart/Weimar: Metzler, 2019. 810 s. ISBN 3476049523.
GAILE, J. 2009. Wir Deutschen. Neue Deutsche Geschichte im Grundriss. Stuttgart: Steiner, 2009. 626 s. ISBN 978-3-515-08855-8 4914
GLASER, H. 2002. Kleine Kulturgeschichte Deutschlands im 20. Jahrhundert. München: Beck, 2002. 288 s. ISBN-10:3406476201
MÜLLER, H. M. 1996. Schlaglichter der deutschen Geschichte. Bonn: Bundeszentrale für politische Bildung, 1996. 512 s. ISBN 3-89331-264-1
Course completion requirements:
evaluation (final test - 100/0)
Passing the final test is a prerequisite for the grade.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The students know the most important historical events and the associated developments in art and culture, can independently make references, classify and analyse artistic works and discuss them against this background.
Very good: The student knows the most important historical events and the associated developments in art and culture, can for the most part classify artistic works and describe them against this background.
Good: The student knows important historical events and main features of the epochs in art and culture, knows important works and representatives.
Satisfactory: The student only partially knows the most important historical and artistic epochs, representatives and works can hardly be put into context.
Sufficient: The student shows only marginal knowledge of the most important historical and artistic epochs, references and concrete analyses cannot be provided.
German
Course outcomes of subject (content):
The class focuses on important personalities, works and epochs. We will learn about cultural expressions against their historical and political background. History is understood as cultural history, we focus on the intellectual and cultural life by studying the developments in language, philosophy, art and science.
evaluation (final test - 100/0)
Learning outcomes/ Objectives and learning outcomes:
The students have acquired a basic knowledge of the historical and literary epochs from the Middle Ages to the postmodern period. They know the developments in cultural history, can describe them and list the most important characteristics. They know relevant historical events, important personalities and works, can place them in concrete contexts and evaluate them. They can interpret and analyze artistic and literary works of the period in terms of their cultural-historical significance. They understand the connections between historical and political events and the history of art and literature and can reflect on their mutual influence.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours per week, seminar, combined form (primarily attendence).
Student workload: 11 x 2 hours of direct teaching = 22 hours; 10 hours preparing for the paper; 18 hours preparing for the final test. Total of 50 hours of student work.
Teaching methods: exposition (lecture, explanation and discussion of the various historical, political and social developments in Germany, independent work using different techniques), fixation (repetitive exercises, games), diagnostic and classification (written exams and didactic tests).
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
Internetový zdroj
knižná alebo elektronická verzia publikácie:
Online- und Printpublikationen der Bundeszentrale für politische Bildung [online] [citované 26/11/2021]. Dostupné na: https://www.bpb.de/
Kol. autorov. Tatsachen über Deutschland [online] [citované 26/11/2021]. Dostupné na:
https://www.tatsachen-ueber-deutschland.de/de/Deutschland-Buch-Ausgabe-2018
Recommended readings:
články z tlače, internetu . [online] [citované 26/11/2021]. Dostupné na:
http://www.dw.de/themen/s-9077
https://www.dhm.de/lemo/
https://www.dw.com/de/das-deutschlandlabor/s-32379
https://www.dw.com/de/der-mauerfall-eine-unterrichtsreihe/a-2340056
https://www.tatsachen-ueber-deutschland.de/de
https://www.zdf.de/dokumentation/momente-der-geschichte#/videos/all/cloud
internetové stránky miest ,obcí, krajov a kultúrnych inštitúcií Nemecka
SCHMIDT K. et al. 2007. Erinnerungsorte. Deutsche Geschichte im DaF-Unterricht. Cornelsen 2007. 96 S. ISBN 3060204764
assessment (presentation, final test - 100/0)
A paper and a final test are prerequisites for the grade; students must pass both in order to receive a passing grade. Students will receive a maximum of 50 points for the paper and a maximum of 50 points for the final test.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The student knows the main historical, political and social events, can relate them to current issues and discuss them.
Very Good: The student knows the main historical, political and social events, can follow and participate in current debates
Good: The student knows basic historical, political and social events and can follow current debates
Satisfactory: The student has only a fragmentary knowledge of the main historical, political and social events, has difficulties understanding current debates
Sufficient: The student has only a marginal knowledge of the main historical, political and social events, references to current debates cannot be made
German
Course outcomes of subject (content):
A brief history of Germany. Geographical characteristics (mountain ranges, watersheds, islands, etc.). Political system, industry. Population, language. Society: education, science, media, sport. Culture: major figures in literature, philosophy, music, painting and architecture. Customs, traditions and festivals; peculiarities of the national cuisine. Characteristics of the individual Länder. The graduate of the course is thus equipped with a broad knowledge of German culture, history and present-day local history.
assessment (presentation, final test - 100/0)
Learning outcomes/ Objectives and learning outcomes:
The students have basic knowledge of important topics about the German reality based on selected subjects - history (from 1945 to the present), politics (system, elections, current events and tendencies, parties, movements), society (minorities, migration, youth, marginal groups, transformations in society, environmental protection), current topics. They can read and evaluate articles, specialized texts and statistics. They can reflect on the acquired knowledge, understand connections, and make references. They can describe complex issues clearly, in detail and systematically. The students are sensitized to inter- and intracultural differences and have developed strategies and skills to better assess foreign culture phenomena and relate them to their own reality.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours per week, seminar, combined form (primarily on-site).
Student workload: 11 x 2 hours of direct teaching = 22 hours; 10 hours preparing for the paper; 18 hours preparing for the final test. 50 hours of student work in total.
Teaching methods: exposition (lecture, explanation and discussion of the historical, political and social developments in Austria, Switzerland and Liechtenstein, independent work using different techniques), fixation (repetitive exercises, games), diagnostic and evaluation (written exams and didactic tests).
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
http://www.austria.gv.at/DocView.axd?CobId=15718
http://www.liechtenstein.li/
http://www.swissworld.org/de/schweiz/ressourcen/download/praesentationen/
Recommended readings:
https://www.bfs.admin.ch/bfs/de/home.html
https://www.erinnern.at/
https://www.llv.li/inhalt/1590/amtsstellen/liechtenstein-in-zahlen
https://www.statistik.at/web_de/services/oesterreich_zahlen_daten_fakten/index.html
https://www.zeit.de/serie/servus-gruezi-hallo
Internetový zdroj – rôzne články z tlače, internetu. [online] [citované 26/11/2021].
assessment (presentation, final exam – 100/0)
A presentation and a final test are prerequisites for the grade; students must pass both in order to receive a passing grade. Students will receive a maximum of 50 points for the paper and a maximum of 50 points for the final test.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The student knows the main historical, political and social facts, can relate them to current issues and discuss them.
Very Good: The student knows the main historical, political and social facts, can follow and participate in current debates.
Good: The student knows basic historical, political and social facts and can follow current debates
Satisfactory: The sudent has only a fragmentary knowledge of historical, political and social facts, has difficulties understanding current debates.
Sufficient: The student has only a marginal knowledge of historical, political and social facts, references to current debates cannot be made.
German
Course outcomes of subject (content):
Discussion of a given landscape science topic, sociocultural and intercultural competence and knowledge of stereotypes, cultural memory, collective memory and national symbols. Topics: Brief history of Austria, Switzerland and Liechtenstein. Geographical characteristics (mountain ranges, watersheds, islands, etc.). Political system, industry. Population, language. Society: education, science, media, sport. Culture: major figures in literature, philosophy, music, painting and architecture. Customs, traditions and festivals; peculiarities of the national cuisine. Characteristics of the individual countries. Society and culture in Austria, Switzerland and Liechtenstein. Living conditions. Interpersonal relations, social conventions, ritual behaviour, body language. Values, beliefs and opinions.
The graduate of the course is thus equipped with a broad landscape knowledge of the culture, history and present of Austria.
assessment (presentation, final exam – 100/0)
Learning outcomes/ Objectives and learning outcomes:
The students have basic knowledge of important topics about Austrian, Swiss and Liechtenstein reality based on selected subjects – history (from 1945 to the present), politics (system, elections, current events and tendencies, parties, movements), society (minorities, migration, youth, marginal groups, transformations in society, environmental protection), current topics. They can read and evaluate articles, specialized texts and statistics. They can reflect on the acquired knowledge, understand connections and make references. They can describe complex issues clearly, in detail and systematically. The students are sensitized to inter- and intracultural differences in German-speaking countries and have developed strategies and skills to better assess foreign culture phenomena and relate them to their own reality.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendence).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 14 hours preparation for mid-term evaluation (report). Total 50 hours of student work.
Teaching methods: explanation, narration, interview, discussion, brainstorming, students' own work, work with Internet resources, practice, repetition.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
VAJIČKOVÁ, M. 2009. Lexikalisches Grundwissen in Sprachsystem und Sprachgebrauch. Einführung in die Lexikologie der deutschen Gegenwartssprache. 2., neu bearbeitete und ergänzte Auflage, Bratislava: Univerzita Komenského v Bratislave, 2009. 164 s. ISBN 978-8-0223-2595-0
BILLINA, A./GEIGER,S./TECHMER,M. 2019. Deutsch üben: Wortschatz und Grammatik C1. München: Hueber Verlag, 2019. 136 s. ISBN 978-3-19-727493-5
Recommended readings:
FLEISCHER, W./BARZ, I. 1995. Wortbildung der deutschen Gegenwartssprache. Tübigen: Niemeyer 1995. 382 s. ISBN 978-3-4841-0682-6
LOHDE, M. 2006. Wortbildung des modernen Deutschen. Tübingen: Gunter Narr, 2006. 352 s. ISBN 978-3-8233-7211-0
RÖMER, CH./MATZKE, B. 2005. Lexikologie des Deutschen: Eine Einführung. Tübingen: Gunter Narr, 2005. 236 s. ISBN 978-3-8233-6128-2
SCHIPPAN, T. 2005. Lexikologie der deutschen Gegenwartssprache. Tübingen: De Gruyter, 1993. 306 s. ISBN 978-3-4847-3002-1
Course completion requirements:
During the semester, the student will prepare a visual presentation, present a paper, and prepare a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work are required. Points: active participation in the seminar: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).
The grade is awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: Precise articulation of the intent and objectives of the paper/seminar paper, demonstration of excellent knowledge of the topic, clear, logical reasoning, ability to flexibly and promptly demonstrate theoretical knowledge through practical examples, nuanced language, correct use of technical terms, excellent composition, clear style and a minimum of grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard and the authorial plural, correct inclusion of bibliographical references in the text and in the index, etc. ), excellent ability to independently present the results of the work and to incorporate comments from the oral presentation of the paper, active participation in discussions, independent and group problem solving, own creative work during the semester.
Very good: solid treatment of the topic in relation to the objectives pursued, demonstration of good knowledge of the topic, logical structure of the thesis, logical argumentation, ability to demonstrate theoretical knowledge with practical examples, active participation in discussions, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard and the author's plural, correct inclusion of bibliographical references in the text and in the list, etc.), correct use of the author's plural and the author's plural. ), very good ability to present the results of the work independently and to incorporate comments from the oral presentation of the paper, independent and group problem solving and own work during the semester.
Good: Average treatment of the topic in relation to the stated objectives, logical reasoning, correct communication of arguments from secondary literature, demonstration of good knowledge, but the paper contains inaccurate and irrelevant facts in relation to the topic in places, mostly correct use of technical terms, some elements of composition present, prevalence of theoretical information over practical examples, grammatical, orthographic, stylistic level good, appropriate amount of literature taken into account, formally correct editing (observance of the citation standard and the author's plural, correct inclusion of bibliographical references both in the text and in the index, etc.), correctness of the citation standard and the author's plural ), good ability to independently present the results of the work and incorporate comments, participation in discussions, independent and group problem solving.
Satisfactory: Only a rough outline of the problem to be solved, apparently little knowledge related to the topic, imprecise presentation of arguments taken from secondary literature, the topic is treated mainly theoretically without implementation of practical examples, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, multiple grammatical, orthographic, and stylistic errors, use of little secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, minimal incorporation of comments from the oral presentation, infrequent participation in discussions, group problem solving throughout the semester.
Sufficient: Results treat the chosen topic superficially and without practical examples by mechanical reading from various sources, knowledge related to the topic is very weak, imprecise use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, lack of ability to independently present theoretical knowledge in connection with practical applications, passive participation in discussions, group problem solving during the semester.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies, lack of participation in discussions and group work.
German
Course outcomes of subject (content):
Systematic relationships in vocabulary. Internationalisms, neologisms, archaisms, historicisms. Semantic analysis. Polysemy, homonymy and the process of monosemantics. Semantic models. Suprasemantic aspects of lexis. Word formation in contemporary German. Morphematic structure of a word, word-formation analysis. On the basis of the acquired knowledge the graduate of the course cultivates his/her linguistic expression. In the eventual teaching profession, the student will use the acquired knowledge and skills in the teaching of vocabulary in the teaching of German as a foreign language.
During the semester, the student will prepare a visual presentation, present a paper, and prepare a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work are required. Points: active participation in the seminar: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to gain an overview of German lexicology, to be able to explain the word-formation procedures of individual word types and to be able to use lexical units correctly in their collocational and semantic contexts.
Learning outcomes: the graduate of the course knows the terminology of the subject, understands the lexical-semantic and collocational relations in the vocabulary. On the basis of the analysis of practical examples, he/she can define the word-formation procedures of individual word types and then demonstrate them on his/her own examples. They integrate new vocabulary into their language expression, thus achieving a higher level of communicative and presentational competence. Has the ability to recognise lexical units in new relationships (polysemy, homonymy and i) and to use them in new, original ways (creative word combinations, word formation, figurative meaning, etc.).
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for a paper; 16 hours of preparation for a seminar paper. 50 hours of student work in total.
Teaching methods: analysis of literary texts, working with professional texts, brainstorming, discussion of the topic, guided self-study.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BEUTIN, W. a i. 2019. Deutsche Literaturgeschichte: Von den Anfängen bis zur Gegenwart. Metzler, 2019. 810 s. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected chapters)
Recommended readings:
McINNES, E./PLUMPE, G. (eds.) 1996. Hansers Sozialgeschichte der deutschen Literatur. 6. Band. Bürgerlicher Realismus und Gründerzeit 1848–1890. München/Wien: dtv, 1996. 760 s. ISBN-13:9783423043489
MIKULÁŠ, R. 2014. Ferdinand von Saar: podoby rakúskej novely medzi realizmom a modernou. In: Premeny poetiky novely 20. storočia v európskom kontexte. Bratislava: Univerzita Komenského, 2014, 136–152. ISBN 978-80-223-3714-4
MIKULÁŠOVÁ, A. 1998. Bratia Grimmovci a zberatelia rozprávok na Slovensku: podobnosti a odlišnosti v prístupe k spracovaniu ľudovej slovesnosti. In: Literatúra pre deti a mládež v procese 1. Nitra: Univerzita Konštantína Filozofa, 1998, 309–315. ISBN 80-8050-160-2
SAUTERMEISTER, G./SCHMID, U. 1998. Hansers Sozialgeschichte der deutschen Literatur. 5. Band. Zwischen Restauration und Revolution. 1815 – 1848. München/Wien: dtv 1998. 760 s. ISBN-10:3423043474
SØRENSEN, B. A. 2016. Geschichte der deutschen Literatur Bd. II: Vom 19. Jahrhundert bis zur Gegenwart. C. H. Beck, 2016. 512 s. ISBN-10: 340669733X, ISBN-13:978-3406697333
Course completion requirements:
reading of primary literature texts is required (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research, active participation in discussions/analyses: 30 points, preparation/presentation of a paper: 30 points, final seminar paper: 40 points (100/0).
The assessment:
A (100 - 91%, excellent - outstanding)
B (90 - 81%, very good - above average standard)
C (80 - 73%, good - normal reliable work)
D (72 - 66%, satisfactory - acceptable results)
E (65 - 60%, satisfactory - results meet minimum criteria)
Fx (59 - 0%, inadequate - extra work required).
Excellent: precise formulation of the purpose of the work, clear and logical argumentation, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation, differentiated language, correct use of technical terms, minimal grammatical, orthographic and stylistic errors, consideration of a large amount of literature, formally correct editing (adherence to citation standards, etc.), good grades (excellent), excellent ability to independently present the results of work and incorporate comments, active participation in discussions/analyses of literary works, independent problem solving, independent, creative work during the semester.
Very good: solid treatment of the topic in relation to the objectives pursued, logical structure of the thesis, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), very good ability to present the results of the thesis independently and to incorporate comments from the oral presentation of the thesis, active participation in discussions/analyses of literary works, independent problem-solving, and self-created work during the semester.
Good: average treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), correct use of technical terms, grammatically, orthographically, stylistically at a good level. ), good ability to independently present the results of work and incorporate comments, participation in discussions/analyses of literary works, independent problem solving during the semester.
Satisfactory: only a rough outline of the problem to be solved, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, a greater number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, infrequent participation in discussions/analyses of literary works and in group work during the semester.
Sufficient: results treat the chosen topic superficially and without own contribution by mechanically reading from various sources, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of little secondary literature, insufficient ability to present theoretical knowledge independently, passive participation in discussions/analyses of literary works and group work during the semester.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, weak or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies. Failure to engage in discussions and group work during the semester.
German, Slovak
Course outcomes of subject (content):
analysis of literary texts, Ludwig Tieck: Der blonde Eckbert, Clemens Brentano: Geschichte vom braven Kasperl und dem schönen Annerl, E.T.A. Hoffmann: Der Sandmann, H. v. Kleist: Michael Kohlhaas, Franz Grillparzer: Der arme Spielmann, Georg Büchner: Woyzeck, Jeremias Gotthelf: Die schwarze Spinne, Adalbert Stifter: Der Bergkristall, Brigitta, G. Keller: Romeo und Julia auf dem Dorfe, Theodor Fontane: Effi Briest, Gerhart Hauptmann: Bahnwärter Thiel etc. The selection of texts is updated at the beginning of the academic year.
reading of primary literature texts is required (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research, active participation in discussions/analyses: 30 points, preparation/presentation of a paper: 30 points, final seminar paper: 40 points (100/0).
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to analyse and interpret literary texts from Romanticism to the end of Naturalism.
Learning outcomes: the graduate of the course will acquire an effective repertoire of strategies for dealing with texts on the basis of empirical experience with the text and the need to interpret it at different levels. The graduate of the course will be able to identify the period from which this shift emerged and identify it in the structure of the text, in the system of themes, motifs, the psychological profile of the characters and other features of the texts.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 14 hours preparation for mid-term evaluation (report). Total 50 hours of student work.
Teaching methods: explanation, narration, interview, discussion, brainstorming, students' own work, work with Internet resources, practice, repetition
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BUSCHA, J./HELBIG, G. 2011. Übungsgrammatik Deutsch. 6. Aufl., Berlin: Langenscheidt, 2011. 379 s. ISBN 978-3-468-49494-9
Recommended readings:
BUSCHA, J./HELBIG, G. 2011. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht, 7. Aufl., Berlin/Wien: Langenscheidt, 2011. 654 s. ISBN 978-3-468-49493-2
HALL, K./ SCHEINER, B. 2014. DaF-Übungsgrammatik für die Oberstufe B2-C2. 1. neue Ausg., Ismaning: Hueber Verlag, 2014. 359 s. ISBN 978-3-19-207448-6
test (100/0)
The grade is awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: Precise articulation of the intent and objectives of the paper/seminar paper, demonstration of excellent knowledge of the topic, clear, logical reasoning, ability to flexibly and promptly demonstrate theoretical knowledge through practical examples, nuanced language, correct use of technical terms, excellent composition, clear style and a minimum of grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard and the authorial plural, correct inclusion of bibliographical references in the text and in the index, etc. ), excellent ability to independently present the results of the work and to incorporate comments from the oral presentation of the paper, active participation in discussions, independent and group problem solving, own creative work during the semester.
Very good: solid treatment of the topic in relation to the objectives pursued, demonstration of good knowledge of the topic, logical structure of the thesis, logical argumentation, ability to demonstrate theoretical knowledge with practical examples, active participation in discussions, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard and the author's plural, correct inclusion of bibliographical references in the text and in the list, etc.), correct use of the author's plural and the author's plural. ), very good ability to present the results of the work independently and to incorporate comments from the oral presentation of the paper, independent and group problem solving and own work during the semester.
Good: Average treatment of the topic in relation to the stated objectives, logical reasoning, correct communication of arguments from secondary literature, demonstration of good knowledge, but the paper contains inaccurate and irrelevant facts in relation to the topic in places, mostly correct use of technical terms, some elements of composition present, prevalence of theoretical information over practical examples, grammatical, orthographic, stylistic level good, appropriate amount of literature taken into account, formally correct editing (observance of the citation standard and the author's plural, correct inclusion of bibliographical references both in the text and in the index, etc.), correctness of the citation standard and the author's plural ), good ability to independently present the results of the work and incorporate comments, participation in discussions, independent and group problem solving.
Satisfactory: Only a rough outline of the problem to be solved, apparently little knowledge related to the topic, imprecise presentation of arguments taken from secondary literature, the topic is treated mainly theoretically without implementation of practical examples, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, multiple grammatical, orthographic, and stylistic errors, use of little secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, minimal incorporation of comments from the oral presentation, infrequent participation in discussions, group problem solving throughout the semester.
Sufficient: Results treat the chosen topic superficially and without practical examples by mechanical reading from various sources, knowledge related to the topic is very weak, imprecise use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, lack of ability to independently present theoretical knowledge in connection with practical applications, passive participation in discussions, group problem solving during the semester.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies, lack of participation in discussions and group work.
German
Course outcomes of subject (content):
morphemic structure of words in authentic texts. Reversible verbs - practical exercises. Prepositional verbs - practical exercises. Verb conjugations - practical exercises. Semantics and flexion of German verbs in authentic texts. Grammatical categories of nouns. Adjectives in the function of attributive, nominal adjunct and adverbial determiner. Pronouns and pronominal adverbs - practical exercises. Numerals - practical exercises. Adverbs and their semantic relations in a sentence. Prepositions and conjunctions - practical exercises. Particles, quotation marks and their pragmatic function in the text. On the basis of the acquired knowledge, the graduate of the course cultivates his/her linguistic expression. In the eventual teaching profession, he/she will use the acquired knowledge and skills in communicating grammatical structures in the teaching of German as a foreign language.
100/0
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: the ability to produce grammatically correct linguistic structures.
Learning outcomes: the graduate of the course knows the morphemic and morphological system of German, is able to identify grammatically correct linguistic structures. The student is familiar with the connections between the forms and functions of linguistic devices. The student is capable of self-reflection and self-evaluation (critically assessing his/her linguistic level) and subsequent self-correction. Integrates the acquired knowledge and skills into his/her linguistic expression, thus improving his/her communication and presentation skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily attendence).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of continuous home preparation for class, self-study; 20 hours of preparation of a seminar paper; 10 hours of preparation of a co-authored paper; 36 hours of preparation for the final assessment (presentation of the seminar paper, oral examination). Total 100 hours of student work.
Teaching methods: explanation, work with professional text, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, authentic presentation and critical reflection of papers, guided self-study
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
HALLET, W. a KÖNIGS, Frank G. 2019. Handbuch Fremdsprachendidaktik. Seelze. Klett u. Kallmeyer, 2019. 399 s. V. a VIII. kapitola. ISBN 978-3-7800-1053-7
KOLEČÁNI LENČOVÁ, I./DOVIČÁK, M. 2021. Od textu k projektu. Bratislava: PdF UK, 2021. 70 s. ISBN 978-80-223-5278-9
STORCH, G. 1999. Deutsch als Fremdsprache – Eine Didaktik: Theoretische Grundlagen und praktische Unterrichtsgestaltung. Paderborn: Fink, 1999. 367 s., s. 305–310, 327–336. ISBN-13:978-3825281847
Recommended readings:
Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen. Begleitband. 2020. Stuttgart: Klett.
LENČOVÁ, I. 2006. Lernen an Stationen. Pädagogisch-didaktische Überlegungen zu einem der neuen Unterrichtsmodelle. In: Germanistické štúdie. Banská Bystrica: FHV UMB, 2006, 21–33. ISBN 80-8083-224-2
LENČOVÁ, I. 2006. Das Glück hat Flügel. Literarische Stationen für Jugendliche. In: Fremdsprache Deutsch: Zeitschrift für die Praxis des Deutschunterrichts, č. 35, 38–42.
PIEPHO, H. E. et all. 1996. Aufgaben-Handbuch: Deutsch als Fremdsprache; Abriss einer Aufgaben- und Übungstypologie. München: Iudicium, 1996. ISBN 3-89129-269-4
WICKE, R. E. 2012. Aufgabenorientiertes und projektorientiertes Lernen im DaF-Unterricht. München: Iudicium, 2012. 292 s. ISBN 978-3-86205-089-5
Course completion requirements:
Continuous assessment (50 points): study of literature, active participation in discussions, 1 co-presentation focused on a selected phenomenon of educational reality in school and 1 seminar paper focused on selected concepts from didactics with examples from practice. Final assessment (50 points): presentation of the seminar paper and oral examination (50/50).
The grade is awarded on a scale:
A (100 - 91%, excellent - outstanding)
B (90 - 81%, very good - above average standard)
C (80 - 73%, good - normal reliable work)
D (72 - 66%, satisfactory - acceptable results)
E (65 - 60%, satisfactory - results meet minimum criteria)
Fx (59 - 0%, inadequate - extra work required).
Excellent: active participation in discussions during the semester, persuasive presentation of the paper, precise formulation of the intention of the seminar paper, excellent knowledge of the topic, clear and logical argumentation, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own contribution, argumentation and ability to make comparisons, correct use of technical terms, grammatically, orthographically and stylistically minimal errors, formally correct editing (adherence to the citation standard, etc.), good grades (excellent). ), excellent ability to independently present theoretical knowledge in connection with practical applications.
Very good: active participation in discussions during the semester, solid presentation of the abstract and formulation of the intent of the seminar paper, very good knowledge of the subject, logical structure of the paper and argumentation, clear language, few grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), ability to independently present theoretical knowledge in connection with practical applications.
Good: solid treatment of the topic, insufficient connection to the current state of the research problem, logical argumentation, correct communication of arguments, mostly correct use of technical terms, grammatically, orthographically, stylistically at an average level, relatively adequate amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to independently present theoretical knowledge in connection with practical applications.
Satisfactory: only a rough outline of the problem to be solved, superficial knowledge of the scientific context, imprecise presentation of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to present theoretical knowledge independently in connection with practical applications.
Sufficient: the results treat the chosen topic superficially and without own contribution by mechanically taking from various sources, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.
Insufficient results: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars and examination, major formal deficiencies.
German, Slovak
Course outcomes of subject (content):
1. Theoretical knowledge and research results of didactics of foreign languages and reference disciplines.
2. Interactive German language teaching, its characteristic features and principles, teacher's personality as a creative medium of the teaching process, defining the objectives and contents of teaching units, forms, and methods of work.
3. Familiarization with the European Framework of Reference and the curriculum, structural moments of the interactive teaching unit, the phase model of the interactive processes of teaching and learning, progression, and its role in the planning of the teaching process.
4. Didactic analysis of teaching units and evaluation of the process in a broader sense, comparison of effectiveness in relation to the stated objectives and contents; use of new technologies, evaluation in terms of usability in teaching.
5. The influence of mother tongue and L2 in the process of foreign language teaching.
The teaching of thematic units through the selected methods and forms of work contributes to a considerable extent to the achievement of the set objectives and learning outcomes listed in the graduate profile.
Continuous assessment (50 points): study of literature, active participation in discussions, 1 co-presentation focused on a selected phenomenon of educational reality in school and 1 seminar paper focused on selected concepts from didactics with examples from practice. Final assessment (50 points): presentation of the seminar paper and oral examination (50/50).
Learning outcomes/ Objectives and learning outcomes:
Objectives: to convey the theoretical foundations of foreign language didactics together with the conceptual apparatus with a focus on the German language.
Outcomes: the graduate of the course is able to reflect on the educational reality in school and to carry out didactic analysis and evaluation of teaching units. He/she is open to new knowledge and can apply critical (self)reflection. He/she will develop the skills to apply theoretical knowledge in educational conditions of school, expand his/her competences to work with new technologies. Improves communication, presentation and argumentation skills, self-study strategies. He/she will be able to present his/her own solutions and attitudes adequately and professionally with an innovative approach.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily attendence).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 22 hours of direct instruction; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for final assessment (oral examination). Total 100 hours of student work.
Teaching methods: explanations, work with specialist texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
MIKULÁŠ a kol. 2019. Literaturwissenschaft in internationaler Perspektive. In: Literaturwissenschaft in internationaler Perspektive. Nümbrecht: Kirsch-Verlag, 2019. 509 s. ISBN 978-3-943906-35-6
Recommended readings:
MIKULÁŠOVÁ, A./MIKULÁŠ, R. 2011. Grundfragen der Literaturwissenschaft. Teil I. Theorien, Methoden, Tendenzen. Nümbrecht: Kirsch Verlag, 2011. 226 s. ISBN 978-3-933586-77-3
MIKULÁŠ, R. 2015. Kánon ako funkcia v autoreflexii systému literatúry = The canon as a function in the auto-reflection of the literature system. In World Literature Studies. Roč. 7 (24), č. 3 (2015), 63–75. ISSN (online) 1337-9690
Course completion requirements:
continuous assessment in the form of a discussion: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, knowledge of conceptual instrumentation and methods of literary research, active participation in discussions/analyses is required.
Grades are awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: excellent knowledge of theories and methods of literary scholarship, excellent command of conceptual instrumentation, fluent speech, structured statements, excellent ability to think analytically and formulate critical evaluative stances.
Very good: solid knowledge of theories and methods of literary studies, solid command of conceptual instrumentation, fluent speech with minor weaknesses, very good ability to think analytically and formulate critical evaluative stances.
Good: solid knowledge of theories and methods of literary scholarship, solid command of conceptual instrumentation, fluent speech with several weaknesses, limited ability to formulate evaluative critical stances.
Satisfactory: content mastery with several deficiencies, basic mastery and understanding of the issues, weak scholarly argumentation and ability to formulate evaluative critical stances.
Satisfactory: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and the ability to formulate evaluative critical stances.
Inadequate: insufficient, no knowledge of theories and methods of literary scholarship, insufficient mastery of conceptual instrumentation
German, Slovak
Course outcomes of subject (content):
At the level of the theory of literature we will explain the division of the literary system, the role of literary criticism, the problems of literary historiography and the procedures of interpretation of literary works of art, the processes of the creation of literary canons, but we will also deal with the traditional areas of the theory of literature, namely rhetoric and stylistics. We will problematize the notion of literature between the aesthetics of production and the aesthetics of reception. Part of the lecture will be concerned with differentiations at the level of types and genres. In the context of the concept of literature we will consider the categories of literariness, poeticity, aesthetic information, experientiality, etc.
continuous assessment in the form of a discussion: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, knowledge of conceptual instrumentation and methods of literary research, active participation in discussions/analyses is required.
Learning outcomes/ Objectives and learning outcomes:
Objectives: to convey the theoretical foundations of foreign language didactics together with the conceptual apparatus with a focus on the German language.
Outcomes: the graduate of the course is able to reflect on the educational reality in school and to carry out didactic analysis and evaluation of teaching units. He/she is open to new knowledge and can apply critical (self)reflection. He/she will develop the skills to apply theoretical knowledge in educational conditions of school, expand his/her competences to work with new technologies. Improves communication, presentation and argumentation skills, self-study strategies. He/she will be able to present his/her own solutions and attitudes adequately and professionally with an innovative approach.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily attendance).
Student workload: 11 x 2 hours of direct teaching = 22 hours; 10 hours preparation for direct teaching 28 hours preparation for continuous assessment, 40 hours preparation for examination. Total 100 hours of student work.
Teaching methods: expository (explanation of theoretical knowledge on the basics of Germanic linguistics, interactive lecture, discussion, interview, diagnostic and classification methods, etc.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
ADAMCOVÁ, L. 1997. Linguistisches Grundwissen. Eine Einführung für zukünftige Deutschlehrer. Bratislava: Pedagogická fakulta Univerzity Komenského, 1997. 116 s. ISBN 80-88868-35-1
GROSS, H. 1990. Einführung in die germanistische Linguistik. 2. Aufl. München: Iudicium-Verl, 1990. 268 s. ISBN 3-89129-240-6
PITNER, K. 2016. Einführung in die germanistische Linguistik. 2. überarbeitete Aufl. Darmstadt: wbg Academic in Wissenschaftliche Buchgesellschaft (WBG), 2016. 195 s. ISBN-13: 978-3534267941
Recommended readings:
ADAMCOVÁ, L. 2005. Moderne Linguistik. Eine Propädeutik für Germanisten. 1. Aufl., Wien: Eidition Praesens, 2005. 209 s. ISBN 3-7069-0275-3
BUSCH, A./STENSCHKE, O. 2007. Germanistische Linguistik. Eine Einführung. 1. Aufl., Tübingen: Narr Verlag, 2007. 256 s. ISBN 978-3-8233-6288-3
GERGEL, P. 2018. Kollokationsprofil des Substantivs „Freundlichkeit. In: Studies in foreign language education 10., 1. vyd. Nümbrecht: Kirsch-Verlag, 2018. - S. 28 – 43. ISBN 978-3-943906-43-1.
GERGEL, P. 2014. Was nimmt man gewöhnlich "in Anspruch"? Zur Verbindbarkeit des Funktionsverbgefüges "in Anspruch nehmen". In: Philologia, roč. 24, č. 2 (2014), s. 27 – 40. ISSN 1339-2026
passing the midterm test: 50 points and the exam: 50 points (50/50).
During the semester, the midterm test will be aimed at verifying the knowledge of the specified subject areas. A maximum of 50 points (50%) will be possible on the test. There will be an examination in the examination period for which a total of 50 points (50%) can be obtained.
The marks will be awarded on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: excellent knowledge of basic linguistics and linguistic terminology, ability to link new knowledge and skills with previously acquired knowledge and skills, fluent speech, structured statements, excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid knowledge of basic linguistics and linguistic terminology, fluent speech with minor weaknesses, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of basic linguistics and linguistic terminology, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.
Proficient: mastery of content and terminology with several deficiencies, basic mastery and understanding of issues and interpretive procedures, lacks scientific reasoning and the formulation of evaluative critical stances.
Inadequate: insufficient, no knowledge of course content, insufficient mastery of conceptual instrumentation.
German
Course outcomes of subject (content):
The development and history of the German language. The linguistic sign - a semiotic view. Sound sign - phonetics and phonology. Graphic sign - graphemics and orthography. Basic concepts of morphology - morphemes, categories, classification. Basic concepts of syntax - sentence articles, sentence types. Basic concepts of word formation - word-forming morphemes and word-forming processes. Basic concepts of lexicology - word meaning structure, meaning relations. History of general and Germanic linguistics. Linguistics as an interdisciplinary. Language and speech - nature, functions and forms of language. The content of the course contributes to the profile of the graduate, as the graduate should have a broad knowledge of the theories of the discipline of Germanic studies and the foundations of Germanic linguistics.
passing the midterm test: 50 points and the exam: 50 points (50/50).
Learning objectives: to acquire basic knowledge in the field of general and Germanic linguistics as well as familiarity with professional linguistic terminology.
Learning outcomes: the graduate will gain a systematic overview of the most important linguistic and grammatical theories as well as an overview of the development of general and Germanic linguistics. The graduate will acquire the following transferable competences: analytical skills in dealing with the foundations of the various linguistic disciplines, the ability to think abstractly on the basis of the analysis of linguistic theories, reasoning in context by taking into account the relationships between the various linguistic sub-disciplines. The graduate is familiar with the foundations of individual linguistic disciplines and their basic terminology. In the course of further studies, the graduate will apply the acquired basic knowledge when working with linguistic material, achieving a basic level of basic orientation in linguistics, its subdisciplines and the specifics of language development.
2 hours per week, seminar, combined form (primarily on-site).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 28 hours of preparation for seminar work. 50 hours of student work in total.
Teaching methods: exposition (lecture, explanation and discussion of the different methods of literary analysis, individual work using various techniques), fixation (repetitive exercises and homework), diagnostic and evaluation.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
MIKULÁŠ a kol. 2019. Literaturwissenschaft in internationaler Perspektive. In: Literaturwissenschaft in internationaler Perspektive. Nümbrecht: Kirsch-Verlag, 2019. 509 s. ISBN 978-3-943906-35-6 (vybrané kapitoly) a literárne texty, ktoré sa aktualizujú na začiatku semestra akademického roka, v ktorom sa predmet otvára.
Recommended readings:
ALLKEMPER, A. 2001. Literaturwissenschaft. Paderborn: Wilhelm Fink Verlag, 2001. 316 s. ISBN 3-8252-2590-9
ANDREOTTI, M. 2009. Die Struktur der modernen Literatur. Bern und Stuttgart: Verlag Paul Haupt, 2009. 294 s. ISBN 978-3-8252-1127-1
CULLER, J. 2002. Krátký úvod do literární teorie. Brno: Host, 2002. 168 s. ISBN 80-7294-070-8
FELSNER, K./HELBIG, H./MANZ, T. 2012. Arbeitsbuch Lyrik. Berlin: Akademie Verlag, 2012. 300 s. ISBN 3050059095
GENETTE, G. 2010. Die Erzählung. München: Fink, 2010. 293 s. ISBN 3825280837
GIGL, C. 2013. Textanalyse und Interpretation. Stuttgart: Klett Verlag 2013. 192 s. ISBN 978-3-12-927166-7
JEßING, B./KÖHNEN, R. 2007. Einführung in die Neuere deutsche Literaturwissenschaft. Stuttgart: Metzler, 2007. 435 s. ISBN-13: 978-3476021427
MARTÍNEZ, M./SCHEFFEL, M. 2020. Einführung in die Erzähltheorie. München: Beck, 2020. 234 s. ISBN 3406742831
PFISTER, M. 2010. Das Drama. München: Fink, 2010. 454 s. ISBN 3825205800
-
The basis of the assessment is a term paper.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The student has understood the literary analysis methods and can apply them independently, can analyze literary texts of all genres in depth.
Very good: The student has understood the literary analysis methods and can apply them with minor uncertainties, can independently analyze literary texts of all genres.
Good: The student has understood the literary analysis methods and applies them with minor errors
Satisfactory: The student has only partially understood the methods of literary analysis and makes frequent mistakes applying them.
Sufficient: The student only marginally understood the literary analysis methods and big/large errors are made in the implementation.
Sufficient: the student has understood the methods of analysis in literary science only sufficiently and makes gross errors in application.
Insufficient: the student does not understand the methods of analysis in literary science, cannot analyze literary texts.
German, Slovak
Clarification of the nature of the literary work as an aesthetic entity. The course includes a brief outline of the development of literary theory, the traditions of literary research in German studies, as well as current trends in European literary scholarship. Particular attention is paid to the application of knowledge to the main literary types and genres.
Assessment (term paper - 100/0)
The students are familiar with the basic questions and problems of literary studies. They understand main concepts and theories for the analysis of literary texts and master the technical terminology. Students gain an insight in the different steps of literary analysis and know the literary methodology. They can examine different literary texts of the three main literary genres using the latest methods analysis and interpret them on the basis of their own reading experience. The students are able to formulate their results professionally using scientific tools.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student's workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours of homework; 8 hours of essay preparation; 10 hours of final test preparation. Total 50 hours of student work.
Teaching methods: exposition (description, explanation and conversation, individual work using various techniques), fixation (repetitive exercises, homework, games), diagnostic and classification (written exams and didactic tests).
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
KOITHAN, U./SCHMITZ, H./SIEBER, T./SONNTAG, R. 2015. Aspekte neu. Mittelstufe Deutsch. Teil 1. München: Klett-Langenscheidt, 192 s. ISBN 978-3-12-605027-2
Grammatik aktiv. Verstehen. Üben. Sprechen. 2017. Berlin: Cornelsen 2017. 312 s. ISBN 978-3-06-021482-2 alebo aktuálne učebné materiály na úrovni B2.
Recommended readings:
BUSCHA A./SZITA S. B-Grammatik. Leipzig: Schubert. 266 s. ISBN 3941323105
články z tlače, internetu. [online] [citované 26/11/2021]. Dostupné na:
slovníky – dvojjazyčné a výkladové
assessment (essay, final test - 100/0)
The essay and the final test must be handed in for assessment. Both must be passed to receive a passing grade. The student will receive a maximum of 50 points for the essay and a maximum of 50 points for the final test.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66% , satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The student masters the acquired linguistic means and can apply them in the four skills and different contexts.
Very good: The student masters the acquired linguistic means and can apply them with very few errors in the four skills and different contexts.
Good: The student can use the learned linguistic means with minor errors in most contexts and language skills.
Satisfactory: The linguistic means covered are frequently used incorrectly and can only be transferred to other contexts or language skills to a limited extent.
Sufficient: The linguistic means covered can only be used with gross errors, transfer to other contexts or language skills is hardly possible.
German, Slovak
Practising basic language skills: reading, listening, speaking, writing, using a variety of exercises on the above topics. Reading comprehension: note-taking and key-word formation, questioning, formulating answers and appropriate reasoning. Strategies for reading a foreign language text are practised: first reading, gathering background information, key words, questions, intensive reading and structuring of the text and other strategies. The competences of writing foreign language texts are developed: selecting a topic, collecting material, sorting, organising and structuring the text, formulating ideas. In the area of narrative, free narration on a selected topic as well as appropriate argumentation are practised.
Graduates of the course are able to communicate fluently in German in a variety of situations at an appropriate level and have acquired communication skills in oral and written form.
assessment (essay, final test - 100/0)
The class aims to develop students' communication skills: different topics are discussed, linguistic means are learned and applied, specific vocabulary based on the given topic is acquired, and relevant grammar rules are repeated, and all four skills are practiced. The students can understand the main ideas of complex texts on both concrete and abstract topics; can communicate spontaneously and fluently in order to have a normal conversation with native speakers without much effort on either side; can express themselves clearly and in detail on a wide range of topics, explain their opinion on a topical issue and present arguments and counterarguments for or against a particular point of view.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 22 hours; 8 hours of homework; 10 hours of preparation for project work; 10 hours of preparation for final test. Total 50 hours of student work.
Teaching methods: exposition (description, explanation and conversation, individual work using various techniques), fixation (repetitive exercises, homework, games), diagnostic and classification (written exams and didactic tests).
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BILLINA, A. 2019. Lesen und Schreiben B2. München: Hueber Verlag, 2019. 144 s. ISBN 978-3-19-597493-6 or up-to-date teaching materials at B2 level.
Recommended readings:
articles from the press, internet, dictionaries - bilingual and explanatory
Course completion requirements:
assessment (project, final exam – 100/0)
The basis of the assessment is a project and a final exam. The students have to pass both to complete the course. The student will receive a maximum of 50 points for the project and a maximum of 50 points for the final test.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The student understands and responds appropriately to a wide range of authentic listening and reading material.
Very good: The student understands and responds appropriately to a wide range of authentic listening and reading texts with few minor uncertainties.
Good: The student understands and responds to many authentic listening and reading texts with minor difficulty.
Satisfactory: The student understands authentic listening and reading texts only with some difficulty and finds it hard to react appropriately.
Sufficient: The student understands authentic listening and reading texts only with great difficulty and hardly reacts to them.
Insufficient: the student does not understand authentic listening texts
German
Course outcomes of subject (content):
Strategies for reading and listening comprehension, practicing different types of reading. Graduates of the course are able to read fluently in German in a variety of specific situations and have acquired oral and written communication skills in reading and listening comprehension.
assessment (project, final exam – 100/0)
Learning outcomes/ Objectives and learning outcomes:
The students understand standard language spoken in direct contact and in the media as they normally encounter it in private, social, professional, or educational life. They understand longer speeches and talks and are able to follow complex lines of argument if reasonably familiar with the topic. They understand TV news and reports, interviews, and most films if standard language is spoken. Students can read articles and reports on current topics and problems and understand contemporary literary prose. They can read independently, adapt reading style and speed to different texts and purposes, and use appropriate reference works. They have a large reading vocabulary but may have difficulty with less frequently used phrases. Students can use a variety of listening and reading strategies to ensure comprehension, including listening for key words and using clues from the context.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours per week, seminar, combined form (primarily attendence).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours of home preparation; 8 hours of essay preparation; 10 hours of final test preparation. Total 50 hours of student work.
Teaching methods: exposition (description, explanation and conversation, individual work using various techniques), fixation (repetitive exercises, homework, games), diagnostic and classification (written exams and didactic tests).
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BETZ, U.J/BILLINA, A. 2019. Hören & Sprechen B2. München: Hueber Verlag, 2019. 160 s. ISBN 978-3-19-717493-8 alebo aktuálne učebné materiály na úrovni B2.
Recommended readings:
REININGER, D. 2009. "Aber biografisch, das bin ich selbst!“. Mündliches biografisches Erzählen als Unterrichtsaktivität im zweit- und fremdsprachlichen Deutschunterricht mit Erwachsenen. Innsbruck: studienVerlag, 2009. 328 s. ISBN 3706548038
SCHREITER, I. 2002. Schreibversuche. Kreatives Schreiben bei Lernern des Deutschen als Fremdsprache. Themenvorschläge, Arbeitsempfehlungen und viele authentische Beispiele für phantasievolle Texte. München: iudicium, 2002. 235 s. ISBN 3891297343
WOLFRUM, J. 2010. Kreativ schreiben. Gezielte Schreibförderung für jugendliche und erwachsene Deutschlernende (DaF/DaZ). Ismaning: Hueber Verlag, 2010. 184 s. ISBN 3190417512
Course completion requirements:
assessment (written composition, final test - 100/0)
In order to receive a grade, students must submit a written composition and pass the final test. Both must be passed to receive a passing grade. The student will receive a maximum of 50 points for the essay and a maximum of 50 points for the final test.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66% , satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The student masters the acquired linguistic means and can apply in speaking and writing in different contexts.
Very good: The student masters the acquired linguistic means and can apply in speaking and writing with very few errors in different contexts.
Good: The student can use the learned linguistic means with minor errors in speaking and writing in most contexts.
Satisfactory: The students make frequent errors in reading and writing and the covered contents can only partially be transferred to other contexts.
Sufficient: The students make gross errors in reading and writing, a transfer of covered contents to other contexts is hardly possible
German
Course outcomes of subject (content):
Strategies for text production, discussion, argumentation on current social issues. Graduates of the course are able to communicate in German in a variety of specific situations at an appropriate professional level through the production of their own texts and have acquired oral and written communication skills in the production of written and oral communications
assessment (written composition, final test - 100/0)
Learning outcomes/ Objectives and learning outcomes:
The students have mastered the principles of text production in speaking and writing. The students can communicate spontaneously and fluently in order to have a normal conversation with a native speaker. They can take an active part in discussions on familiar topics, justifying and defending their views. They can express themselves clearly and in detail on a wide range of topics, explain ideas, discuss issues and build their arguments logically. The students can write detailed texts on various topics related to their field of interest. In an essay or report they can provide information or present arguments and counterarguments for or against a particular point of view. They can write clear and coherent descriptions of real or fictional events and experiences.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours per week, seminar, combined form (primarily attendence).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours of home preparation; 8 hours of essay preparation; 10 hours of final test preparation. Total 50 hours of student work.
Teaching methods: exposition (description, explanation and conversation, individual work using various techniques), fixation (repetitive exercises, homework, games), diagnostic and classification (written exams and didactic tests).
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BETZ, U.J/BILLINA, A. 2019. Hören & Sprechen B2. München: Hueber Verlag, 2019. 160 s. ISBN 978-3-19-717493-8 alebo aktuálne učebné materiály na úrovni B2.
Recommended readings:
REININGER, D. 2009. "Aber biografisch, das bin ich selbst!“. Mündliches biografisches Erzählen als Unterrichtsaktivität im zweit- und fremdsprachlichen Deutschunterricht mit Erwachsenen. Innsbruck: studienVerlag, 2009. 328 s. ISBN 3706548038
SCHREITER, I. 2002. Schreibversuche. Kreatives Schreiben bei Lernern des Deutschen als Fremdsprache. Themenvorschläge, Arbeitsempfehlungen und viele authentische Beispiele für phantasievolle Texte. München: iudicium, 2002. 235 s. ISBN 3891297343
WOLFRUM, J. 2010. Kreativ schreiben. Gezielte Schreibförderung für jugendliche und erwachsene Deutschlernende (DaF/DaZ). Ismaning: Hueber Verlag, 2010. 184 s. ISBN 3190417512
Course completion requirements:
assessment (written composition, final test - 100/0)
In order to receive a grade, students must submit a written composition and pass the final test. Both must be passed to receive a passing grade. The student will receive a maximum of 50 points for the essay and a maximum of 50 points for the final test.
Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66% , satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).
Excellent: The student masters the acquired linguistic means and can apply in speaking and writing in different contexts.
Very good: The student masters the acquired linguistic means and can apply in speaking and writing with very few errors in different contexts.
Good: The student can use the learned linguistic means with minor errors in speaking and writing in most contexts.
Satisfactory: The students make frequent errors in reading and writing and the covered contents can only partially be transferred to other contexts.
Sufficient: The students make gross errors in reading and writing, a transfer of covered contents to other contexts is hardly possible
German
Course outcomes of subject (content):
Strategies for text production, discussion, argumentation on current social issues. Graduates of the course are able to communicate in German in a variety of specific situations at an appropriate professional level through the production of their own texts and have acquired oral and written communication skills in the production of written and oral communications
assessment (written composition, final test - 100/0)
Learning outcomes/ Objectives and learning outcomes:
The students have mastered the principles of text production in speaking and writing. The students can communicate spontaneously and fluently in order to have a normal conversation with a native speaker. They can take an active part in discussions on familiar topics, justifying and defending their views. They can express themselves clearly and in detail on a wide range of topics, explain ideas, discuss issues and build their arguments logically. The students can write detailed texts on various topics related to their field of interest. In an essay or report they can provide information or present arguments and counterarguments for or against a particular point of view. They can write clear and coherent descriptions of real or fictional events and experiences.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendence).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours of preparation for direct instruction 18 hours of preparation for seminar work. 50 hours of student work in total.
Teaching methods: expository (description of the characteristics of the professional language, fixation (practice of vocabulary and grammatical phenomena occurring in the professional language), diagnostic and classification, etc.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
ROELCKE, T. 2010. Fachsprachen. Berlin: 2010. 269 s. ISBN-13: 978-3503122219
Recommended readings:
GERGEL, P. 2021. Vermögensdelikte in der Übersetzung. Nümbrecht: Kirsch-Verlag, 2021. 151 s. ISBN 978-3-943906-56-1
MICHŇOVÁ, E. 2006. Business Deutsch. Praha: Grada, 2006. 112 s. ISBN 80-247-1643-7
MICHŇOVÁ, E.: Deutsch im Beruf. Praha: Grada, 2008. 128 s. ISBN 978-80-247-2408-9
Course completion requirements
test (100/0)
The grade is awarded on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: precise wording, excellent knowledge of the current state of research on technical language, consideration of the scientific context, clear and logical argumentation, nuanced language, correct use of technical terms, well-read style, minimal grammatical, orthographic and stylistic errors, consideration of a large body of literature, formally correct editing (adherence to citation standards, etc.).
Very good: solid treatment of the topic of the seminar paper, very good knowledge of the scientific context of professional communication, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing
Good: reasonably good treatment of the topic but superficial connection with the current state of the research problem, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.)
Satisfactory: superficial knowledge of the scientific context of professional communication, imprecise presentation of arguments taken from secondary literature, largely correct use of professional terms, several grammatical, orthographic, stylistic errors.
Adequate: sufficient treatment of the topic in the field of professional language, minimal knowledge of the scientific context, a large number of orthographic, stylistic errors.
Insufficient results: insufficient treatment of the topic, no knowledge of the scientific context, poor or no reasoning, large number of orthographic, stylistic errors.
German
Course outcomes of subject (content):
term structure, processes of terminologization, characteristics of a professional text. Specifics of a professional text. Horizontal and vertical division of professional language, characteristics of professional language, work with professional literature on the example of texts from several areas of social and natural sciences (e.g. electrical engineering, physics, mathematics, economics, law, chemistry, biology, medicine, etc. The graduate is familiar with linguistic tendencies in professional expression and is equipped with extensive knowledge and the ability to communicate fluently in German at an appropriate professional level, i.e. the content of this course contributes in this way to the graduate's profile.
100/0
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to become familiar with the structure and types of professional texts, their grammar and vocabulary.
Learning outcomes: the graduate of the course knows the term as a basic building unit of professional written and oral expression. On the basis of the analysis of selected textual examples, the student will be able to characterise the morphological, syntactic, lexical and stylistic specifics of professional texts (e.g. in the field of technology, economics, law and natural sciences). The graduate will acquire the following transferable competences: analytical skills based on the analysis of concrete linguistic material (professional texts), creativity and the ability to think abstractly and critically in the production of a seminar paper. The graduate knows the specific principles of the creation of professional texts and their linguistic specificities skills, applies the acquired knowledge in the creation of the seminar work in the integration of the acquired theoretical knowledge into the conception and implementation of small-scale research, which is part of the seminar work, in the field of competences reaches a relatively high level in professional expression and competence in the implementation of linguistic research of professional texts.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendence).
Student workload: 11 x 2 hours of direct teaching = 22 hours; 14 hours of preparation for mid-term assessment (paper); 14 hours of test preparation. Total 50 hours of student work.
Teaching methods: explanation, interview, discussion, brainstorming, own work.
Teaching methods: explanation, interview, discussion, brainstorming, students' own work, work with internet resources, practice, revision.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
DREYER, H. 2009. Lehr- und Übungsbuch der deutschen Grammatik aktuell 1.Aufl., Ismaning: Hueber, 2009. 392 s. ISBN 978-3-19-307255-9
Recommended readings:
FÖLDEAK, H. 2013. Deutsch üben 05. Sag´s besser, Ismaning: Hueber, 2013. 191 s. ISBN 978-3-19-007454-9
FÖLDEAK, H. 2013. Deutsch üben 06. Sag´s besser 2. 2. überarb. Aufl., Ismaning: Hueber, 2013. 191 s. ISBN 978-3-19-007454-9
HALL, K./SCHEINER, B. 2014. DaF-Übungsgrammatik für die Oberstufe B2–C2. 1. neue Ausg., Ismaning: Hueber Verlag, 2014. 359 s. ISBN 978-3-19-207448-6
Course completion requirements:
During the semester, the student will prepare a visual presentation, present a paper, and take a final test. Active participation in seminars, independent and group problem solving, and the student's own creative work are required. Points: active participation in seminars: 30 points, preparation/presentation of a paper: 30 points, test: 40 points (100/0).
The grade is awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: demonstration of excellent knowledge of the topic, ability to demonstrate theoretical knowledge flexibly and promptly with practical examples, correct use of technical terms, minimal grammatical, orthographic and stylistic errors, excellent ability to independently present the results of the work in the form of an orally presented paper, active participation in seminars, independent and group problem solving, independent, creative work during the semester.
Very good: demonstration of good knowledge of the topic, ability to demonstrate theoretical knowledge with practical examples, active participation in seminars, clear language, only a small number of grammatical, orthographic and stylistic errors, very good ability to independently present the results of work in an orally presented paper, independent and group problem solving and own work during the semester.
Good: Demonstration of good knowledge, but the work contains inaccurate facts in relation to the topic in places, mostly correct use of technical terms, predominance of theoretical information over practical examples, grammatical, orthographic, stylistic at a good level, good ability to present the results of the work independently in the form of an orally presented paper, participation in discussions, independent and group problem-solving.
Satisfactory: apparently little knowledge related to the topic, the topic is treated mainly theoretically without implementation of practical examples, unconvincing presentation of the results of the work in the form of a report, largely correct use of technical terms, superficial preparation for seminars, a large number of grammatical, orthographic and stylistic errors, infrequent participation in discussions, group problem solving during the semester.
Sufficient: knowledge related to the topic is very weak, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, superficial preparation for seminars, poor ability to independently present theoretical knowledge in connection with practical applications, passive participation in discussions, group problem solving during the semester.
Inadequate: minimal or no knowledge of the topic, a large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies, lack of participation in discussions and group work.
German
Course outcomes of subject (content):
terminology of German grammar, verb: verb timing, rhetoric - prepositional conjugation of verbs, separable and inseparable verbs, reflexive verbs, auxiliary tense verbs, auxiliary modal verbs, infinitive, regular verb conjugations, verb tense - (in)regular forms in the past tense, past tense with haben/sein; verb genitive.
During the semester, the student will prepare a visual presentation, present a paper, and take a final test. Active participation in seminars, independent and group problem solving, and the student's own creative work are required. Points: active participation in seminars: 30 points, preparation/presentation of a paper: 30 points, test: 40 points (100/0).
Learning outcomes/ Objectives and learning outcomes:
Educational objectives: to achieve a linguistic standard which is a condition for grammatically correct reception and production of the morphosyntactic level of texts with a focus on verb forms.
Learning outcomes: the graduate of the course will acquire the relevant terminology of German grammar. Based on the practice of grammatical structures, the student will acquire practical knowledge leading to productive skills with authentic output. The student is capable of self-reflection and self-evaluation (critically assessing his/her language level) and subsequent self-correction. Integrates the acquired knowledge and skills into his/her linguistic expression, thus improving his/her communication and presentation skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student workload: 11 x 2 hours of direct teaching = 22 hours; 14 hours of preparation for mid-term assessment (paper); 14 hours of test preparation. Total 50 hours of student work..
Teaching methods: explanation, interview, discussion, brainstorming, students' own work, work with internet resources, practice, revision.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
DREYER, H. 2009. Lehr- und Übungsbuch der deutschen Grammatik aktuell. 1.Aufl., Ismaning: Hueber, 2009. 392 s. ISBN 978-3-19-307255-9
Recommended readings:
FÖLDEAK, H. 2013. Deutsch üben 05. Sag´s besser, Ismaning: Hueber, 2013. 191 s. ISBN 978-3-19-007454-9
FÖLDEAK, H. 2013. Deutsch üben 06. Sag´s besser 2. 2. überarb. Aufl., Ismaning: Hueber, 2013. 191 s. ISBN 978-3-19-007454-9
HALL, K. – SCHEINER, B. 2014. DaF-Übungsgrammatik für die Oberstufe B2-C2. 1. neue Ausg., Ismaning: Hueber Verlag, 2014. 359 s. ISBN 978-3-19-207448-6
Course completion requirements:
During the semester, the student will prepare a visual presentation, present a paper, and take a final test. Active participation in seminars, independent and group problem solving, and the student's own creative work are required. Points: active participation in seminars: 30 points, preparation/presentation of a paper: 30 points, test: 40 points (100/0).
The grade is awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: demonstration of excellent knowledge of the topic, ability to demonstrate theoretical knowledge flexibly and promptly with practical examples, correct use of technical terms, minimal grammatical, orthographic and stylistic errors, excellent ability to independently present the results of the work in the form of an orally presented paper, active participation in seminars, independent and group problem solving, independent, creative work during the semester.
Very good: demonstration of good knowledge of the topic, ability to demonstrate theoretical knowledge with practical examples, active participation in seminars, clear language, only a small number of grammatical, orthographic and stylistic errors, very good ability to independently present the results of work in an orally presented paper, independent and group problem solving and own work during the semester.
Good: Demonstration of good knowledge, but the work contains inaccurate facts in relation to the topic in places, mostly correct use of technical terms, predominance of theoretical information over practical examples, grammatical, orthographic, stylistic at a good level, good ability to present the results of the work independently in the form of an orally presented paper, participation in discussions, independent and group problem-solving.
Satisfactory: apparently little knowledge related to the topic, the topic is treated mainly theoretically without implementation of practical examples, unconvincing presentation of the results of the work in the form of a report, largely correct use of technical terms, superficial preparation for seminars, a large number of grammatical, orthographic and stylistic errors, infrequent participation in discussions, group problem solving during the semester.
Sufficient: knowledge related to the topic is very weak, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, superficial preparation for seminars, poor ability to independently present theoretical knowledge in connection with practical applications, passive participation in discussions, group problem solving during the semester.
Inadequate: minimal or no knowledge of the topic, a large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies, lack of participation in discussions and group work.
German
Course outcomes of subject (content):
Terminology of German grammar, grammatical categories, declension paradigms of nouns, adjectives, pronouns and numerals. Analytical, synthetic forms of comparison. Arrangement of word types in syntagmatic sentence structures.
During the semester, the student will prepare a visual presentation, present a paper, and take a final test. Active participation in seminars, independent and group problem solving, and the student's own creative work are required. Points: active participation in seminars: 30 points, preparation/presentation of a paper: 30 points, test: 40 points (100/0).
Learning outcomes/ Objectives and learning outcomes:
Educational objectives: to achieve a linguistic standard which is a condition for grammatically correct reception and production of the morphosyntactic level of texts with a focus on selected word types. Learning outcomes: the graduate of the course will acquire the relevant terminology of German grammar. Based on the practice of grammatical structures, the student will acquire practical knowledge leading to productive skills with authentic output. The student is capable of self-reflection and self-evaluation (critically assessing his/her language level) and subsequent self-correction. Integrates the acquired knowledge and skills into his/her linguistic expression, thus improving his/her communication and presentation skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours of preparation for direct instruction 18 hours of preparation for assessment. Total 50 hours of student work..
Teaching methods: motivational (motivational demonstration of written pronunciation, expository (explanation of the principles of correct articulation and pronunciation, basic principles of transcription, fixation (practice of correct pronunciation and transcription), diagnostic and classification, etc.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
DAHMEN, S. 2017. Phonetik, Phonologie und Schrift. Stuttgart: UTB GmbH, 2017. 200 s. ISBN 9783825247522
Recommended readings:
ADAMCOVÁ, L. 2001. Phonetik der deutschen Sprache. Bratislava: Univerzita Komenského, 2001. 201 s. ISBN 80-223-1678-4
HIRSCHFELD, U., REINKE, K. 2009. 33 Aussprachespiele. Deutsch als Fremdsprache. Stuttgart: Ernst Klett Sprachen, 2009. 127 s. ISBN 978-3126751834
HiRSCHFELD, U., REINKE, K., STOCK, E. 2007. Phonotek intensiv. Aussprachetraining. München: Langenscheidt, 2007. 176 s. ISBN 978-3468497643
MANGOLD, M. 2006. Duden. Bd. 6. Das Aussprachewörterbuch. 6. prepracované a aktualizované vyd., Mannheim, Leipzig, Wien, Zürich: Bibliographisches Institut F.A. Brockhaus AG, 2006. 864 s. ISBN 978-3411040667
SCHIEMANN, E., BÖLCK, M. 2008. Hören, sprechen, richtig schreiben. 2 vyd., Stuttgart: Schmetterling Verlag, 2008. 186 s. ISBN 3-89657-805-7
Course completion requirements:
dictation (100/0)
Dictation will focus on pronunciation and transcription throughout the semester. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
A - excellent performance, the student has mastered the principles of pronunciation and transcription.
B - excellent performance, student masters the principles of pronunciation and transcription but makes minor errors.
C - good performance, student masters the principles of pronunciation and transcription, makes minor errors occurring fairly frequently.
D - satisfactory performance, the student masters the principles of pronunciation and transcription with only problems.
E - satisfactory performance, the student has deficiencies in pronunciation and transcription.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to learn correct pronunciation and the basics of transcription.
Learning outcomes: the graduate of the course masters the standard German pronunciation and the corresponding transcription signs, learns the correct pronunciation of German syllables and their linking in continuous speech with the help of different types of texts. They will also master the most important principles of phonetic transcription and their practical application. They will learn how to work with pronunciation dictionaries.
The graduate will acquire the following transferable competences: communication skills through the acquisition of correct pronunciation, motivation and the ability to acquire vocabulary at the same time as the phonological aspect of lexical units.
Knowledge: the graduate of the course knows the basics of transcription and written pronunciation.
Skills: the graduate applies the rules of written pronunciation in practical exercises and in everyday communication.
Competences: the graduate achieves a fairly good level of oral communication.
German
Course outcomes of subject (content):
Pronunciation norm and pronunciation rules of the German language, practical training in the correct pronunciation of German vowels focused on the needs of the trainees (emphasis on sentence melody, word and sentence accents and the pronunciation of German vowels and consonants), basics of phonetic transcription, work with pronunciation dictionaries, phoneme-grapheme interrelationship in the context of speaking and writing. The graduate's profile clearly includes mastery of this linguistic level of the German language.
dictation (100/0)
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to learn correct pronunciation and the basics of transcription.
Learning outcomes: the graduate of the course masters the standard German pronunciation and the corresponding transcription signs, learns the correct pronunciation of German syllables and their linking in continuous speech with the help of different types of texts. They will also master the most important principles of phonetic transcription and their practical application. They will learn how to work with pronunciation dictionaries.
The graduate will acquire the following transferable competences: communication skills through the acquisition of correct pronunciation, motivation and the ability to acquire vocabulary at the same time as the phonological aspect of lexical units.
Knowledge: the graduate of the course knows the basics of transcription and written pronunciation.
Skills: the graduate applies the rules of written pronunciation in practical exercises and in everyday communication.
Competences: the graduate achieves a fairly good level of oral communication.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 26 hours of preparation for continuous assessment (continuous tests), 12 hours of preparation for dictation. Total 60 hours of student work.
Teaching methods:
interpretation of the material; explanation of the material; practicing and justifying spelling phenomena; analysis of problem problems, discussion of the topic
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
Pravidlá slovenského pravopisu. 2013. 4., nezmenené vyd. Bratislava: Veda. 590 s. ISBN 978-80-224-1331-2
Recommended readings:
DZIVIAKOVÁ, M. 2016. Písmo. Jeho vznik, druhy a význam. 1. vyd. In: Písmo a žiaci so stratou sluchu. Ed. D. Tarcsiová. Bratislava: Iris, 21–30. ISBN 978-80-89726-88-2
NAVRÁTIL, L./ŠIMURKA, J. 2005. Praktická príručka slovenského pravopisu. 2., upravené a doplnené vyd. Nitra: Enigma. 139 s. ISBN 80-89132-19-7
RIPKA, I./IMRICHOVÁ, M./SKLADANÁ, J. 2005. Príručka slovenského pravopisu pre školy a prax. Bratislava: Ottovo nakladateľstvo. 672 s. ISBN: 80-969159-1-6
Course completion requirements:
The student will be evaluated during the semester in the form of 2 midterm tests (70 points) and a dictation (30 points). The course is completed with a grade resulting from an interim review of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points of the total number of points for a grade of E. A minimum of 60% of the total marks is required to pass the course.
The grade is awarded on a scale:
A (100 - 91%, excellent - outstanding results): excellent performance: the student has excellent knowledge, can apply the acquired knowledge excellently in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, can independently further his/her education;
B (90-81%, very good - above average standard): very good performance: the student has excellent knowledge, can apply the acquired knowledge very well in practice, has the ability to solve individual tasks and assignments independently, can pursue further education independently;
C (80 - 73%, good - normal reliable work): good performance: the student has good knowledge, can reliably apply the acquired knowledge in practice, can reliably solve individual tasks and assignments, can reliably further his/her education;
D (72-66%, satisfactory - acceptable performance): satisfactory performance: the student has satisfactory knowledge, can apply it satisfactorily in practice, solves individual tasks and assignments satisfactorily, has satisfactory skills for further learning;
E (65 - 60%, satisfactory - results meet the minimum criteria): satisfactory performance: the student demonstrates a minimum amount of knowledge, can minimally apply it in practice, solves individual tasks and assignments at a satisfactory level, has minimal skills for further learning;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: student does not demonstrate sufficient knowledge, cannot apply it in practice, cannot solve individual tasks and assignments, cannot further their education.
Slovak
Course outcomes of subject (content):
1. Principles of Slovak spelling.
2. Writing i/í and y/ý in domestic words and in words of foreign origin.
3. Writing the vowel ä.
4. Writing the consonants ď, ť, ň, ľ. Writing consonants in prefixes and prepositions.
5. Writing words of foreign origin.
6. Writing words separately and together.
7. Splitting words.
8. Writing capital letters.
9. Punctuation and its functions.
10. Punctuation marks.
11. Overview of declension and conjugation.
The student will acquire theoretical knowledge of Slovak spelling. The student will acquire knowledge of the principles of Slovak spelling, the basic spelling rules applied in written communication within the written Slovak language and problematic phenomena in Slovak spelling. They will learn the correct spelling of Slovak vowels and consonants, the correct spelling of words of foreign origin, the problems of writing words separately and together and the division of words, and relevant knowledge about the correct spelling of capital letters in Slovak, the use of punctuation and its functions in written expressions of written Slovak with regard to the correct use of individual punctuation marks. In relation to Slovak spelling, the student will also deepen the basic theoretical knowledge of Slovak declension and conjugation. This leads to the student's thorough mastery of the orthographic standard of written Slovak, both in theory and in practice. Of particular importance is the acquisition of practical skills applied in the assessment and analysis of orthographic phenomena, which leads the student to apply the acquired theoretical knowledge in practical orthographic analyses and exercises, and especially in the independent solution of problematic orthographic tasks. The acquired knowledge and skills in the field of Slovak orthography can be creatively applied and used by the student in his/her further studies, as well as in his/her future teaching practice, possibly also in the basic auxiliary teaching, translation and editorial practice, i.e. wherever it is necessary to apply the ability to convincingly assess, analyse and evaluate the orthographic aspect of written linguistic expressions. Emphasis on raising the student's professional level and linguistic culture appears to be equally important in adequately conveying information about spelling phenomena to the general public, as well as in independently analysing a problem in the spelling field and offering relevant information, explanations and spelling justifications to the general public.
The student will be evaluated during the semester in the form of 2 midterm tests (70 points) and a dictation (30 points). The course is completed with a grade resulting from an interim review of learning outcomes during the teaching part of the semester of study (100/0).
Learning outcomes/ Objectives and learning outcomes:
Objectives of education: to thoroughly acquire and master the orthographic norm of written Slovak, both at the theoretical and practical level; to consciously increase the linguistic culture of the listeners
Learning outcomes: the graduate of the course will become comprehensively acquainted with Slovak spelling, acquire knowledge of the principles of Slovak spelling and spelling rules applied in written communication in the written Slovak language. Particular emphasis is placed on familiarisation with problematic phenomena in Slovak orthography and on the subsequent application of the acquired theoretical knowledge in the practical practice and justification of orthographic phenomena, in practical analyses of written expressions of written Slovak from the orthographic point of view, as well as in the analysis of problem tasks. In this way, the student acquires important practical skills in assessing spelling phenomena, which can be used creatively and independently in solving problem solving tasks in the field and in the complex analysis of spelling phenomena, and thus also develops his analytical skills as well as the ability of abstract and critical thinking. The student can apply the acquired theoretical knowledge and practical skills not only in his/her further university studies, but also creatively apply them in future teaching practice, possibly also in basic teaching assistant, translation, editorial practice, as well as for the needs arising from the function of an intercultural and interlingual mediator. The listener is also able to convey information about spelling phenomena to the general public and to offer conclusions and spelling justifications to lay audiences. The emphasis is not only on raising the professional level but also the linguistic culture of the listeners, which also seems to be very necessary in terms of the future practice of the listeners.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for a paper; 16 hours of preparation for a seminar paper. 50 hours of student work in total.
Teaching methods: analysis of literary texts, work with professional texts, brainstorming, discussion of the topic, guided self-study
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
https://www.kinderundjugendmedien.de
Recommended readings:
LANGE, G. (ed.) 2000. Taschenbuch der Kinder-und Jugendliteratur. Baltmannsweiler: Schneider Verlag Hohengehren, 2000. 565 s. ISBN 3-89676-345-8
MIKULÁŠOVÁ, A. 2000. Einblicke in die neuere österreichische Kinder- und Jugendliteratur. Bratislava: Monitor Promotion, 2000. 176 s. ISBN 80-968927-8-9
MIKULÁŠOVÁ, A./MIKULÁŠ, R. 2011. Diskurse der Kinder- und Jugendliteraturforschung. Nümbrecht: Kirsch Verlag, 2011. 140 s. ISBN 978-3-933586-79-7
MATTENKLOTT, G. 1989. Die Zauberkreide. Stuttgart: J. B. Metzlersche Verlagsbuchhandlung, 1989. 363 s. ISBN 3476006727
Course completion requirements:
reading of primary literature texts is required (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions/analyses: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).
The assessment:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: precise formulation of the purpose of the work, clear and logical argumentation, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation, differentiated language, correct use of technical terms, minimal grammatical, orthographic and stylistic errors, consideration of a large amount of literature, formally correct editing (adherence to citation standards, etc.), good grades (excellent), excellent ability to independently present the results of work and incorporate comments, active participation in discussions/analyses of literary works, independent problem solving, independent, creative work during the semester.
Very good: solid treatment of the topic in relation to the objectives pursued, logical structure of the thesis, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), very good ability to present the results of the thesis independently and to incorporate comments from the oral presentation of the thesis, active participation in discussions/analyses of literary works, independent problem-solving, and self-created work during the semester.
Good: average treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), correct use of technical terms, grammatically, orthographically, stylistically at a good level. ), good ability to independently present the results of work and incorporate comments, participation in discussions/analyses of literary works, independent problem solving during the semester.
Satisfactory: only a rough outline of the problem to be solved, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, a greater number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, infrequent participation in discussions/analyses of literary works and in group work during the semester.
Sufficient: results treat the chosen topic superficially and without own contribution by mechanically reading from various sources, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of little secondary literature, insufficient ability to present theoretical knowledge independently, passive participation in discussions/analyses of literary works and group work during the semester.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, weak or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies. Failure to engage in discussions and group work during the semester.
German
Course outcomes of subject (content):
Literature for children and young people - subject matter - definitions - literature for children and young people in foreign language teaching. Genres: lyric for children and young people; picture book; fairy tale; short story; fantastic prose for children and young people - short story - novella; realistic prose for children and young people; adolescent novel; adventurous prose; comics; magazines for children.
reading of primary literature texts is required (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions/analyses: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).
The assessment:
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to become familiar with specific genres of literature for children and young people and how to work with them.
Learning outcomes: the graduate of the course will get to know the key texts of literature for children and youth in German-speaking countries, develop presentation and argumentation strategies, learn to creatively apply the acquired knowledge in teaching practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 14 hours preparation for mid-term evaluation (report). Total 50 hours of student work.
Teaching methods: explanation, narration, interview, discussion, brainstorming, students' own work, work with Internet resources, practice, repetition.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BUSCHA, J./HELBIG, G. 2011. Übungsgrammatik Deutsch. 6. Aufl., Berlin: Langenscheidt, 2011. 379 s. ISBN 978-3-468-49494-9
Recommended readings:
HALL, K./SCHEINER, B. 2014. DaF-Übungsgrammatik für die Oberstufe B2-C2. 1. neue Ausg., Ismaning: Hueber Verlag, 2014. 359 s. ISBN 978-3-19-207448-6
PITTNER K./BERMAN J. 2013. Deutsche Syntax: ein Arbeitsbuch. 5., durchges. Aufl., Tübingen: Narr, 2013. 200 s. ISBN 978-3-8233-6834-2
Course completion requirements:
test (100/0)
The grade is awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: Precise articulation of the intent and objectives of the paper/seminar paper, demonstration of excellent knowledge of the topic, clear, logical reasoning, ability to flexibly and promptly demonstrate theoretical knowledge through practical examples, nuanced language, correct use of technical terms, excellent composition, clear style and a minimum of grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard and the authorial plural, correct inclusion of bibliographical references in the text and in the index, etc. ), excellent ability to independently present the results of the work and to incorporate comments from the oral presentation of the paper, active participation in discussions, independent and group problem solving, own creative work during the semester.
Very good: solid treatment of the topic in relation to the objectives pursued, demonstration of good knowledge of the topic, logical structure of the thesis, logical argumentation, ability to demonstrate theoretical knowledge with practical examples, active participation in discussions, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard and the author's plural, correct inclusion of bibliographical references in the text and in the list, etc.), correct use of the author's plural and the author's plural. ), very good ability to present the results of the work independently and to incorporate comments from the oral presentation of the paper, independent and group problem solving and own work during the semester.
Good: Average treatment of the topic in relation to the stated objectives, logical reasoning, correct communication of arguments from secondary literature, demonstration of good knowledge, but the paper contains inaccurate and irrelevant facts in relation to the topic in places, mostly correct use of technical terms, some elements of composition present, prevalence of theoretical information over practical examples, grammatical, orthographic, stylistic level good, appropriate amount of literature taken into account, formally correct editing (observance of the citation standard and the author's plural, correct inclusion of bibliographical references both in the text and in the index, etc.), correctness of the citation standard and the author's plural ), good ability to independently present the results of the work and incorporate comments, participation in discussions, independent and group problem solving.
Satisfactory: Only a rough outline of the problem to be solved, apparently little knowledge related to the topic, imprecise presentation of arguments taken from secondary literature, the topic is treated mainly theoretically without implementation of practical examples, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, multiple grammatical, orthographic, and stylistic errors, use of little secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, minimal incorporation of comments from the oral presentation, infrequent participation in discussions, group problem solving throughout the semester.
Sufficient: Results treat the chosen topic superficially and without practical examples by mechanical reading from various sources, knowledge related to the topic is very weak, imprecise use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, lack of ability to independently present theoretical knowledge in connection with practical applications, passive participation in discussions, group problem solving during the semester.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies, lack of participation in discussions and group work.
German
Course outcomes of subject (content):
sentence articles, complex analysis of sentences - determining sentence articles on the basis of classification, sentence structure in German or the position of individual sentence articles, negation in German, assignment clauses, subject, object and attributive subordinate clauses, adverbial subordinate clauses, adverbial subordinate clauses, emphatic subordinate clauses, sentence patterns. On the basis of the acquired knowledge, the graduate of the course cultivates his/her linguistic expression. In the eventual teaching profession, he or she will use the acquired knowledge and skills to convey the sentence sequence, the relationships between sentences, etc. in the teaching of German as a foreign language.
100/0
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to acquire theoretical and practical knowledge of the systematics of German sentence structure and to be able to apply it in practical language.
Learning outcomes: the graduate of the course demonstrates professional knowledge and understanding of the subject. The student demonstrates the theoretical knowledge with practical examples and implements it in his/her linguistic expression. On the basis of practical examples, he/she expands his/her repertoire of linguistic connectors and gains knowledge of the possibilities of sentence transformation, through which he/she is able to improve the coherence and cohesion of his/her linguistic expression.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for a paper; 16 hours of preparation for a seminar paper. 50 hours of student work in total.
Teaching methods: analysis of literary texts, working with professional texts, brainstorming, discussion of the topic, guided self-study
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
MIKULÁŠ a kol. 2019. Literaturwissenschaft in internationaler Perspektive. In: Literaturwissenschaft in internationaler Perspektive. Nümbrecht: Kirsch-Verlag, 2019. 509 s. ISBN 978-3-943906-35-6
Recommended readings:
MIKULÁŠOVÁ, A./MIKULÁŠ, R. 2011. Grundfragen der Literaturwissenschaft. Teil I. Theorien, Methoden, Tendenzen. Nümbrecht: Kirsch Verlag, 2011. 226 s. ISBN 978-3-933586-77-3
Course completion requirements:
knowledge of conceptual means and methods of literary research, active participation in discussions/analyses. Preparation/presentation of a paper: 40 points, final seminar paper: 60 points (100/0)
Grades are awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: precise formulation of the purpose of the work, clear and logical argumentation, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation, differentiated language, correct use of technical terms, minimal grammatical, orthographic and stylistic errors, consideration of a large amount of literature, formally correct editing (adherence to citation standards, etc.), good grades (excellent), good grades (excellent). ), excellent ability to independently present the results of work and incorporate comments, active participation in discussions/analyses of literary works, independent problem solving, independent, creative work during the semester.
Very good: solid treatment of the topic in relation to the objectives pursued, logical structure of the thesis, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), very good ability to present the results of the thesis independently and to incorporate comments from the oral presentation of the thesis, active participation in discussions/analyses of literary works.
Good: average treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), good ability to present the results of the work independently and to incorporate comments, participation in discussions/analyses of literary works.
Satisfactory: only a rough outline of the problem to be solved, imprecise presentation of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, a greater number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments, rare participation in discussions/analyses of literary works.
Sufficient: the results treat the chosen topic superficially and without own contribution by mechanically taking from various sources, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications, passive participation in discussions/analyses of literary works.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies. Failure to engage in discussions.
German
Course outcomes of subject (content):
The seminar is aimed at imparting the ability to work with literary texts of various types and genres from different epochs in the history of German literature, to penetrate into the contexts of their production as well as reception, to grasp their functionality as totalities or their elements in literary communication. Specific primary and secondary literature texts will be specified at the beginning of the semester.
knowledge of conceptual means and methods of literary research, active participation in discussions/analyses. Preparation/presentation of a paper: 40 points, final seminar paper: 60 points (100/0)
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to analyse and interpret literary texts.
Learning outcomes: the graduate of the course will gain empirical experience of his/her own confrontation with specific models and approaches in the encounter with literary texts, he/she will be able to identify poetic practices, gain knowledge and skills in the area of rhetoric, stylistics, metrics, analysis of narrative texts, genres and types. He/she will be able to apply models of immanent analysis, formalist, structuralist, socio-historical, psychological, feminist, etc. They will develop argumentation and presentation skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 14 hours preparation for mid-term evaluation (report). Total 50 hours of student work.
Teaching methods: explanation, narration, interview, discussion, brainstorming, students' own work, work with Internet resources, practice, repetition
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
ERNST, P. 2011. Germanistische Sprachwissenschaft. Stuttgart: Facultas.wuv, 2011. 302 s. ISBN 978-3-8252-2541-4
MÜLLER, H.M. (Hg.). 2009. Arbeitsbuch Linguistik, Paderborn: Schöningh, 2009. 532 s. ISBN 978-3-8252- 2169-0
Recommended readings:
BUSCH, A./STENSCHKE, O. 2008. Germanistische Linguistik. Tübingen: Gunter Narr Verlag, 2008. ISBN 978-3-8233-6414-6
LÜDELING, A. 2013.Grundkurs Sprachwissenschaft. Stuttgart: Klett Verlag, 2013. 169 s. ISBN 978-3-12-939019-1
Course completion requirements:
During the semester, the student will prepare a visual presentation, present a paper, and prepare a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work are required. Points: active participation in the seminar: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).
The grade is awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: Precise articulation of the intent and objectives of the paper/seminar paper, demonstration of excellent knowledge of the topic, clear, logical reasoning, ability to flexibly and promptly demonstrate theoretical knowledge through practical examples, nuanced language, correct use of technical terms, excellent composition, clear style and a minimum of grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard and the authorial plural, correct inclusion of bibliographical references in the text and in the index, etc.) ), excellent ability to independently present the results of the work and to incorporate comments from the oral presentation of the paper, active participation in discussions, independent and group problem solving, own creative work during the semester.
Very good: solid treatment of the topic in relation to the objectives pursued, demonstration of good knowledge of the topic, logical structure of the thesis, logical argumentation, ability to demonstrate theoretical knowledge with practical examples, active participation in discussions, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard and the author's plural, correct inclusion of bibliographical references in the text and in the list, etc.), correct use of the author's plural and the author's plural. ), very good ability to present the results of the work independently and to incorporate comments from the oral presentation of the paper, independent and group problem solving and own work during the semester.
Good: Average treatment of the topic in relation to the stated objectives, logical reasoning, correct communication of arguments from secondary literature, demonstration of good knowledge, but the paper contains inaccurate and irrelevant facts in relation to the topic in places, mostly correct use of technical terms, some elements of composition present, prevalence of theoretical information over practical examples, grammatical, orthographic, stylistic level good, appropriate amount of literature taken into account, formally correct editing (observance of the citation standard and the author's plural, correct inclusion of bibliographical references both in the text and in the index, etc.), correctness of the citation standard and the author's plural ), good ability to independently present the results of the work and incorporate comments, participation in discussions, independent and group problem solving.
Satisfactory: Only a rough outline of the problem to be solved, apparently little knowledge related to the topic, imprecise presentation of arguments taken from secondary literature, the topic is treated mainly theoretically without implementation of practical examples, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, multiple grammatical, orthographic, and stylistic errors, use of little secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, minimal incorporation of comments from the oral presentation, infrequent participation in discussions, group problem solving throughout the semester.
Sufficient: Results treat the chosen topic superficially and without practical examples by mechanical reading from various sources, knowledge related to the topic is very weak, imprecise use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, lack of ability to independently present theoretical knowledge in connection with practical applications, passive participation in discussions, group problem solving during the semester.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies, lack of participation in discussions and group work.
On the basis of the acquired knowledge, the graduate of the course cultivates his/her linguistic expression. In the eventual teaching profession, he/she will use the acquired knowledge and skills in the teaching of vocabulary in the teaching of German as a foreign language.
German
Course outcomes of subject (content):
Language and speech. The position of the German language in the European context. Language as a construct. The linguistic feature and its characteristics. The process of communication. Components of communication. Important linguists. Phonetics and phonology. Morphology. Syntax. Lexicology - word formation, word meaning. Phraseology. Stylistics and Textual Linguistics. Anglicisms in the German language. On the basis of the acquired knowledge and skills, the graduate of the course is able to deal with individual linguistic disciplines in more detail.
During the semester, the student will prepare a visual presentation, present a paper, and prepare a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work are required. Points: active participation in the seminar: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to acquire basic knowledge of general and Germanic linguistics, the most important linguistic levels and their basic conceptual apparatus.
Learning outcomes: the graduate of the course will become familiar with professional linguistic terminology and acquire the theoretical foundations. Theoretical knowledge can be developed and demonstrated by practical examples. In interaction, he/she will improve presentation and argumentation skills. By preparing for continuous assessment and seminar work, he/she will acquire self-study strategies.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for a paper; 16 hours of preparation for a seminar paper. Total 50 hours of student work.
Teaching methods: explanations, work with professional texts, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of didactic literary texts, authentic presentation and critical reflection of papers, guided self-study
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
KOLEČÁNI LENČOVÁ, I. 2008. Literárny artefakt vo výučbe cudzích jazykov. Banská Bystrica : Univerzita Mateja Bela, Fakulta humanitných vied, 2008. 198 s. ISBN 978-80-8083-572-9
KOLEČÁNI LENČOVÁ, I. 2009. Lehrerhandbuch: metodicko-didaktická príručka pre učiteľa k integrovaným učebniciam literárneho čítania pre žiakov 1. a 2. stupňa základných škôl a osemročných gymnázií Phantasieland Lesen 1, Phantasieland Lesen 2. Bratislava: Príroda, 31 s. ISBN 978-80-07-01689-7
KOLEČÁNI LENČOVÁ, I. 2009. Phantasieland Lesen 1: integrovaná učebnica literárneho čítania pre žiakov 1. stupňa základných škôl. Bratislava: Príroda, 71 s. ISBN 978-80-07-01672-9
Recommended readings:
BERNSTEIN, N. a LERNCHNER, CH. 2014. Ästhetisches Lernen im DaF-/DaZ-Unterricht. Göttingen: Universitätsverlag, 2014. 382 s., I. kapitola. ISBN 978-3-86395-183-2
BOGDAL, K. a i. (ed. 2002.) Grundzüge der Literaturdidaktik. München: dtv, 2002. 336 s. ISBN-10:3423307986
KAMMLER, C. 2000. Neue Literaturtheorien und Unterrichtspraxis. Baltmannsweiler: Schneider Verlag Hohengehren, 2000. 166 s. ISBN-10:3896762273
KOLEČÁNI LENČOVÁ, I. 2009. Phantasieland Lesen 2: integrovaná učebnica literárneho čítania pre žiakov 2. stupňa základných škôl a osemročných gymnázií. Bratislava: Príroda, 2009. 103 s. ISBN 978-80-07-01673-6
LENČOVÁ, I. 2006. Imagination und Emotion – Förderung des kreativen Potentials und der Emotionalität des Schülers durch Bild, Text und Musik. In: Zeitschrift für Gestaltpädagogik, 17. Jahrgang Heft 1, 2006, s. 50 – 57. ISBN 3-89797-707-9
Course completion requirements:
assessment 50 points, seminar paper: 50 points (100/0).
Grade is awarded on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on acquisition of conceptual apparatus, good ability to think analytically and formulate critical evaluative attitudes, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills.
Satisfactory: content mastery with several deficiencies, lack of sufficient mastery and understanding of issues and interpretive procedures, lack of scientific reasoning and formulation of evaluative critical stances.
Inadequate: insufficient knowledge, insufficient mastery of conceptual apparatus and lack of understanding of the issues and interpretive practices.
German, Slovak
Course outcomes of subject (content):
Fundamentals of didactics of literature. Socialization of literature. Reading competence; literary reception competence. The intersection of individual, social and cultural meaning of literature. Literature in the context of anthropology and media history. Literature in the context of the didactics of literature. The basic tasks of literary education. Concepts of literary education. New media and the teaching of literature. Models of organization of literary education. Issues of assessment and evaluation criteria.
assessment 50 points, seminar paper: 50 points (100/0).
Educational objectives: the graduate will acquire basic knowledge of didactics of literature, will learn new approaches in the interpretation of literary texts in the teaching of German language, which is currently based on an intercultural and holistic approach and aesthetic learning, the use of texts of all kinds.
Learning outcomes: the graduate of the course will be able to independently analyse and interpret procedures for working with literary texts. The student will be able to formulate tasks in the field of literary education and methodological concepts for working with literary texts. Acquire the skills to modify general and specialist knowledge and to design their own methodological procedures. Independently present and critically reflect on applications in practice. Develops social and emotional competences.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 15 hours preparation of a report, 23 hours preparation of a seminar paper. Total 60 hours of student work.
Teaching methods: interpretation, explanation, group work, polemics, discussion, problem-solving, independent work, work with text, seminar work.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
KAČALA, J. Súčasný spisovný jazyk. 1. vyd. Martin: Vydavateľstvo Matice slovenskej, 2021. 143 s. ISBN 978-80-8115-431-05
Recommended readings:
DOLNÍK, J. Teória spisovného jazyka so zreteľom na spisovnú slovenčinu. Bratislava: Veda, 2010. 299 s. ISBN: 978-80-2241-119-6
Pravidlá slovenského pravopisu. 4., nezmenené vydanie. Red. M. Považaj. Bratislava: Veda 2013, 592 s. ISBN 9788022413312.
Krátky slovník slovenského jazyka. Red. J. Kačala – M. Pisarčíková. Martin: Matica slovenská, 2020, 960 s. ISBN 978-80-8128-261-4
Kultúra slova. Red. M. Považaj. Bratislava: JÚLŠ SAV v Bratislave.
Course completion requirements:
assessment (report, seminar paper - 100/0).
The student will be evaluated in the form of a report (40 points) and a seminar paper (60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to a student who obtains less than 24 points in the paper and less than 36 points in the seminar paper.
The grade shall be awarded on a scale:
A (100 - 93%, excellent - excellent results): excellent performance: excellent performance: excellent performance: the student has excellent knowledge, can apply the acquired knowledge excellently in practice, has an excellent ability to solve problem-solving tasks in the field of study, has an excellent ability to interpret the acquired facts, can communicate the knowledge at an excellent level to professional and lay audiences, has excellent self-study skills
B (92 - 85%, very good - above average standard): very good performance: the student has excellent knowledge, can apply the acquired knowledge very well in practice, has an excellent ability to solve problem-solving tasks in the field of study, has an excellent ability to interpret the acquired facts, can communicate knowledge to a professional and lay audience at an excellent level, has very good self-study skills
C (84 - 77%, good - normal reliable work): good performance: the student has good knowledge, can reliably apply the acquired knowledge in practice, reliably solves problem-solving tasks in the field of study, has a good ability to interpret the acquired facts, can reliably communicate knowledge to professional and lay audiences, self-study skills are at a good level
D (76-69%, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge, applies it acceptably in practice, solves problem solving tasks in the field of study satisfactorily, interprets the acquired facts at an acceptable level, can communicate knowledge satisfactorily to professional and lay audiences, has satisfactory skills for self-study
E (68 - 60%, sufficient - results meet the minimum criteria): sufficient performance: student demonstrates a minimum amount of knowledge, can apply it sufficiently in practice, solves problem tasks in the field of study at a minimum level, can communicate knowledge sufficiently to professional and lay audiences, has minimal skills for self-study
Fx (59 - 0%, insufficient - additional work required):insufficient performance: student does not demonstrate sufficient knowledge, does not know how to apply it sufficiently in practice, does not know how to solve problem solving tasks in the field of study sufficiently, does not know how to communicate knowledge sufficiently to professional and lay audiences, does not have sufficient skills for self-study
Slovak
Course outcomes of subject (content):
1.Contemporary written language and contemporary written Slovak. Stability and dynamism of the written language.
2.National language and its stratification. Standard, codification, linguistic anxiety, spelling anxiety, valid codification manuals of contemporary written Slovak.
3.Users of written Slovak, language patterns, language personalities.
4.Contemporary written Slovak. Language culture and criteria of spelling.
5.-6. Problematic phenomena of the sound plane.
7. Problematic phenomena of the morphological plane.
8. Problematic phenomena of the syntactic plane.
9. Vocabulary differentiation. Spoken and unspoken lexis.
10. Problematic phenomena of the lexical plane. Englishisms and Bohemianisms.
11.Linguistic proofreading of the text.
The graduate can identify specific cases of violation of orthoepic, lexical, morphological, syntactic and orthographic norms. The theoretical knowledge can be used practically and functionally in the production of oral and written linguistic expressions.
assessment (report, seminar paper - 100/0).
Learning outcomes/ Objectives and learning outcomes:
Educational objectives: to learn the current theory of language culture and problematic phenomena of language practice
Learning outcomes: the graduate of the course will master the theoretical basis of the systemic and sociolinguistic approach to language culture and language norm; the graduate will become familiar with selected problematic phenomena related to norm transgression within individual linguistic planes and will apply them in the production of own and evaluation of foreign language expressions.
The course focuses on contemporary linguistic culture theory and problematic phenomena of linguistic practice. The student will have sufficient knowledge of the theoretical foundations of the systemic and sociolinguistic approach to language culture and language norm. On a practical level, the student will acquire the approach of an active and creative language user, learning to evaluate the use of linguistic resources with respect to the communicative environment and the mode of communication. Completion of the course will contribute to the development of the student's critical thinking skills and to the deepening of his/her analytical and synthetic abilities.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance)
Student workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours preparation for direct instruction, 18 hours preparation for seminar work. Total of 50 hours of student work Teaching methods: expository (explanation of theoretical knowledge in the field of lexicography, principles of dictionary creation, fixation (training in the creation of dictionary entries based on the principles of their creation), diagnostic and classification, etc.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
ENGELBERG S./LEMNITZER, L. 2001. Lexikographie und Wörterbuchbenutzung. 1. Aufl., Tübingen: Stauffenburg, 2001. 277 s. ISBN 3-86057-285-7
Recommended readings:
HERBST T./KLOTZ M. 2003. Lexikografie. 1. Aufl., Paderborn: Ferdinand Schöningh, 2003. 320 s. ISBN 3-506-97015-1
SCHLAEFER, M. 2009. Lexikologie und Lexikographie. Eine Einführung am Beispiel deutscher Wörterbücher. 2. durchges. Aufl., Berlin: Schmidt Verlag, 199 s. 2009. ISBN 978-3-503-09863-7
Course completion requirements:
assessment (seminar paper - 100/0)
The prerequisite for obtaining the grade is the preparation of a seminar paper.
The grade is awarded on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: accurate drafting of dictionary entries for a selected type of vocabulary dictionary Differentiated language, correct use of vocabulary terms.
Very good: solid drafting of dictionary entries for the selected type of specialist dictionary clear language, only a small number of grammatical, orthographic and stylistic errors.
Good: reasonably good drafting of the entries for the selected type of dictionary, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level.
Satisfactory: drafting of dictionary entries for the selected type of specialist dictionary with minor shortcomings, several grammatical, orthographic, stylistic errors.
Satisfactory: drafting of dictionary entries for the selected type of specialist dictionary with major deficiencies, many grammatical, orthographic and stylistic errors.
Insufficient results: insufficient elaboration of dictionary entries into the selected type of specialist dictionary, major formal deficiencies.
German
Course outcomes of subject (content):
The subject of lexicography and metalexicography. Typology of dictionaries and German lexicography. Characteristics of information in monolingual dictionaries. Macro- and microstructure of the dictionary. Methods of semantic interpretation of lexical units. Etymological and historical dictionaries. Orthographic and orthoepic dictionaries. Valency and collocation dictionaries. Dictionaries of foreign words. Onomasiological dictionaries. Illustrative and specialist dictionaries. General and encyclopaedic teaching dictionaries. A basic orientation in lexicography as an orientation in the various linguistic sub-disciplines is part of the graduate's profile.
assessment (seminar paper - 100/0)
Learning outcomes/ Objectives and learning outcomes:
Learning objectives: to learn how to work with entries in order to design dictionaries with specificities in terms of content and form
Learning outcomes: the graduate masters the main principles and principles of applied research and lexicographic description of vocabulary and its confrontation from the point of view of a foreign language. The graduate of the course becomes familiar with the principles of vocabulary description in monolingual and bilingual dictionaries in terms of their micro- and macro-structure. The student will learn the principles of describing vocabulary in terms of denotative and connotative meaning and in terms of equivalence. The student will also become familiar with different types of print and electronic dictionaries.
The graduate will acquire the following transferable competences: digital skills in the processing of dictionary entries and analytical skills in the processing of selected linguistic material.
Knowledge: the graduate is oriented in the basics of lexicography as a linguistic discipline.
Skills: the graduate applies an overview of basic lexicographic categories in the creation of dictionary entries.
Competences: the graduate reaches a fairly good level in the production of dictionary entries for different types of dictionaries.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily attendance).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for a paper; 16 hours of preparation for a seminar paper. Total 50 hours of student work.
Teaching methods: explanation, brainstorming, discussion of the topic, authentic presentation and critical reflection of papers, methods: identification, self-reflection, fantasy journeys, panorama and map technique, body images; problem solving, application of theoretical knowledge to practice, guided self-study.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
BUROW, O. A. 2011. Positive Pädagogik: Sieben Wege zu Lernfreude und Schulglück. Weinheim: Beltz Verlag, 2011, 253 s. ISBN978-3-407-25567-9
LENČOVÁ, I./DAŇOVÁ, M. 2010. Celostná pedagogika vo výučbe cudzích jazykov. Banská Bystrica: FHV UMB, 2010. 123 s. ISBN 978-80-557-0054-0
Recommended readings:
BÜRMANN, J./HEINEL, J. 2000. Früchte der Gestaltpädagogik. Ermutigte Lehrer – motivierte Schüler: 20 Beispiele. Bad Heilbrunn: Klinkhardt, 2000. ISBN 3-7815-1070-0.
HOHN, K./WAFI, S. 2016: „Mentale Modelle“. In: BERNSTEIN, N./LERNCHNER,
Ch. Ästhetisches Lernen im DaF-/DaZ-Unterricht. Göttingen: Universitätsverlag, 2016. 382 s ISBN 978-3-86395-183-2
KOLEČÁNI LENČOVÁ, I. 2017. Inklusion als Herausforderung im Fremdsprachenunterricht
In: Zeitschrift für Gestaltpädagogik. Roč. 28, č. 2 (2017), 55–63. ISSN 1615-6404
LENČOVÁ, I. 2007. Celostná pedagogika ako cesta k humanizácii vyučovania. Banská Bystrica: UMB, 2007. 147 s. ISBN 80-8083-134-3
LENČOVÁ, I. 2010. Gestaltpädagogische Ansätze im Fremdsprachenunterricht. In: Janík, T./Knecht, P. Neue Wege in der Professionalisierung von Lehrer/-inne/-n. Wien: LIT VERLAG, 2010, 134–140. ISBN 978-3-643-50153-0
MARKOVÁ, Z. 2020. Ich lerne eine Fremdsprache. Ich lerne mich besser kennen.
In: Viacjazyčnosť a jazykové vzdelávanie na Slovensku a v Európe. Bratislava: Štátny pedagogický ústav, 2020. s. 91–100. ISBN 978- 80-8118-247-1
MARKOVÁ, Z. 2019. Gestaltpädagogische Ansätze im frühen Fremdsprachenlernen.
In: Vajičková, M./ Bojničanová, R./ Tomášková, S. (eds.): Filologické štúdie 5. Nümbrecht: Kirsch-Verlag, 2019, s. 107–119. ISBN 978-3-943906-52-3
REICHEL, R./SCALA, E. 1996. Das ist Gestaltpädagogik. Ein Lehrbuch für die Praxis. Münster: Ökotopia Verlag, 1996. 160 s. ISBN 3925169997
Course completion requirements:
Prerequisites for passing the course: paper grade: 40 points, seminar paper: 60 points (100/0).
The grade is awarded on a scale:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on acquisition of conceptual apparatus, good ability to think analytically and formulate critical evaluative attitudes, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills.
Sufficient: content mastery with several deficiencies, lack of sufficient mastery and understanding of issues and interpretive procedures, lack of scientific reasoning and formulation of evaluative critical stances.
Inadequate: insufficient knowledge, insufficient mastery of conceptual apparatus and lack of understanding of the issues and interpretive practices.
German, Slovak
Course outcomes of subject (content):
1. Group dynamics: personal goals, motivation.
Humanistic pedagogy, holistic pedagogy, process-oriented teaching
Exercises on verbal/non-verbal communication, perception of one's body.
2. Creativity and perception of feelings and emotions.
Creative media, exercises and tasks for creative processing in the classroom (work
with photographs etc.)
3. Contact process. Concept of figure and background. School and teaching in the past and today.
Introduction to biographical self-reflection (my school, teachers, friends, future profession).
Exercises to deepen interpersonal relationships (e.g. letter)
4. Creativity and perception of feelings and emotions.
Creative media, exercises and tasks for creative processing in the classroom (work
with photographs etc.)
5. Identification exercises, imaginative journeys, perception of self and others, bodily contact and movement.
My strengths and weaknesses. (e.g. Mein Traumland, Ich und meine Sprachen, Ich und Sport)
6. Interculturality and otherness as phenomena of our time. The richness of cultures in their customs,
The richness of cultures, traditions, customs: expression in the form of games, songs, stories, etc. Integration and inclusion.
7. Scenic representation: thematisation - work with literary text, image, work
with non-traditional media (my favourite book, picture, composition, etc.)
8. Reflection on group and individual work. Creative workshop, autonomous presentation and critical
Reflection on presentations.
rerequisites for passing the course: paper grade: 40 points, seminar paper: 60 points (100/0).
Learning outcomes/ Objectives and learning outcomes:
Aims of education: to acquire the theoretical foundations and conceptual apparatus of holistic pedagogy as one of the humanistically oriented alternative pedagogical concepts.
Learning outcomes: the graduate of the course is able to develop and modify the theoretical knowledge in the teaching of the German language in the form of methodological-didactic proposals with an emphasis on the comprehensive development of the pupil's personality. He/she acquires the competence to deal independently and adequately with unpredictable educational situations and to take responsibility for his/her decisions. In interaction, he/she will improve presentation and argumentation skills, as well as self-study strategies and the ability to transfer model practices to process-oriented work in different areas of social life. In this way, the student will broaden his/her personal, social and didactic competences on the basis of cultivated understanding in an intercultural context.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (attendence).
Student's workload: 11 x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 14 hours preparation for mid-term evaluation (report). Total 50 hours of student work.
Teaching methods: explanation, narration, interview, discussion, brainstorming, students' own work, work with Internet resources, practice, repetition.
Compulsory/Recommended readings:
(Selected according to the teacher's recommendation and the focus of the paper.)
Compulsory readings:
Štátny vzdelávací program pre predprimárne vzdelávanie v materských školách. 2016. Bratislava: Raabe, 2016. 106 s. ISBN 978-80-8140-244-9
WIDLOK, B./PETRAVIĆ, A./ORG, H./ROMCEA,R. 2010. Nürnberger Empfehlungen zum frühen Fremdsprachenlernen. München: Goethe Institut e.V., 2010. 38 s. ISBN 978-3-939670-38-4.
Recommended readings:
CATANESE, G. 2010. Das Europäische Sprachenportfolio: Anwendungs- und Entwicklungsmöglichkeiten zur Unterstützung einer interkulturellen und mehrsprachigen Bildung in vorschulischen Einrichtungen. Münster: Waxmann Verlag, 2010. 78 s. ISBN 978-3-83092-3671
KOLLÁRIKOVÁ, Z./PUPALA, B. 2001. Predškolská a elementárna pedagogika. Praha: Portal, 2001. 455 s. ISBN 8071785857
LUNDQUIST-MOG, A./WIDLOK B. 2015. DaF für Kinder. München: Klett-Langenscheidt, 2015. 197 s. ISBN 978-3-12-606980-9
NEUMANN, S. 2002. Ganzheitliche Sprachförderung – Ein Praxisbuch für den Kindergarten, Schule und Frühforderung. Weinheim: Beltz Verlag, 2002. 186 s. ISBN 978-3-40755-8589
Course completion requirements:
During the semester, the student will prepare a visual presentation, present a paper, and prepare a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work are required. Points: active participation in the seminar: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).
The grade is awarded on a scale of:
A (100 - 91%, excellent - outstanding);
B (90 - 81%, very good - above average standard);
C (80 - 73%, good - normal reliable work);
D (72 - 66%, satisfactory - acceptable results);
E (65 - 60%, satisfactory - results meet minimum criteria);
Fx (59 - 0%, inadequate - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on acquisition of conceptual apparatus, good ability to think analytically and formulate critical evaluative attitudes, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Satisfactory: content mastery with several weaknesses, lack of sufficient mastery and understanding of issues and interpretive procedures, lack of scientific reasoning and formulation of evaluative critical stances.
Inadequate: insufficient knowledge, insufficient mastery of conceptual apparatus and lack of understanding of the issues and interpretive practices.
German, Slovak
Course outcomes of subject (content):
Language development in preschool children, the relationship between maturation and learning, concentration ability in children. Perception as a basis for the development of cognitive abilities, individual and social learning. Transition from mother tongue to foreign language, multilingualism and cultural perception. Objectives, contents and methods of the teaching process: unit planning, motivation and language learning through play. Requirements for the foreign language teacher at the pre-primary level. Textbooks and materials for the German language in kindergartens.
During the semester, the student will prepare a visual presentation, present a paper, and prepare a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work are required. Points: active participation in the seminar: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).
Learning outcomes/ Objectives and learning outcomes:
Educational objectives: to acquire professional didactic competence for the design and implementation of teaching or immersion units at the pre-primary level of education.
Learning outcomes: the graduate of the course will acquire didactic terminology with a focus on the developmental and learning specifics of age peculiarities of children at the pre-primary level. He/she will be able to transform the knowledge of the language and cognitive potential of preschool children into methodological and didactic applications. Understands and accepts the peculiarities of education of preschool children, acquires the specifics of pedagogical communication, empathic and ethical behaviour in interaction.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching: 13 hours in block, seminar, combined form (primarily by attendance).
Organizational form: combined form; (primarily attendance).
Student workload: 2PS (2 credits): 11x 1 hour direct instruction = 11 hours; 11x 1 hour seminar = 11 hours; 3 hours preparation for discussion during seminars; 10 hours preparation for mid-term assessment; 20 hours preparation for independent work; 5 hours preparation for oral examination. Total 60 hours of student work.
Learning methods: discussion of the topic covered; argumentative discourse; independent work of the student; e-learning.
Odporúčaná literatúra:
KOLLÁRIKOVÁ, Z., PUPALA, B. (2001). Predškolská a elementárna pedagogika. Praha: Portál.
KOSTRUB, D. (2003). Od pedagogiky k didaktike materskej školy. Prešov: Rokus.
KOSTRUB, D. (2008). Dieťa/žiak/študent-učivo-učiteľ, didaktický alebo bermudský trojuholník? Prešov: Rokus.
JAKUBÍKOVÁ, Z., KOSTRUB, D. (2009). Vybrané didaktické modely materskej školy uplatňované v súčasnej didaktickej praxi. Prešov: Rokus.
KOSTRUB, D., SEVERINI, E., REHÚŠ, M. (2012). Proces výučby a digitálne technológie. Prešov: Rokus.
TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. (2017). Žiak, učiteľ a výučba. Prešov: Rokus.
-
Course completion requirements:
There will be two forms of assessment during the semester (written test for 40 points; preparation of an independent work and its verbal defence for 60 points).
A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained.
Continuous assessment: written test (the student should be able to define the basic concepts, objectives and content of pre-primary pedagogy with the related terminological apparatus).
Final assessment: independent work (the student is to produce an independent work of a conceptual nature on a topic specifically defined by the teacher and submit it in electronic form, containing carefully selected evidence of how the student is developing scientific knowledge and competences related to the design of teaching and learning in pre-primary education. The student will defend the thesis in the form of an oral examination for which he/she will prepare a presentation).
The assessment is awarded on a scale:
A (100-91%, excellent - outstanding results): the student presents theoretical knowledge excellently and is able to apply it creatively and originally in the independent written work and its oral defence;
B (90-81%, very good - above average standard): the student presents theoretical knowledge at a very good level and is able to apply it creatively in a written thesis and its oral defence;
C (80-73%, good - normal reliable work): the student presents theoretical knowledge at an average level and is able to apply it adequately in the written work and its oral defence;
D (72-66%, satisfactory - acceptable results): the student presents the theoretical knowledge at a satisfactory level and can apply it adequately to the written work and its oral defence;
E (65-60%, satisfactory - results meet the minimum criteria): the student presents theoretical knowledge at a low level and is deficient in applying it to the written thesis and its oral defence;
Fx (59-0%, insufficient - additional work required): the student has significant deficiencies in theoretical knowledge and/or in its application to the written thesis and its oral defence.
Slovak
Course outcomes of subject (content):
The course content contributes to the learning objectives and outcomes with the following topics:
Pre-primary pedagogy as a part of pedagogical sciences. The aim of the topic is to become familiar with the position of pre-primary pedagogy in the system of sciences. The student is to acquire knowledge of how the individual pedagogical sciences are closely related, influence and complement each other.
The subject of pre-primary pedagogy. The purpose of this topic is to familiarize the student with the issues of inquiry in pre-primary pedagogy. The student is to acquire knowledge of pre-primary pedagogy as a branch of general pedagogy. The student will be able to evaluate the importance of pre-primary pedagogy as an applied pedagogical discipline on teaching and educating children in pre-primary education.
Pedagogy of Childhood. The aim of the topic is to become familiar with the fundamental rights of children according to the Declaration of the Rights of the Child. The student is to acquire knowledge about the categories of responsibility for the protection of childhood according to the Convention on the Rights of the Child, which he/she can then apply in his/her professional activity. The contribution of educational sciences in the pedagogy of childhood.
Conceptions of childhood and early childhood. The aim of the topic is to become familiar with the understanding of childhood in the pedagogical sciences. The student is to acquire knowledge about the development of anthropological constructs of childhood and be able to understand the significance of this phase of life and the development (transformation) in educational approaches to children. The aim of the topic is to familiarize the student with early care and compulsory pre-primary education programs. The student is to acquire the ability to apply the various components of the programs that target the development of children from birth to the age when they enter school.
Pedagogically Contingent Strategies. The goal of this topic is to become familiar with the importance of promoting child development in the preschool years. The student is to acquire knowledge of theories of personal, social, cognitive, and moral development of the child. To be aware of the most important characteristics of the preschool child and to be able to develop them through pedagogically conditioned strategies.
Lay vs. erudite education of the youngest generation. The aim of the topic is to familiarize students that the process of teaching and educating preschoolers is based on learning concepts and theories of teaching. The student is to acquire knowledge about the theories of learning and teaching, their differences and didactic profile of application in the conditions of teaching and education in preschool.
Concepts of pre-primary education and teacher education. The aim of the topic is to familiarize students with the design, planning, preparation, implementation and evaluation of a teaching and education program in kindergarten conditions. The student is to acquire knowledge about the ways of modeling the process of teaching and education in kindergarten.
The processes of teaching and learning in teaching. The aim of the topic is to become familiar with the didactic influence on the child's learning and development and the professional characteristics of the teacher in teaching and education in kindergarten. The student is to acquire knowledge of the didactic specifics of the learning child and the components that make them up and the interrelationship between them, their similarity and difference from the didactic higher educational levels.
Complementary and supportive components of teaching. The aim of the topic is to become familiar with the design of children's games and the use of different methods, forms and strategies of learning, as well as the types and stages of games. The student is to acquire the competence to apply the different strategies to play activities and activities.
Aim, curriculum and pedagogical diagnosis/evaluation. The aim of the topic is to become familiar with the issue of the educational goal in the conditions of teaching in kindergarten and the issue of didactic operation with the curriculum in teaching in pre-primary education. The student should acquire knowledge about pedagogical diagnostics, goals, tools and the importance of evaluation in the conditions of teaching in kindergarten and be able to apply them in setting and determining the educational goal, as well as didactic operation with the curriculum in teaching.
Play and play in the teaching-learning context. The aim of the topic is to familiarize the student with the fact that children learn during play activities. The student is to acquire knowledge about learning in play of preschool children. The student will be able to understand that play is understood in didactics as a strategy, a method and is a means to achieve educational goals as well as a tool of pedagogical diagnosis /evaluation.
There will be two forms of assessment during the semester (written test for 40 points; preparation of an independent work and its verbal defence for 60 points).
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to acquire scientific knowledge about pre-primary education. The student will be able to orient himself in the different concepts of didactic support of the child's learning and be able to analyze the differences in them. The student will be able to understand the different teaching and educational strategies for developing the child's competences in pre-primary education and be able to interpret them. As part of the course, the student will develop the following transferable competencies: communication, organizational, digital, interpersonal, as well as creativity and creativity, readiness to learn and think in context.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching: 13 hours in block, seminar, combined form (primarily by attendance).
Organizational form: combined form; (primarily attendance).
Student workload: 2PS (2 credits): 11x 1 hour direct instruction = 11 hours; 11x 1 hour seminar = 11 hours; 3 hours preparation for discussion during seminars; 10 hours preparation for mid-term assessment; 20 hours preparation for independent work; 5 hours preparation for oral examination. Total 60 hours of student work.
Learning methods: discussion of the topic covered; argumentative discourse; independent work of the student; e-learning.
Odporúčaná literatúra:
KOLLÁRIKOVÁ, Z., PUPALA, B. (2001). Predškolská a elementárna pedagogika. Praha: Portál.
KOSTRUB, D. (2003). Od pedagogiky k didaktike materskej školy. Prešov: Rokus.
KOSTRUB, D. (2008). Dieťa/žiak/študent-učivo-učiteľ, didaktický alebo bermudský trojuholník? Prešov: Rokus.
JAKUBÍKOVÁ, Z., KOSTRUB, D. (2009). Vybrané didaktické modely materskej školy uplatňované v súčasnej didaktickej praxi. Prešov: Rokus.
KOSTRUB, D., SEVERINI, E., REHÚŠ, M. (2012). Proces výučby a digitálne technológie. Prešov: Rokus.
TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. (2017). Žiak, učiteľ a výučba. Prešov: Rokus.
-
Course completion requirements:
There will be two forms of assessment during the semester (written test for 40 points; preparation of an independent work and its verbal defence for 60 points).
A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained.
Continuous assessment: written test (the student should be able to define the basic concepts, objectives and content of pre-primary pedagogy with the related terminological apparatus).
Final assessment: independent work (the student is to produce an independent work of a conceptual nature on a topic specifically defined by the teacher and submit it in electronic form, containing carefully selected evidence of how the student is developing scientific knowledge and competences related to the design of teaching and learning in pre-primary education. The student will defend the thesis in the form of an oral examination for which he/she will prepare a presentation).
The assessment is awarded on a scale:
A (100-91%, excellent - outstanding results): the student presents theoretical knowledge excellently and is able to apply it creatively and originally in the independent written work and its oral defence;
B (90-81%, very good - above average standard): the student presents theoretical knowledge at a very good level and is able to apply it creatively in a written thesis and its oral defence;
C (80-73%, good - normal reliable work): the student presents theoretical knowledge at an average level and is able to apply it adequately in the written work and its oral defence;
D (72-66%, satisfactory - acceptable results): the student presents the theoretical knowledge at a satisfactory level and can apply it adequately to the written work and its oral defence;
E (65-60%, satisfactory - results meet the minimum criteria): the student presents theoretical knowledge at a low level and is deficient in applying it to the written thesis and its oral defence;
Fx (59-0%, insufficient - additional work required): the student has significant deficiencies in theoretical knowledge and/or in its application to the written thesis and its oral defence.
Slovak
Course outcomes of subject (content):
The course content contributes to the learning objectives and outcomes with the following topics:
Pre-primary pedagogy as a part of pedagogical sciences. The aim of the topic is to become familiar with the position of pre-primary pedagogy in the system of sciences. The student is to acquire knowledge of how the individual pedagogical sciences are closely related, influence and complement each other.
The subject of pre-primary pedagogy. The purpose of this topic is to familiarize the student with the issues of inquiry in pre-primary pedagogy. The student is to acquire knowledge of pre-primary pedagogy as a branch of general pedagogy. The student will be able to evaluate the importance of pre-primary pedagogy as an applied pedagogical discipline on teaching and educating children in pre-primary education.
Pedagogy of Childhood. The aim of the topic is to become familiar with the fundamental rights of children according to the Declaration of the Rights of the Child. The student is to acquire knowledge about the categories of responsibility for the protection of childhood according to the Convention on the Rights of the Child, which he/she can then apply in his/her professional activity. The contribution of educational sciences in the pedagogy of childhood.
Conceptions of childhood and early childhood. The aim of the topic is to become familiar with the understanding of childhood in the pedagogical sciences. The student is to acquire knowledge about the development of anthropological constructs of childhood and be able to understand the significance of this phase of life and the development (transformation) in educational approaches to children. The aim of the topic is to familiarize the student with early care and compulsory pre-primary education programs. The student is to acquire the ability to apply the various components of the programs that target the development of children from birth to the age when they enter school.
Pedagogically Contingent Strategies. The goal of this topic is to become familiar with the importance of promoting child development in the preschool years. The student is to acquire knowledge of theories of personal, social, cognitive, and moral development of the child. To be aware of the most important characteristics of the preschool child and to be able to develop them through pedagogically conditioned strategies.
Lay vs. erudite education of the youngest generation. The aim of the topic is to familiarize students that the process of teaching and educating preschoolers is based on learning concepts and theories of teaching. The student is to acquire knowledge about the theories of learning and teaching, their differences and didactic profile of application in the conditions of teaching and education in preschool.
Concepts of pre-primary education and teacher education. The aim of the topic is to familiarize students with the design, planning, preparation, implementation and evaluation of a teaching and education program in kindergarten conditions. The student is to acquire knowledge about the ways of modeling the process of teaching and education in kindergarten.
The processes of teaching and learning in teaching. The aim of the topic is to become familiar with the didactic influence on the child's learning and development and the professional characteristics of the teacher in teaching and education in kindergarten. The student is to acquire knowledge of the didactic specifics of the learning child and the components that make them up and the interrelationship between them, their similarity and difference from the didactic higher educational levels.
Complementary and supportive components of teaching. The aim of the topic is to become familiar with the design of children's games and the use of different methods, forms and strategies of learning, as well as the types and stages of games. The student is to acquire the competence to apply the different strategies to play activities and activities.
Aim, curriculum and pedagogical diagnosis/evaluation. The aim of the topic is to become familiar with the issue of the educational goal in the conditions of teaching in kindergarten and the issue of didactic operation with the curriculum in teaching in pre-primary education. The student should acquire knowledge about pedagogical diagnostics, goals, tools and the importance of evaluation in the conditions of teaching in kindergarten and be able to apply them in setting and determining the educational goal, as well as didactic operation with the curriculum in teaching.
Play and play in the teaching-learning context. The aim of the topic is to familiarize the student with the fact that children learn during play activities. The student is to acquire knowledge about learning in play of preschool children. The student will be able to understand that play is understood in didactics as a strategy, a method and is a means to achieve educational goals as well as a tool of pedagogical diagnosis /evaluation.
There will be two forms of assessment during the semester (written test for 40 points; preparation of an independent work and its verbal defence for 60 points).
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to acquire scientific knowledge about pre-primary education. The student will be able to orient himself in the different concepts of didactic support of the child's learning and be able to analyze the differences in them. The student will be able to understand the different teaching and educational strategies for developing the child's competences in pre-primary education and be able to interpret them. As part of the course, the student will develop the following transferable competencies: communication, organizational, digital, interpersonal, as well as creativity and creativity, readiness to learn and think in context.
Compulsory reading:
POTOČÁROVÁ, M., DERKOVÁ, J., FERKOVÁ, Š., KOLDEOVÁ, L. (2021). Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. (2004). Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška. 312 s. ISBN 80-8050-675-2
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144s. ISBN 978-80-8200 034-7
FERKOVÁ, Š., PREVENDÁROVÁ, J., KOLDEOVÁ, L. et al. (2017). Morálne kompetencie žiakov. Metodická príručka pre učiteľov na nižšom sekundárnom stupni vzdelávania. Bratislava: UK. 212 s. ISBN 978-80-223-4432-6
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. (2006). Úvod do pedagogiky. Nitra: Enigma, 2006. 356 s. ISBN 80-89132-29-4
KOLDEOVÁ, L. (2018). Odmeny a tresty v rodinnej výchove. Bratislava: UK. 161 s. ISBN 978-80-223-4649-8
KOSOVÁ, B. (2015). Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1
KRATOCHVÍLOVÁ, E. et a. (2007). Úvod do pedagogiky. Trnava: PF TU. 168 s. ISBN 978-80-8082-145-6 PELIKÁN, J. (1995). Výchova jako teoretický problém. Ostrava: Amosium Servis. 234 s. ISBN 80-85498-27-8
SKARUPSKÁ, H. 2016. Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. 51 s. ISBN 978-80-86798-70-7
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská rodinnej výchovy. Bratislava: Univerzita Komenského. 216 s. ISBN: 978-80-223-2458-8
STROUHAL, M. (2013). Teorie výchovy. Praha: Grada. 192 s. ISBN 978-80-2474-212-0
TRABALÍKOVÁ, J., MACHÁČEK, D., ZEMANČÍKOVÁ, V. (2014). Výchova v utváraní osobnosti. Žilina: Žilinská univerzita. 195 s. ISBN 978-80-554-0904-7
ZELINA, M. (2010). Teórie výchovy alebo hľadanie dobra. Bratislava: SPN. 232 s. ISBN 978-80-1001-884-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, 50% of the interim and 50% of the final assessment
The interim evaluation includes the following:
- continuous work during the semester focused on current issues of education, defining educational goals, concretizing educational principles, identifying educational methods, etc. - 15 points,
- term paper focused on a selected area of education - 35 points.
The final evaluation includes the following:
- final examination in written form - 50 points.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
An introduction to the discipline of educational theory. Theoretical foundations and determinants of education. Creative-humanistic education.
Views on education. Education in different historical periods.
School documents and legislation with a focus on education. Educational programme.
Goals of education and their determination.
The concept of education and self-education, functions, conditions and factors of education. The process of education/self-education and its phases.
Educational methods and new trends.
Characteristics and classification of educational principles.
Concretization of the content of educational action: moral education, pro-social education, intellectual education, aesthetic education, work education, physical education, ecological and environmental education, multicultural education, etc.
Organizational forms and means of education.
The personality of the teacher/educator/teaching assistant in the educational process. Educational styles and requirements for the personality of the teacher/educator/teaching assistant. Code of ethics of the teaching profession.
The personality of the child in the educational process. Categorization of factors of personality formation, bio-psycho-social determination of personality development and education.
Educational environment and its importance for a person.
Family and family education. Educational styles in the family. Negative tendencies in family upbringing.
Educational conditions of the school environment. Negative phenomena in the school environment and their prevention.
Education outside the classroom and its specifics.
50/50
Learning outcomes:
Learning objectives and outcomes:
Students will gain knowledge and understanding of the educational and self-educational process in a social context with emphasis on the application of the principles of creative-humanistic education and the presentation of new approaches and perspectives in the development of modern educational theory. On a theoretical-empirical level, students are able to implement a variety of educational activities and activities that can be applied within the profession of teacher/educator/teaching assistant and have the competence to solve basic problem situations in educational practice in collaboration with other professionals.
Transferable competences: the course develops students' analytical, critical, evaluative and creative thinking, reasoning in context and supports the development of their interpersonal skills, self-development and personal and professional growth.
Compulsory reading:
POTOČÁROVÁ, M., DERKOVÁ, J., FERKOVÁ, Š., KOLDEOVÁ, L. (2021). Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. (2004). Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška. 312 s. ISBN 80-8050-675-2
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144s. ISBN 978-80-8200 034-7
FERKOVÁ, Š., PREVENDÁROVÁ, J., KOLDEOVÁ, L. et al. (2017). Morálne kompetencie žiakov. Metodická príručka pre učiteľov na nižšom sekundárnom stupni vzdelávania. Bratislava: UK. 212 s. ISBN 978-80-223-4432-6
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. (2006). Úvod do pedagogiky. Nitra: Enigma, 2006. 356 s. ISBN 80-89132-29-4
KOLDEOVÁ, L. (2018). Odmeny a tresty v rodinnej výchove. Bratislava: UK. 161 s. ISBN 978-80-223-4649-8
KOSOVÁ, B. (2015). Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1
KRATOCHVÍLOVÁ, E. et a. (2007). Úvod do pedagogiky. Trnava: PF TU. 168 s. ISBN 978-80-8082-145-6 PELIKÁN, J. (1995). Výchova jako teoretický problém. Ostrava: Amosium Servis. 234 s. ISBN 80-85498-27-8
SKARUPSKÁ, H. 2016. Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. 51 s. ISBN 978-80-86798-70-7
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská rodinnej výchovy. Bratislava: Univerzita Komenského. 216 s. ISBN: 978-80-223-2458-8
STROUHAL, M. (2013). Teorie výchovy. Praha: Grada. 192 s. ISBN 978-80-2474-212-0
TRABALÍKOVÁ, J., MACHÁČEK, D., ZEMANČÍKOVÁ, V. (2014). Výchova v utváraní osobnosti. Žilina: Žilinská univerzita. 195 s. ISBN 978-80-554-0904-7
ZELINA, M. (2010). Teórie výchovy alebo hľadanie dobra. Bratislava: SPN. 232 s. ISBN 978-80-1001-884-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, 50% of the interim and 50% of the final assessment
The interim evaluation includes the following:
- continuous work during the semester focused on current issues of education, defining educational goals, concretizing educational principles, identifying educational methods, etc. - 15 points,
- term paper focused on a selected area of education - 35 points.
The final evaluation includes the following:
- final examination in written form - 50 points.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
An introduction to the discipline of educational theory. Theoretical foundations and determinants of education. Creative-humanistic education.
Views on education. Education in different historical periods.
School documents and legislation with a focus on education. Educational programme.
Goals of education and their determination.
The concept of education and self-education, functions, conditions and factors of education. The process of education/self-education and its phases.
Educational methods and new trends.
Characteristics and classification of educational principles.
Concretization of the content of educational action: moral education, pro-social education, intellectual education, aesthetic education, work education, physical education, ecological and environmental education, multicultural education, etc.
Organizational forms and means of education.
The personality of the teacher/educator/teaching assistant in the educational process. Educational styles and requirements for the personality of the teacher/educator/teaching assistant. Code of ethics of the teaching profession.
The personality of the child in the educational process. Categorization of factors of personality formation, bio-psycho-social determination of personality development and education.
Educational environment and its importance for a person.
Family and family education. Educational styles in the family. Negative tendencies in family upbringing.
Educational conditions of the school environment. Negative phenomena in the school environment and their prevention.
Education outside the classroom and its specifics.
50/50
Learning outcomes:
Learning objectives and outcomes:
Students will gain knowledge and understanding of the educational and self-educational process in a social context with emphasis on the application of the principles of creative-humanistic education and the presentation of new approaches and perspectives in the development of modern educational theory. On a theoretical-empirical level, students are able to implement a variety of educational activities and activities that can be applied within the profession of teacher/educator/teaching assistant and have the competence to solve basic problem situations in educational practice in collaboration with other professionals.
Transferable competences: the course develops students' analytical, critical, evaluative and creative thinking, reasoning in context and supports the development of their interpersonal skills, self-development and personal and professional growth.
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9
BREČKA, P. (2014). Interaktívne tabule v technickom vzdelávaní. IRIS, 140 s., ISBN: 978-80-8153-024-1
ŠTRBO, M. (2018). Tvorba prezentácií. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 45 s., ISBN 978-80-568-0179-6
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 1 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisite subjects: none
Prerequisites for successful completion of the course
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Present an original and visually impressive presentation of the educational content of the selected teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at Charles University; The structure of the presentation should be based on one of the templates from the library of customizable templates supported by Prezi Present; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defense of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
The maximum number of students per study group within the regular learning form of study is 15 (per one teacher). The seminar is conducted in a computer room, each student has a computer at his/her disposal.
The content of the educational discipline Digital Technologies 1 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.
Due to the rapid development of new didactic software usable in the pedagogical process, the specific content structure of the discipline can be adapted to the current requirements of practice and students.
Application of SMART Notebook software application and SMART Lumio cloud environment in the educational process
We develop professional digital competences by the ability to effectively use the tools of the SMART Notebook desktop application and the SMART Lumio cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in the lesson in the school classroom or in the home environment in the case of distance/hybrid education;
We acquire digital skills in working with the SMART response 2 tool supported by the SMART Notebook desktop application and the SMART Lumio cloud environment in the context of creating knowledge questions - selecting one correct answer from multiple answer alternatives, selecting multiple correct answers from multiple answer alternatives, selecting Yes/No answers, free-form questions - in test sessions designed to test the knowledge of pupils of regional education in the Slovak Republic;
We are mastering the methodology of applying knowledge tests communicated to students through SMART response 2 in the SMART Notebook desktop application and gamification activities supported by the cloud environment SMART Lumio to the process of school teaching of subjects at the lower/upper secondary level of education;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the SMART Board interactive whiteboard.
Topics:
Basic functions and calibration of the SMART Board interactive touchscreen/tablet; Symptoms, causes and solutions to some of the problems encountered when using the SMART Board interactive touchscreen/tablet; Installing and updating the SMART Notebook desktop application; Creating a teacher's virtual classroom in the SMART platform;
Creating and editing objects in the SMART Notebook environment; Using basic tools to support the presentation of processed content; Working with multimedia content from the SMART Gallery; Sharing your own content on the SMART Exchange website; Adding links to external educational resources; Adding sound to objects, Animating objects; Using and sharing your own content; Applying graphic content from other software applications - importing and editing objects; Applying objects from the Lesson Activity Toolkit 2.0; Creating gamification activities in SMART Lab; SMART Response 2 - creating and administering knowledge tests/quizzes;
Principles of Gamification; Gamification Elements in Educational Content; Some Results of Exact Studies on the Application of Gamification in Education; Application of Gamification in Education in Primary and Secondary Schools; Examples of Gamification Activities Used in the Teaching of Science, Social Studies, Art, Education and Vocational Education.
Teacher/student login to SMART Lumio cloud platform account; Managing the library of learning activities; Creating gamification activities in SMART Lumio - SMART Lesson Activity Builder (Lab); Editing activities in edit mode; Making activities available to students - delivery mode; Sharing options for gamification activities;
Setting up and converting a lesson page to a Handout or Workspace activity; Working with predefined graphical activity templates for use in activating student learning, inquiring about student knowledge, or reflecting; Sharing lessons with the created educational materials with students in SMART Lumio.
Within the distance assignment, the student will create a set of interactive learning/quiz activities and digital presentation material for the target group of learners with effective use of the widest possible range of tools, objects, pre-prepared templates, advanced functions, settings and features supported by the SMART Notebook authoring environment in a range of at least 10 presentation pages/activities. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.notebook format, the student shall indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational/quiz activities for the target group of students with effective use of pre-made templates and tools of the SMART Lumio cloud environment. The condition is that each type of gamification activity should only occur once in the created set of activities. In the accompanying document (a separate file of *.docx format) to the created gamification educational/quiz activities saved by the student, the student shall indicate the methodology of their application in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a 3-page set of pre-prepared content convertible to Handout format activities and a 3-page set of pre-prepared content convertible to Workspace format activities. In the accompanying document (a separate *.docx file) for the created Handout and Workspace activities stored in the SMART Lumio cloud, the student will indicate the methodology of their application to the educational activities of the target group of students.
Creating and using mind maps in the educational process with the support of digital solutions
We develop professional digital competences by competence in the design and creation of mind maps through the tools of the software application Mindomo (or FreeMind/XMind), usable in our own educational activities implemented in schools and school facilities for the target group of intact pupils, as well as pupils with special educational needs in order to improve communication skills and critical thinking;
We are mastering the methodology of applying mind maps communicated to students through Mindomo (or FreeMind/XMind) to the process of school teaching of the subjects of their approbation at primary school / high school;
Topics:
Explanation of terminology in the field of mind/concept mapping; Desktop/cloud software applications for creating mind maps in the educational process at primary/ secondary schools; Functions and types of mind maps; Principles and principles of creating mind maps; Possibilities of using mind maps in the process of preparation for teaching and directly in the classroom; Familiarization with the user environment of the Mindomo software application (or FreeMind/XMind);
Structuring a mind map; Inserting, editing and formatting nodes; Creating and formatting branches; Encrypted node; Editing multi-line nodes; Creating image nodes; Moving/copying nodes and groups of nodes in the map; Inserting annotations to nodes; Linking nodes with local links - independent linking of ideas; Hypertext linking of nodes to external information sources - links in nodes leading to external sources (web) or to local files on the local disk of the computer; Importing content into the mind map; Exporting the map to the output of different formats; Text search in the subnetwork of the current node; Mind maps and their use when working with pupils with SEN.
As part of the distance assignment, the student will design and create one mind map from any thematic area of school subject teaching in primary/elementary school. The focus of the mind map should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school/SHS in the intent of the approbation subjects that the student studies in the teacher education programmes at the Faculty of Education at the Charles University. In the mind map, tools and functions of the Mindomo (or FreeMind/XMind) application environment will be applied in the intent of the complexity of the explained issue. The student will justify in a brief written form the choice of the processed content/topic in the form of a mind map, their functionality and use in his/her educational activities.
Creation of non-linear presentations of educational content through the Prezi presentation platform supporting teacher's interpretation and systematization of students' knowledge
We acquire professional digital competencies in the concept of design and creation of impressive non-linear presentations of educational content realized through the Prezi Present cloud platform Prezi applicable to our own pedagogical activities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Prezi Present to the process of school teaching of subjects of their approbation at primary school / high school;
Topics:
Introduction of the software tool Prezi Present as a presentation platform - creation of trendy, effective presentations; Explanation and clarification of the terms used in the field of creating didactic presentations in the environment of Prezi Present; Possibilities of using the presentation application Prezi Present in the preparation and creation of supporting educational materials effectively usable in the teaching of their own subject; Presentation of examples of presentations used in teaching science, social science, art-educational and vocational educational disciplines; Illustrative comparison of differences between classical (Microsoft PowerPoint) and dynamic (Prezi Present) presentations;
Theoretical background of presentation preparation and the system of selection of presented information; Basic steps of the procedure for creating didactic presentations in Prezi Present; Functionality of the online presentation tool Prezi Present; Creating dynamic presentations in Prezi Present - working with text and graphic objects; Creating topic/subtopic structures, changing the order of topics/subtopics, Creating depth and rotation effects; Inserting additional graphic visuals into a presentation in Prezi Present; Working in edit mode for main topics, subtopics and other presentation content; Creating visual effects and animations of presentation objects;
Use of templates - change the design - colors, background, fonts; Inserting audio tracks on the background of individual topics/subtopics, the whole presentation; 3D presentations; Importing and editing PowerPoint presentations in Prezi Present; Sharing presentations with other users, sharing on social networks, on web portals; Exporting presentations to *.pdf and Portable Prezi (for off-line presentation); Export options and presentation size; Working with Prezi Present in off-line mode.
Within the distance assignment, the student will use the Prezi Present presentation tool to create an original didactic and visually engaging presentation of the educational content for the target group of students. The focus of the presentation should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at the primary school / secondary school in the intent of the approbation subjects that the student is studying in the study programmes of teaching at the Faculty of Education of the Charles University. The presentation will be at least 30 presentation views (= topics at the highest hierarchical level, subtopics at lower hierarchical levels and stack structure pages) to a minimum hierarchical nesting depth of three.
Use of Microsoft 365 platform in teacher's pedagogical activity
We develop professional digital competencies in the concept of design and creation of responsive presentations with educational content and emphasis on the cloud solution Microsoft Sway usable in educational activities implemented in schools or school facilities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Microsoft Sway to the process of school teaching of subjects of their approbation at primary school / secondary school;
We hone professional digital skills to include the ability to effectively use a range of form content controls and ActiveX elements of Microsoft Word in the creation of interactive worksheets, tests and supplementary learning materials for pupils or other classroom agenda documents usable in the context of pedagogical activity;
We are mastering the methodology of applying interactive worksheets communicated to pupils through Microsoft Word to the process of school teaching of subjects of their area of specialization at primary school / high school;
Develop professional digital skills in the creation of large documents (such as letters, invitations, labels) through a mass correspondence tool usable in the maintenance of relevant pedagogical documentation;
We develop professional digital skills in the creation of statistical calculations, compound expressions using functions for finding conditional frequency, sum, or arithmetic mean and techniques for addressing continuous and discontinuous areas in expressions/functions usable in the tabular processing of classroom data (student evaluations in knowledge or sports activities) supported by Microsoft Excel;
We hone professional competencies to include the ability to effectively apply advanced conditions and techniques for conditional formatting of table records using functions;
We extend digital skills to include the ability to effectively apply an advanced filtering tool to large tabular data by defining compound logical conditions (AND/OR), wildcards (*, ?), and a Subtotal function usable in maintaining appropriate pedagogical documentation;
Develop professional digital skills in creating cumulative graphical visualizations of tabulated data in the context of changing attributes of individual chart elements;
We apply other selected tools of the Microsoft 365 cloud platform, with an emphasis on the Microsoft Teams software application for teachers to use in conducting online learning activities.
Topics:
A basic theoretical introduction to Microsoft cloud solutions;
Sway presentation platform - creation of interactive school materials (portfolios), impressive presentations of educational content; Other possibilities of practical use of Microsoft Sway in educational activities; Concept of creating multimedia responsive presentations; Creating a new Sway, creating a Sway by importing an existing file/presentation, creating a Sway based on a template; Articulating presentation content; Options for inserting and formatting supported visuals via tabs; Grouping multimedia content; Influencing the appearance of a presentation; Changing the layout of content; Adapting specific elements to the style of a presentation; Exporting a presentation in *.pdf/*.docx; Additional options for setting up the presentation in Sway; Share Sway output from a personal Microsoft account; Share Sway output from an account assigned by the educational organization;
Editing large text documents in the Microsoft Word environment - standard settings; Using tabs; Text blocks; Columns; Objects in text - equation editor; Tables in text; Editing a document using a style; Creating your own style and editing an existing style. Document Revision. Definition of the terms section and reference and possibilities of their use; Document revision and its use in writing term papers and qualification papers; Document structuring - dividing a document into sections, types of section breaks, page settings in sections, creating a header and footer in a document divided into sections; Possibilities of using a structured document within the agenda of a teaching staff member; Creating references - automatic content creation, content setup, content formatting, numbering figures and tables, creating a list of tables and figures, footnotes and endnotes, cross-references, citations and list of references used, creating a document index; Creating templates - the importance of a template type document. Electronic forms - what are form elements and what is their difference from ActiveX elements, settings of form elements, ActiveX element and its settings, Form security; Application of the acquired experience and skills of working with Microsoft Word text editor in creating documents useful in own pedagogical activities; Creation of large documents - letters, invitations, labels - by means of the tool of mass correspondence useful in the framework of keeping the relevant pedagogical documentation.
Working with tabular data in Microsoft Excel; Inserting data into cells; Predefined and custom data format; Working with cells - moving, cutting, copying; Bulk filling of data and creating expressions/patterns; Applying elementary functions; Modifying function parameters; Modifying table appearance; Sorting tabular data; Data lists - creating custom lists; Increasing values. Rounding; Absolute and relative cell addressing; Hiding table values; Notes in cells; Working with large data - automatic and extended data filter, Subtotal function; Operations between sheets; Conditional formatting of table data; More advanced functions - If, Count, CountIf, SumIf, SumIfS, AverageIfS; Contingency table; Search functions; Creating forms.
We get familiar with the Microsoft Teams online communication platform environment; Creating teams; Creating a pure team in MS Teams; Creating teams from an existing team and basic team customization; Creating a team from an Office 365 Group; Setting up and managing teams; Managing team members; Managing teams in bulk; Guest in a Team Class; Invitation from MS Teams; Channels; Cards; Creating your first online lesson; Creating a link to a lesson; Connecting students to an online lesson; Running a lesson with MS Teams; Preparing a lesson outline; Presenting in MS Teams; Tools available during the implementation of an online lesson on the student's/teacher's side (e.g. Conversation panel; Reporting for a word; Downloading a list of participants, etc.); Course notes - notepad; Uploading files with educational content; Creating a shared file for pupils/students in the virtual classroom; Creating a quiz; Quiz evaluation, Quiz setup.
Within the distance task, the student will design and create a document in the form of an electronic workbook in Microsoft Word using a template and applying content controls and ActiveX elements - text field, drop-down field, drop-down list, comma field, option button, command button - usable in the context of teaching subjects of his/her area of specialization at primary school / high school.
Within the distance task, the student will create a table of fictitious evaluation of pupils in the framework of knowledge or sports activities implemented in schools or school facilities in the range of at least 20 rows and 10 columns, where the functions of the Microsoft Excel spreadsheet application will be used in the context of the complexity of the explained issue.
In a distance task, the student formats a table of fictitious assessment of pupils in knowledge/sport activities, applying various conditions and techniques of conditional formatting of the table entries in the intent of the difficulty of the explained problem.
In the distance task, the student will create three different graphical visualisations of the data from the table of the previous distance task, in which he/she has processed the assessments achieved in the knowledge/sport activities implemented in schools or school facilities. They will add to the graphical visualisation the title of the graph, the axis names as well as other parameters of the graph as they wish in the context of the readability of the graph.
In the distance task, the student applies an extended filter to the table from the previous distance task to display the student's name and grade attained in the context of the knowledge/sport activities carried out in the school or school facilities and filters to another location within the same worksheet/workbook when defining specific filter conditions (e.g. grade attained below/above a set value, etc.).
Within the framework of the distance task, the student will create through the Microsoft Sway application an original, dynamic and visually impressive presentation of the learning issue for the target group of pupils according to his/her own discretion in the intent of school teaching of the subjects of his/her apprenticeship at primary school/elementary school. The aim of the presentation to be realized by the student is to make it multimedia and at the same time attractive for the target group of pupils in terms of content. The scope of the presentation in Microsoft Sway must consist of at least 25 presentation views - cards with the subject content. To organize the presentation, the student should use its layout into sections, subsections and layers in order to increase the clarity of the presented topic for the student
100/0
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 1 is to develop digital skills of students of teacher-oriented study programmes at the Faculty of Education of the Charles University (hereinafter referred to as the Faculty of Education of the Charles University) to be able to effectively use an appropriate range of didactic software applications in the context of the concept of design and creation of interactive educational activities, knowledge quizzes and assignments, electronic portfolios, impressive didactic presentations, new interactive forms of teaching material and other pedagogical/school documentation usable in the intent of their future teaching profession at different levels of regional education in the Slovak Republic.
By completing the educational discipline Digital Technologies 1, the student has the competences and digital skills to effectively use the tools of the SMART Notebook software application and the SMART Lumio cloud environment by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom or in home conditions in the case of distance/hybrid education.
By completing the educational discipline, the student also has the competences and digital skills in the field of design and creation of mind maps through the tools of the Mindomo software application (or FreeMind, XMind) applicable in educational activities implemented in schools and educational institutions for the target group of intact pupils, as well as pupils with special educational needs in order to improve their communication skills and critical thinking.
By completing the educational discipline Digital Technologies 1, the student acquires professional digital competencies in the concept of design and creation of impressive non-linear presentations and interactive presentations of educational content implemented through the Prezi Present cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline Digital Technologies 1, the student has, last but not least, the competences and digital skills to effectively use the cloud platform Microsoft 365 with an emphasis on software applications Sway, Word and Excel by creating supplementary teaching materials for the needs of school teaching and maintaining the relevant pedagogical documentation. The student masters the basic possibilities of using the online communication platform Microsoft Teams applicable in the implementation of distance learning at the level of regional education
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9
BREČKA, P. (2014). Interaktívne tabule v technickom vzdelávaní. IRIS, 140 s., ISBN: 978-80-8153-024-1
ŠTRBO, M. (2018). Tvorba prezentácií. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 45 s., ISBN 978-80-568-0179-6
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 1 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisite subjects: none
Prerequisites for successful completion of the course
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Present an original and visually impressive presentation of the educational content of the selected teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at Charles University; The structure of the presentation should be based on one of the templates from the library of customizable templates supported by Prezi Present; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defense of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
The maximum number of students per study group within the regular learning form of study is 15 (per one teacher). The seminar is conducted in a computer room, each student has a computer at his/her disposal.
The content of the educational discipline Digital Technologies 1 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.
Due to the rapid development of new didactic software usable in the pedagogical process, the specific content structure of the discipline can be adapted to the current requirements of practice and students.
Application of SMART Notebook software application and SMART Lumio cloud environment in the educational process
We develop professional digital competences by the ability to effectively use the tools of the SMART Notebook desktop application and the SMART Lumio cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in the lesson in the school classroom or in the home environment in the case of distance/hybrid education;
We acquire digital skills in working with the SMART response 2 tool supported by the SMART Notebook desktop application and the SMART Lumio cloud environment in the context of creating knowledge questions - selecting one correct answer from multiple answer alternatives, selecting multiple correct answers from multiple answer alternatives, selecting Yes/No answers, free-form questions - in test sessions designed to test the knowledge of pupils of regional education in the Slovak Republic;
We are mastering the methodology of applying knowledge tests communicated to students through SMART response 2 in the SMART Notebook desktop application and gamification activities supported by the cloud environment SMART Lumio to the process of school teaching of subjects at the lower/upper secondary level of education;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the SMART Board interactive whiteboard.
Topics:
Basic functions and calibration of the SMART Board interactive touchscreen/tablet; Symptoms, causes and solutions to some of the problems encountered when using the SMART Board interactive touchscreen/tablet; Installing and updating the SMART Notebook desktop application; Creating a teacher's virtual classroom in the SMART platform;
Creating and editing objects in the SMART Notebook environment; Using basic tools to support the presentation of processed content; Working with multimedia content from the SMART Gallery; Sharing your own content on the SMART Exchange website; Adding links to external educational resources; Adding sound to objects, Animating objects; Using and sharing your own content; Applying graphic content from other software applications - importing and editing objects; Applying objects from the Lesson Activity Toolkit 2.0; Creating gamification activities in SMART Lab; SMART Response 2 - creating and administering knowledge tests/quizzes;
Principles of Gamification; Gamification Elements in Educational Content; Some Results of Exact Studies on the Application of Gamification in Education; Application of Gamification in Education in Primary and Secondary Schools; Examples of Gamification Activities Used in the Teaching of Science, Social Studies, Art, Education and Vocational Education.
Teacher/student login to SMART Lumio cloud platform account; Managing the library of learning activities; Creating gamification activities in SMART Lumio - SMART Lesson Activity Builder (Lab); Editing activities in edit mode; Making activities available to students - delivery mode; Sharing options for gamification activities;
Setting up and converting a lesson page to a Handout or Workspace activity; Working with predefined graphical activity templates for use in activating student learning, inquiring about student knowledge, or reflecting; Sharing lessons with the created educational materials with students in SMART Lumio.
Within the distance assignment, the student will create a set of interactive learning/quiz activities and digital presentation material for the target group of learners with effective use of the widest possible range of tools, objects, pre-prepared templates, advanced functions, settings and features supported by the SMART Notebook authoring environment in a range of at least 10 presentation pages/activities. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.notebook format, the student shall indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational/quiz activities for the target group of students with effective use of pre-made templates and tools of the SMART Lumio cloud environment. The condition is that each type of gamification activity should only occur once in the created set of activities. In the accompanying document (a separate file of *.docx format) to the created gamification educational/quiz activities saved by the student, the student shall indicate the methodology of their application in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a 3-page set of pre-prepared content convertible to Handout format activities and a 3-page set of pre-prepared content convertible to Workspace format activities. In the accompanying document (a separate *.docx file) for the created Handout and Workspace activities stored in the SMART Lumio cloud, the student will indicate the methodology of their application to the educational activities of the target group of students.
Creating and using mind maps in the educational process with the support of digital solutions
We develop professional digital competences by competence in the design and creation of mind maps through the tools of the software application Mindomo (or FreeMind/XMind), usable in our own educational activities implemented in schools and school facilities for the target group of intact pupils, as well as pupils with special educational needs in order to improve communication skills and critical thinking;
We are mastering the methodology of applying mind maps communicated to students through Mindomo (or FreeMind/XMind) to the process of school teaching of the subjects of their approbation at primary school / high school;
Topics:
Explanation of terminology in the field of mind/concept mapping; Desktop/cloud software applications for creating mind maps in the educational process at primary/ secondary schools; Functions and types of mind maps; Principles and principles of creating mind maps; Possibilities of using mind maps in the process of preparation for teaching and directly in the classroom; Familiarization with the user environment of the Mindomo software application (or FreeMind/XMind);
Structuring a mind map; Inserting, editing and formatting nodes; Creating and formatting branches; Encrypted node; Editing multi-line nodes; Creating image nodes; Moving/copying nodes and groups of nodes in the map; Inserting annotations to nodes; Linking nodes with local links - independent linking of ideas; Hypertext linking of nodes to external information sources - links in nodes leading to external sources (web) or to local files on the local disk of the computer; Importing content into the mind map; Exporting the map to the output of different formats; Text search in the subnetwork of the current node; Mind maps and their use when working with pupils with SEN.
As part of the distance assignment, the student will design and create one mind map from any thematic area of school subject teaching in primary/elementary school. The focus of the mind map should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school/SHS in the intent of the approbation subjects that the student studies in the teacher education programmes at the Faculty of Education at the Charles University. In the mind map, tools and functions of the Mindomo (or FreeMind/XMind) application environment will be applied in the intent of the complexity of the explained issue. The student will justify in a brief written form the choice of the processed content/topic in the form of a mind map, their functionality and use in his/her educational activities.
Creation of non-linear presentations of educational content through the Prezi presentation platform supporting teacher's interpretation and systematization of students' knowledge
We acquire professional digital competencies in the concept of design and creation of impressive non-linear presentations of educational content realized through the Prezi Present cloud platform Prezi applicable to our own pedagogical activities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Prezi Present to the process of school teaching of subjects of their approbation at primary school / high school;
Topics:
Introduction of the software tool Prezi Present as a presentation platform - creation of trendy, effective presentations; Explanation and clarification of the terms used in the field of creating didactic presentations in the environment of Prezi Present; Possibilities of using the presentation application Prezi Present in the preparation and creation of supporting educational materials effectively usable in the teaching of their own subject; Presentation of examples of presentations used in teaching science, social science, art-educational and vocational educational disciplines; Illustrative comparison of differences between classical (Microsoft PowerPoint) and dynamic (Prezi Present) presentations;
Theoretical background of presentation preparation and the system of selection of presented information; Basic steps of the procedure for creating didactic presentations in Prezi Present; Functionality of the online presentation tool Prezi Present; Creating dynamic presentations in Prezi Present - working with text and graphic objects; Creating topic/subtopic structures, changing the order of topics/subtopics, Creating depth and rotation effects; Inserting additional graphic visuals into a presentation in Prezi Present; Working in edit mode for main topics, subtopics and other presentation content; Creating visual effects and animations of presentation objects;
Use of templates - change the design - colors, background, fonts; Inserting audio tracks on the background of individual topics/subtopics, the whole presentation; 3D presentations; Importing and editing PowerPoint presentations in Prezi Present; Sharing presentations with other users, sharing on social networks, on web portals; Exporting presentations to *.pdf and Portable Prezi (for off-line presentation); Export options and presentation size; Working with Prezi Present in off-line mode.
Within the distance assignment, the student will use the Prezi Present presentation tool to create an original didactic and visually engaging presentation of the educational content for the target group of students. The focus of the presentation should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at the primary school / secondary school in the intent of the approbation subjects that the student is studying in the study programmes of teaching at the Faculty of Education of the Charles University. The presentation will be at least 30 presentation views (= topics at the highest hierarchical level, subtopics at lower hierarchical levels and stack structure pages) to a minimum hierarchical nesting depth of three.
Use of Microsoft 365 platform in teacher's pedagogical activity
We develop professional digital competencies in the concept of design and creation of responsive presentations with educational content and emphasis on the cloud solution Microsoft Sway usable in educational activities implemented in schools or school facilities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Microsoft Sway to the process of school teaching of subjects of their approbation at primary school / secondary school;
We hone professional digital skills to include the ability to effectively use a range of form content controls and ActiveX elements of Microsoft Word in the creation of interactive worksheets, tests and supplementary learning materials for pupils or other classroom agenda documents usable in the context of pedagogical activity;
We are mastering the methodology of applying interactive worksheets communicated to pupils through Microsoft Word to the process of school teaching of subjects of their area of specialization at primary school / high school;
Develop professional digital skills in the creation of large documents (such as letters, invitations, labels) through a mass correspondence tool usable in the maintenance of relevant pedagogical documentation;
We develop professional digital skills in the creation of statistical calculations, compound expressions using functions for finding conditional frequency, sum, or arithmetic mean and techniques for addressing continuous and discontinuous areas in expressions/functions usable in the tabular processing of classroom data (student evaluations in knowledge or sports activities) supported by Microsoft Excel;
We hone professional competencies to include the ability to effectively apply advanced conditions and techniques for conditional formatting of table records using functions;
We extend digital skills to include the ability to effectively apply an advanced filtering tool to large tabular data by defining compound logical conditions (AND/OR), wildcards (*, ?), and a Subtotal function usable in maintaining appropriate pedagogical documentation;
Develop professional digital skills in creating cumulative graphical visualizations of tabulated data in the context of changing attributes of individual chart elements;
We apply other selected tools of the Microsoft 365 cloud platform, with an emphasis on the Microsoft Teams software application for teachers to use in conducting online learning activities.
Topics:
A basic theoretical introduction to Microsoft cloud solutions;
Sway presentation platform - creation of interactive school materials (portfolios), impressive presentations of educational content; Other possibilities of practical use of Microsoft Sway in educational activities; Concept of creating multimedia responsive presentations; Creating a new Sway, creating a Sway by importing an existing file/presentation, creating a Sway based on a template; Articulating presentation content; Options for inserting and formatting supported visuals via tabs; Grouping multimedia content; Influencing the appearance of a presentation; Changing the layout of content; Adapting specific elements to the style of a presentation; Exporting a presentation in *.pdf/*.docx; Additional options for setting up the presentation in Sway; Share Sway output from a personal Microsoft account; Share Sway output from an account assigned by the educational organization;
Editing large text documents in the Microsoft Word environment - standard settings; Using tabs; Text blocks; Columns; Objects in text - equation editor; Tables in text; Editing a document using a style; Creating your own style and editing an existing style. Document Revision. Definition of the terms section and reference and possibilities of their use; Document revision and its use in writing term papers and qualification papers; Document structuring - dividing a document into sections, types of section breaks, page settings in sections, creating a header and footer in a document divided into sections; Possibilities of using a structured document within the agenda of a teaching staff member; Creating references - automatic content creation, content setup, content formatting, numbering figures and tables, creating a list of tables and figures, footnotes and endnotes, cross-references, citations and list of references used, creating a document index; Creating templates - the importance of a template type document. Electronic forms - what are form elements and what is their difference from ActiveX elements, settings of form elements, ActiveX element and its settings, Form security; Application of the acquired experience and skills of working with Microsoft Word text editor in creating documents useful in own pedagogical activities; Creation of large documents - letters, invitations, labels - by means of the tool of mass correspondence useful in the framework of keeping the relevant pedagogical documentation.
Working with tabular data in Microsoft Excel; Inserting data into cells; Predefined and custom data format; Working with cells - moving, cutting, copying; Bulk filling of data and creating expressions/patterns; Applying elementary functions; Modifying function parameters; Modifying table appearance; Sorting tabular data; Data lists - creating custom lists; Increasing values. Rounding; Absolute and relative cell addressing; Hiding table values; Notes in cells; Working with large data - automatic and extended data filter, Subtotal function; Operations between sheets; Conditional formatting of table data; More advanced functions - If, Count, CountIf, SumIf, SumIfS, AverageIfS; Contingency table; Search functions; Creating forms.
We get familiar with the Microsoft Teams online communication platform environment; Creating teams; Creating a pure team in MS Teams; Creating teams from an existing team and basic team customization; Creating a team from an Office 365 Group; Setting up and managing teams; Managing team members; Managing teams in bulk; Guest in a Team Class; Invitation from MS Teams; Channels; Cards; Creating your first online lesson; Creating a link to a lesson; Connecting students to an online lesson; Running a lesson with MS Teams; Preparing a lesson outline; Presenting in MS Teams; Tools available during the implementation of an online lesson on the student's/teacher's side (e.g. Conversation panel; Reporting for a word; Downloading a list of participants, etc.); Course notes - notepad; Uploading files with educational content; Creating a shared file for pupils/students in the virtual classroom; Creating a quiz; Quiz evaluation, Quiz setup.
Within the distance task, the student will design and create a document in the form of an electronic workbook in Microsoft Word using a template and applying content controls and ActiveX elements - text field, drop-down field, drop-down list, comma field, option button, command button - usable in the context of teaching subjects of his/her area of specialization at primary school / high school.
Within the distance task, the student will create a table of fictitious evaluation of pupils in the framework of knowledge or sports activities implemented in schools or school facilities in the range of at least 20 rows and 10 columns, where the functions of the Microsoft Excel spreadsheet application will be used in the context of the complexity of the explained issue.
In a distance task, the student formats a table of fictitious assessment of pupils in knowledge/sport activities, applying various conditions and techniques of conditional formatting of the table entries in the intent of the difficulty of the explained problem.
In the distance task, the student will create three different graphical visualisations of the data from the table of the previous distance task, in which he/she has processed the assessments achieved in the knowledge/sport activities implemented in schools or school facilities. They will add to the graphical visualisation the title of the graph, the axis names as well as other parameters of the graph as they wish in the context of the readability of the graph.
In the distance task, the student applies an extended filter to the table from the previous distance task to display the student's name and grade attained in the context of the knowledge/sport activities carried out in the school or school facilities and filters to another location within the same worksheet/workbook when defining specific filter conditions (e.g. grade attained below/above a set value, etc.).
Within the framework of the distance task, the student will create through the Microsoft Sway application an original, dynamic and visually impressive presentation of the learning issue for the target group of pupils according to his/her own discretion in the intent of school teaching of the subjects of his/her apprenticeship at primary school/elementary school. The aim of the presentation to be realized by the student is to make it multimedia and at the same time attractive for the target group of pupils in terms of content. The scope of the presentation in Microsoft Sway must consist of at least 25 presentation views - cards with the subject content. To organize the presentation, the student should use its layout into sections, subsections and layers in order to increase the clarity of the presented topic for the student
100/0
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 1 is to develop digital skills of students of teacher-oriented study programmes at the Faculty of Education of the Charles University (hereinafter referred to as the Faculty of Education of the Charles University) to be able to effectively use an appropriate range of didactic software applications in the context of the concept of design and creation of interactive educational activities, knowledge quizzes and assignments, electronic portfolios, impressive didactic presentations, new interactive forms of teaching material and other pedagogical/school documentation usable in the intent of their future teaching profession at different levels of regional education in the Slovak Republic.
By completing the educational discipline Digital Technologies 1, the student has the competences and digital skills to effectively use the tools of the SMART Notebook software application and the SMART Lumio cloud environment by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom or in home conditions in the case of distance/hybrid education.
By completing the educational discipline, the student also has the competences and digital skills in the field of design and creation of mind maps through the tools of the Mindomo software application (or FreeMind, XMind) applicable in educational activities implemented in schools and educational institutions for the target group of intact pupils, as well as pupils with special educational needs in order to improve their communication skills and critical thinking.
By completing the educational discipline Digital Technologies 1, the student acquires professional digital competencies in the concept of design and creation of impressive non-linear presentations and interactive presentations of educational content implemented through the Prezi Present cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline Digital Technologies 1, the student has, last but not least, the competences and digital skills to effectively use the cloud platform Microsoft 365 with an emphasis on software applications Sway, Word and Excel by creating supplementary teaching materials for the needs of school teaching and maintaining the relevant pedagogical documentation. The student masters the basic possibilities of using the online communication platform Microsoft Teams applicable in the implementation of distance learning at the level of regional education
Compulsory reading:
KUBÁNI, V., (2010). Všeobecná psychológia. Prešov: Prešovská univerzita. ISBN: 978-80-555-0172-7,
JURSOVÁ ZACHAROVÁ, Z. (2021). Od narodenia po maturitu. Poznatky vývinovej psychológie v kontexte vzdelávania. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-5169-0.
Recommended reading:
LEMEŠOVÁ, M., SOKOLOVÁ, L., MINAROVIČOVÁ, K. (2015). Psychológia (inter)aktívne. Univerzita Komenského
NAKONEČNÝ M. (2016). Obecná psychologie. Triton.
SOKOLOVÁ, L., BROZMANOVÁ, E. (2015). Psychológia trochu inak. Univerzita Komenského
ŠRAMOVÁ, B. (2008). Osobnosť v procese ontogenézy. Melius
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the weight of the interim and final assessment is 50/50
50% Intermediate assessment: includes a seminar paper (10 points), an intermediate test (40 points). 50% Final assessment: includes a reflective essay (5 points) and a final test (45 points). The student must score at least 50% on each test.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For a grade of A, the student must be consistently outstanding, capable of independent study, and able to critically compare professional texts in psychology. The student is able to navigate a variety of literary sources, is proficient in the fundamentals of general and developmental psychology, understands the thinking, decision-making and emotional responses of children and adults, and can reflect critically on psychological knowledge.
A grade of B indicates that the student has performed above average throughout the semester, has been able to study independently, has mastered basic information related to general and developmental psychology, understands how children and adults think, make decisions, and react emotionally, and reflects on psychological knowledge.
A grade of C means that the student has performed standardly well during the semester, his/her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge or critically evaluate and compare individual psychological findings is lacking.
A grade of D means that the student has been less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, cannot critically analyze information.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails in critical thinking and application of theoretical knowledge to practice as well as theoretical knowledge.
slovak, czech and english
students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
Part of general and cognitive psychology:
1. Introduction to psychology: a brief history of psychology, psychology as a science, the subject of psychological inquiry, the formation of psychological knowledge and psychological methodology. Psychological processes and states.
2. Sensory processes. Perception - characteristics of the process, laws of perception and types of perception.
3. Imagination and attention. Fantasy and memory imagery. Types of ideas and their comparison. Illusions and hallucinations. Types and characteristics of attention.
4. Memory and learning. Theories of memory. Types of memory. Memory processes and information (remembering, retention, reproduction, retrieval). Forgetting, extremes and pathology in memory performance. Characteristics and some theories of learning, types, conditions and principles of learning
5. Thinking, intelligence and speech. Thought operations and forms of thought. Types of thinking. Thinking as problem solving. Thinking and intelligence. Relationship between thinking and language.
6. Dynamics of the psyche: motivation and emotions. Emotional states and feelings. Physiological bases of emotionality. Classification and characteristics of feelings and emotions. Stress, frustration and the experience of conflict. Characteristics and functions of motivation, principles of motivation, energetic basis of the organism, instincts, drives, needs, values, attitudes, aspirations, frustration, volition.
Part of developmental psychology:
7. The subject of investigation and methods of developmental psychology. Subject, aims of developmental psychology; interdisciplinary relations. Assessment of psychological development - basic methods of diagnosing developmental level, developmental screening and scales, psychological tests.
8. Mental development in general - developmental changes and laws, factors of development. Developmental changes and their classification, basic developmental processes. Factors of development - conditions of psychic development, external and internal factors of psychic development and their interrelations; maturation and learning, development and education. Developmental laws.
9. Theoretical models and concepts of psychological development. Periodization of development. Problems of unified classification of psychological development, classification systems. Critical or sensitive developmental stages, developmental crisis. Basic psychological characteristics of developmental phases.
10. The most important theoretical models of psychological development and their critical evaluation - psychoanalytic, humanistic, biodimensional model, Piaget's school, Vygotsky and the Russian school ai... Theoretical concepts of determination of psychological development - nativism and endogenistic theories, empiricism and exogenistic theories, interaction theoretical models.
11. Developmental roles of the different periods - prenatal development, newborn, infant, toddler, pre-school age, younger school age, adolescence, adulthood and old age.
50/50
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of Psychology for Teachers 1 is to make available basic information about the general laws of human experience and behaviour so that they can form a platform for understanding the workings of the human psyche and to synthesize psychological knowledge, facts, theories, research approaches into a coherent view of the individual's psyche for the purposes of creative professional application in pedagogical practice. The student after completing the course
- knows the basic concepts of general, cognitive and developmental psychology, basic models and theories of developmental psychology, knows how to differentiate and classify them into individual categories,
- can apply knowledge of general, cognitive and developmental psychology in an educational context,
- knows the laws of psychic development, especially with regard to the needs of lower and upper secondary education,
- knows the laws of development of cognitive processes and their application in the educational process
- can read and understand professional text and psychological research, understand tables and graphs
- finds logical connections in opinions and thoughts
Compulsory reading:
KUBÁNI, V., (2010). Všeobecná psychológia. Prešov: Prešovská univerzita. ISBN: 978-80-555-0172-7,
JURSOVÁ ZACHAROVÁ, Z. (2021). Od narodenia po maturitu. Poznatky vývinovej psychológie v kontexte vzdelávania. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-5169-0.
Recommended reading:
LEMEŠOVÁ, M., SOKOLOVÁ, L., MINAROVIČOVÁ, K. (2015). Psychológia (inter)aktívne. Univerzita Komenského
NAKONEČNÝ M. (2016). Obecná psychologie. Triton.
SOKOLOVÁ, L., BROZMANOVÁ, E. (2015). Psychológia trochu inak. Univerzita Komenského
ŠRAMOVÁ, B. (2008). Osobnosť v procese ontogenézy. Melius
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the weight of the interim and final assessment is 50/50
50% Intermediate assessment: includes a seminar paper (10 points), an intermediate test (40 points). 50% Final assessment: includes a reflective essay (5 points) and a final test (45 points). The student must score at least 50% on each test.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For a grade of A, the student must be consistently outstanding, capable of independent study, and able to critically compare professional texts in psychology. The student is able to navigate a variety of literary sources, is proficient in the fundamentals of general and developmental psychology, understands the thinking, decision-making and emotional responses of children and adults, and can reflect critically on psychological knowledge.
A grade of B indicates that the student has performed above average throughout the semester, has been able to study independently, has mastered basic information related to general and developmental psychology, understands how children and adults think, make decisions, and react emotionally, and reflects on psychological knowledge.
A grade of C means that the student has performed standardly well during the semester, his/her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge or critically evaluate and compare individual psychological findings is lacking.
A grade of D means that the student has been less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, cannot critically analyze information.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails in critical thinking and application of theoretical knowledge to practice as well as theoretical knowledge.
slovak, czech and english
students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
Part of general and cognitive psychology:
1. Introduction to psychology: a brief history of psychology, psychology as a science, the subject of psychological inquiry, the formation of psychological knowledge and psychological methodology. Psychological processes and states.
2. Sensory processes. Perception - characteristics of the process, laws of perception and types of perception.
3. Imagination and attention. Fantasy and memory imagery. Types of ideas and their comparison. Illusions and hallucinations. Types and characteristics of attention.
4. Memory and learning. Theories of memory. Types of memory. Memory processes and information (remembering, retention, reproduction, retrieval). Forgetting, extremes and pathology in memory performance. Characteristics and some theories of learning, types, conditions and principles of learning
5. Thinking, intelligence and speech. Thought operations and forms of thought. Types of thinking. Thinking as problem solving. Thinking and intelligence. Relationship between thinking and language.
6. Dynamics of the psyche: motivation and emotions. Emotional states and feelings. Physiological bases of emotionality. Classification and characteristics of feelings and emotions. Stress, frustration and the experience of conflict. Characteristics and functions of motivation, principles of motivation, energetic basis of the organism, instincts, drives, needs, values, attitudes, aspirations, frustration, volition.
Part of developmental psychology:
7. The subject of investigation and methods of developmental psychology. Subject, aims of developmental psychology; interdisciplinary relations. Assessment of psychological development - basic methods of diagnosing developmental level, developmental screening and scales, psychological tests.
8. Mental development in general - developmental changes and laws, factors of development. Developmental changes and their classification, basic developmental processes. Factors of development - conditions of psychic development, external and internal factors of psychic development and their interrelations; maturation and learning, development and education. Developmental laws.
9. Theoretical models and concepts of psychological development. Periodization of development. Problems of unified classification of psychological development, classification systems. Critical or sensitive developmental stages, developmental crisis. Basic psychological characteristics of developmental phases.
10. The most important theoretical models of psychological development and their critical evaluation - psychoanalytic, humanistic, biodimensional model, Piaget's school, Vygotsky and the Russian school ai... Theoretical concepts of determination of psychological development - nativism and endogenistic theories, empiricism and exogenistic theories, interaction theoretical models.
11. Developmental roles of the different periods - prenatal development, newborn, infant, toddler, pre-school age, younger school age, adolescence, adulthood and old age.
50/50
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of Psychology for Teachers 1 is to make available basic information about the general laws of human experience and behaviour so that they can form a platform for understanding the workings of the human psyche and to synthesize psychological knowledge, facts, theories, research approaches into a coherent view of the individual's psyche for the purposes of creative professional application in pedagogical practice. The student after completing the course
- knows the basic concepts of general, cognitive and developmental psychology, basic models and theories of developmental psychology, knows how to differentiate and classify them into individual categories,
- can apply knowledge of general, cognitive and developmental psychology in an educational context,
- knows the laws of psychic development, especially with regard to the needs of lower and upper secondary education,
- knows the laws of development of cognitive processes and their application in the educational process
- can read and understand professional text and psychological research, understand tables and graphs
- finds logical connections in opinions and thoughts
Compulsory reading:
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha: Grada. 624s., ISBN 978-80-247-3450-7ČAPEK, R. (2020). Uč jako umělec. Brno: Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
KOMENSKÝ, J. A.1954. Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KOSTRUB, D., OSTRADICKÝ, P. (2014). Phenomena that determine didactic teacher thinking within the process of selecting optimal methods of teaching. In EDUKACJA KU PRZYSZLOŠCI, 2014, s.114-122. ISBN 978-83-62160-20-4.
OBDRŽÁLEK, Z. a kol. (2003). Didaktika pre študentov učiteľstva ZŠ. Bratislava: Univerzita Komenského, 2003.
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017. - Brno: Masarykova univerzita, 2017. ISBN 978-80-87952-22-1. - S. 843-852.
PETLÁK, E. (2016). Všeobecná didaktika. Bratislava: IRIS, 322 s. ISBN: 978-80-8153-064-7
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Bratislava: Univerzita Komenského. ISBN 978-80-223-4817-1
TÓBLOVÁ,, E. a kol. (2017). The analysis of educational needs of managing teaching staff in schools in the Slovak Republic. Modern Journal of Language Teaching Methods. - Vol. 7, no. 5 (2017), p. 11-17. ISSN 2251-6204
TÓBLOVÁ,, E. a kol. (2017). Inovácia pregraduálnej prípravy učiteľov v oblasti didakticko-technologických kompetencií. Innovation of the pregraduate teacher training aimed at the didactic-technological competence development. Autoevaluační kultura a kvalita vzdělávání. Praha: Extrasystem, 2017. - ISBN 978-80-87570-36-4. - S. 91-95
TUREK,I. (2014). Didaktika. Bratislava: Wolters Kluwer, 2014, ISBN 978-80-8168-004-5
ZORMANOVÁ, L. (2014). Obecná didaktika. Praha: Grada. ISBN 978-80-247-4590-9
Recommended semester: 1st - 4th semester
Level of study: 1st degree
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the weighting of the interim and final assessment is 50/50.
Students work on continuous work during the semester (setting objectives, taxonomy of objectives, creation of material aids, creation of didactic test, ...). Intermediate works are evaluated for 20 points. At the end of the intermediate teaching they hand in the semester work - methodical preparation for the teaching unit. The semester work is evaluated for 30 points. During the examination period, they take an oral final examination. The final assessment is worth 50 points. The successful completion of the course is subject to obtaining at least 60 % of the maximum possible grade for the course.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
Characteristics of student performance:
A - excellent results: the student is able to apply procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify the methods and forms presented in school documents. The student is able to create a portfolio of his/her own outcomes according to the intermediate assignments in accordance with the acquired knowledge and the required criteria. The student can critically, factually assess and evaluate the solutions presented by others, and can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify the methods and forms outlined in school documents. Above-average orientation in general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. The student is able to develop intermediate tasks only with the help of the teacher. Critical assessment and evaluation are absent.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, czech and english
students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
General didactics as a basic pedagogical discipline studies the educational process in all its complexity. Didactics helps students to develop and become aware of basic pedagogical knowledge, to understand didactic interrelationships in teaching. It emphasizes the basic concepts and theories of teaching, for the formation of students' individual conceptions of teaching. Makes accessible the formation and essence of basic didactic principles, pedagogical documents and objectives in the teaching process. It leads students to confront theory with practice, to understand a concept in relation to a specific educational activity, to the specific work of the teacher, but above all in relation to the pupil. It characterises the whole process of preparing a teaching unit, through the interaction of teacher and pupils, i.e. through methods, organisational forms and material means.
Topics:
Historical and contemporary conceptions of general didactics. General didactics as a basic pedagogical discipline and its relation to other sciences. The personality of the pupil and the teacher. Basic pedagogical documents. Didactic principles. Pupils' learning styles and teachers' teaching styles. Didactical analysis of the curriculum. Educational objectives, taxonomies of objectives. Theories and concepts of education. Traditional and activating teaching methods. System of organizational forms. Teaching process, its stages and their analysis. Material teaching means - teaching aids, didactic technology and their importance. Assessment, screening, classification.
50/50
Learning outcomes:
Learning objectives and outcomes:
The student will acquire knowledge of the importance of general didactics and its essence for successful functioning in the practice of the teaching profession. The student will be able to define the subject and methodological profile of didactics, develop knowledge, competences and attitudes associated with the teaching profession, knowledge and competences of planning and organizing pupils' learning activities. The student is able to define general didactics in the system of pedagogical sciences, list and characterise its functions and significance. Characterise the personality of the pupil and the teacher in educational contexts. Characterise and analyse basic school documents and explain their interrelation, compare their structure. Analyse the curriculum from a didactic point of view, defend and present their solution. Apply procedures in the processes of formulating specific objectives according to different taxonomies of objectives. Recognise the nature and importance of the application of didactic principles in the teaching process. Orient themselves in the theories and concepts of teaching. Can characterise different approaches to the classification of methods and organisational forms of the teaching process. Analyse and classify the methods and forms presented in school documents. Create a portfolio of own outcomes in general didactics in accordance with the acquired knowledge. Be able to critically and factually assess and evaluate the outputs of others.
Transferable competences:
By discussing, solving and presenting the results of continuously assigned tasks, students will develop their analytical and critical thinking, communication skills, interpersonal skills, organizational skills, digital skills, lecturing and metacognitive skills. Students will be able to use the acquired knowledge and competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Compulsory reading:
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha: Grada. 624s., ISBN 978-80-247-3450-7ČAPEK, R. (2020). Uč jako umělec. Brno: Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
KOMENSKÝ, J. A.1954. Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KOSTRUB, D., OSTRADICKÝ, P. (2014). Phenomena that determine didactic teacher thinking within the process of selecting optimal methods of teaching. In EDUKACJA KU PRZYSZLOŠCI, 2014, s.114-122. ISBN 978-83-62160-20-4.
OBDRŽÁLEK, Z. a kol. (2003). Didaktika pre študentov učiteľstva ZŠ. Bratislava: Univerzita Komenského, 2003.
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017. - Brno: Masarykova univerzita, 2017. ISBN 978-80-87952-22-1. - S. 843-852.
PETLÁK, E. (2016). Všeobecná didaktika. Bratislava: IRIS, 322 s. ISBN: 978-80-8153-064-7
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Bratislava: Univerzita Komenského. ISBN 978-80-223-4817-1
TÓBLOVÁ,, E. a kol. (2017). The analysis of educational needs of managing teaching staff in schools in the Slovak Republic. Modern Journal of Language Teaching Methods. - Vol. 7, no. 5 (2017), p. 11-17. ISSN 2251-6204
TÓBLOVÁ,, E. a kol. (2017). Inovácia pregraduálnej prípravy učiteľov v oblasti didakticko-technologických kompetencií. Innovation of the pregraduate teacher training aimed at the didactic-technological competence development. Autoevaluační kultura a kvalita vzdělávání. Praha: Extrasystem, 2017. - ISBN 978-80-87570-36-4. - S. 91-95
TUREK,I. (2014). Didaktika. Bratislava: Wolters Kluwer, 2014, ISBN 978-80-8168-004-5
ZORMANOVÁ, L. (2014). Obecná didaktika. Praha: Grada. ISBN 978-80-247-4590-9
Recommended semester: 1st - 4th semester
Level of study: 1st degree
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the weighting of the interim and final assessment is 50/50.
Students work on continuous work during the semester (setting objectives, taxonomy of objectives, creation of material aids, creation of didactic test, ...). Intermediate works are evaluated for 20 points. At the end of the intermediate teaching they hand in the semester work - methodical preparation for the teaching unit. The semester work is evaluated for 30 points. During the examination period, they take an oral final examination. The final assessment is worth 50 points. The successful completion of the course is subject to obtaining at least 60 % of the maximum possible grade for the course.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
Characteristics of student performance:
A - excellent results: the student is able to apply procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify the methods and forms presented in school documents. The student is able to create a portfolio of his/her own outcomes according to the intermediate assignments in accordance with the acquired knowledge and the required criteria. The student can critically, factually assess and evaluate the solutions presented by others, and can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify the methods and forms outlined in school documents. Above-average orientation in general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. The student is able to develop intermediate tasks only with the help of the teacher. Critical assessment and evaluation are absent.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, czech and english
students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
General didactics as a basic pedagogical discipline studies the educational process in all its complexity. Didactics helps students to develop and become aware of basic pedagogical knowledge, to understand didactic interrelationships in teaching. It emphasizes the basic concepts and theories of teaching, for the formation of students' individual conceptions of teaching. Makes accessible the formation and essence of basic didactic principles, pedagogical documents and objectives in the teaching process. It leads students to confront theory with practice, to understand a concept in relation to a specific educational activity, to the specific work of the teacher, but above all in relation to the pupil. It characterises the whole process of preparing a teaching unit, through the interaction of teacher and pupils, i.e. through methods, organisational forms and material means.
Topics:
Historical and contemporary conceptions of general didactics. General didactics as a basic pedagogical discipline and its relation to other sciences. The personality of the pupil and the teacher. Basic pedagogical documents. Didactic principles. Pupils' learning styles and teachers' teaching styles. Didactical analysis of the curriculum. Educational objectives, taxonomies of objectives. Theories and concepts of education. Traditional and activating teaching methods. System of organizational forms. Teaching process, its stages and their analysis. Material teaching means - teaching aids, didactic technology and their importance. Assessment, screening, classification.
50/50
Learning outcomes:
Learning objectives and outcomes:
The student will acquire knowledge of the importance of general didactics and its essence for successful functioning in the practice of the teaching profession. The student will be able to define the subject and methodological profile of didactics, develop knowledge, competences and attitudes associated with the teaching profession, knowledge and competences of planning and organizing pupils' learning activities. The student is able to define general didactics in the system of pedagogical sciences, list and characterise its functions and significance. Characterise the personality of the pupil and the teacher in educational contexts. Characterise and analyse basic school documents and explain their interrelation, compare their structure. Analyse the curriculum from a didactic point of view, defend and present their solution. Apply procedures in the processes of formulating specific objectives according to different taxonomies of objectives. Recognise the nature and importance of the application of didactic principles in the teaching process. Orient themselves in the theories and concepts of teaching. Can characterise different approaches to the classification of methods and organisational forms of the teaching process. Analyse and classify the methods and forms presented in school documents. Create a portfolio of own outcomes in general didactics in accordance with the acquired knowledge. Be able to critically and factually assess and evaluate the outputs of others.
Transferable competences:
By discussing, solving and presenting the results of continuously assigned tasks, students will develop their analytical and critical thinking, communication skills, interpersonal skills, organizational skills, digital skills, lecturing and metacognitive skills. Students will be able to use the acquired knowledge and competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Compulsory reading:
GAVORA, P. (2007). Učiteľ a žiaci v komunikácii. Bratislava: UK.. 197s. ISBN 978-80-223-2327-7
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení. 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava: Univerzita Komenského v Bratislave. 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave. 143-160s. ISBN 978-80-223-4661-0
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing. 200s. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing. 256s. ISBN 978-80247-2652-6
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class. This is a prepared micro-performance (alone or in pairs).
Semester work for interim assessment 1: consists of a creative assignment for 40b (20+20). This includes preparation of an oral micro-presentation for 10-15 minutes and feedback (20b) and preparation of a visual presentation in a graphics program (20b).
Intermediate assessment 2: consists of a review of the knowledge acquired, i.e. a test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
For a grade of D at least 66 points. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical use of theoretical knowledge about effective communication in the educational process through training and micro-performances. The course is designed to prepare students for the future teaching profession in the field of critical and independent thinking, communication and rhetorical skills, collaboration, creative activity, self-assessment, feedback, etc. Using various activating methods and problem-based tasks, students will actively participate in the teaching and create the content of the course themselves, in which they will use their own potential and develop the inter and intra personal aspects of their own personality.
Topics:
Communication in education in theory - definition of communication, types of communication, information theory and its components. Communication in education - its functions, levels, basic rules, organizational forms. Interaction styles of the teacher. Extralinguistic means of communication, paralinguistic aspects of speech. Verbal communication - monologue, dialogue, conversation, questioning, argumentation. Organizational forms and space in communication. Types of teaching according to the number of participants. Classroom layout.
Communication in education in practice - teachers' inappropriate approaches in Communication in education. Appropriate communication approaches and strategies in teacher work - learner centred approach, humanism, non-directivity. Presentation - structure and arrangement of speech/speech/lecture. Selection and appropriateness of information within an oral presentation. Analysis of speakers. Visualisation and arousal of interest. Organisation of time. Argumentation - composition of argument, types of argument. Logic and errors in argumentation. Types of interviews. Debate - how to conduct a conversation, the structure of a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection, giving and receiving criticism. Critical thinking and methods to develop critical thinking.
100/0
Learning objectives and outcomes:
By completing the Communication in education course, the student should:
- Be able to compare student-centered and teacher-centered approaches in communication,
- be able to justify the choice and appropriateness of the communication approaches used in teaching,
- be able to create a presentation with high quality content and visually interesting,
- be able to apply theoretical knowledge in the creation of oral micro output,
- be able to present a micro performance in front of a group and be able to give or receive feedback,
- be able to argue correctly and be able to make a factually correct argument,
- understand the importance of selection and analysis of information and information sources,
- know methods for Developing of critical thinking,
- acquire presentation and communication skills and be able to apply them in practical tasks.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks in the course, furthermore analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and through their application in discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility.
Compulsory reading:
GAVORA, P. (2007). Učiteľ a žiaci v komunikácii. Bratislava: UK.. 197s. ISBN 978-80-223-2327-7
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení. 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava: Univerzita Komenského v Bratislave. 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave. 143-160s. ISBN 978-80-223-4661-0
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing. 200s. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing. 256s. ISBN 978-80247-2652-6
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class. This is a prepared micro-performance (alone or in pairs).
Semester work for interim assessment 1: consists of a creative assignment for 40b (20+20). This includes preparation of an oral micro-presentation for 10-15 minutes and feedback (20b) and preparation of a visual presentation in a graphics program (20b).
Intermediate assessment 2: consists of a review of the knowledge acquired, i.e. a test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
For a grade of D at least 66 points. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical use of theoretical knowledge about effective communication in the educational process through training and micro-performances. The course is designed to prepare students for the future teaching profession in the field of critical and independent thinking, communication and rhetorical skills, collaboration, creative activity, self-assessment, feedback, etc. Using various activating methods and problem-based tasks, students will actively participate in the teaching and create the content of the course themselves, in which they will use their own potential and develop the inter and intra personal aspects of their own personality.
Topics:
Communication in education in theory - definition of communication, types of communication, information theory and its components. Communication in education - its functions, levels, basic rules, organizational forms. Interaction styles of the teacher. Extralinguistic means of communication, paralinguistic aspects of speech. Verbal communication - monologue, dialogue, conversation, questioning, argumentation. Organizational forms and space in communication. Types of teaching according to the number of participants. Classroom layout.
Communication in education in practice - teachers' inappropriate approaches in Communication in education. Appropriate communication approaches and strategies in teacher work - learner centred approach, humanism, non-directivity. Presentation - structure and arrangement of speech/speech/lecture. Selection and appropriateness of information within an oral presentation. Analysis of speakers. Visualisation and arousal of interest. Organisation of time. Argumentation - composition of argument, types of argument. Logic and errors in argumentation. Types of interviews. Debate - how to conduct a conversation, the structure of a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection, giving and receiving criticism. Critical thinking and methods to develop critical thinking.
100/0
Learning objectives and outcomes:
By completing the Communication in education course, the student should:
- Be able to compare student-centered and teacher-centered approaches in communication,
- be able to justify the choice and appropriateness of the communication approaches used in teaching,
- be able to create a presentation with high quality content and visually interesting,
- be able to apply theoretical knowledge in the creation of oral micro output,
- be able to present a micro performance in front of a group and be able to give or receive feedback,
- be able to argue correctly and be able to make a factually correct argument,
- understand the importance of selection and analysis of information and information sources,
- know methods for Developing of critical thinking,
- acquire presentation and communication skills and be able to apply them in practical tasks.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks in the course, furthermore analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and through their application in discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility.
Compulsory reading:
DRAPELA, V. J. (2011). Přehled teorií osobnosti. Praha: Portál. ISBN 8071787663
FÁBIK, D. (2019). Psychológia intelektovo nadaných žiakov. Košice: Equilibria. 328 s. ISBN 9788081432521
Recommended reading:
FÁBIK, D. (2021). Obranné mechanizmy v sne. Psychoterapie. 15(2), 122-133. ISSN 1802-3983
HALL, C.S., & LINDZEY, G. (1997). Psychológia osobnosti. Bratislava: SPN.
JURSOVÁ ZACHAROVÁ, Z., LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Univerzita Komenského, s. 199. ISBN: 978-80-223-4814-0
JURSOVÁ ZACHAROVÁ, Z. (2015). Osobnosť začínajúcich učiteľov a učiteliek. In Osobnosť a sociálno-psychologické kompetencie učiteľov a učiteliek. Bratislava: Univerzita Komenského, s. 102-112. ISBN 978-80-223-3950-6.
JURSOVÁ ZACHAROVÁ, Z. (2015). Akí sú študenti učiteľstva na začiatku svojej kariéry? Motivácia a osobnosť začínajúcich študentov voliacich si učiteľskú profesiu. Ecoletra.com [elektronický zdroj]. - roč. 1, č. 1, s. 68-83.
Prerequisites: B-VUZde003 / Psychology for teachers 1
Prerequisites for successful completion of the course:
The course is completed with an assessment, 100% of the continuous assessment, which includes continuous work - completion of a self-awareness test (15% of the assessment) and a seminar paper (20% of the assessment), completion of a continuous test in personality psychology (30% of the assessment), a reflective essay (5% of the assessment), and a final test (30% of the assessment).
Credit will not be awarded to a student who scores less than 50% on any of the four written examinations.
To pass the course, you must obtain a minimum of 60 % of the marks.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For an A grade, the student must have excellent theoretical knowledge, be able to evaluate and critically analyse it, and use the knowledge flexibly in practically set tasks.
For a grade of B, the student must have excellent theoretical knowledge, be able to evaluate and critically analyze it, and have slight deficiencies in the use of knowledge in practically set tasks.
For a grade of C, the student must have excellent theoretical knowledge, moderate deficiencies in its evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks.
For a grade D, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks).
For an E grade, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, and major deficiencies in the use of knowledge in practically set tasks.
slovak and czech
Notes: students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
Psychology of personality
1. Basic definition and concepts of personality psychology - structure, dynamics.
2. Concepts of the psychoanalytic approach - the structure of personality according to S. Freud, defence mechanisms of A. Freud and their relationship to psychological difficulties in the educational environment (burnout syndrome, depression, etc.).
3. Concepts of individual and analytical psychology - the need for power A. Adler, the need for power in pupils in the educational environment; archetypes of C. Jung, the acceptance of archetypal tendencies and their relation to the educational process.
4. Behaviorism and neobehaviorism - the concept of behavioziorism E. Thorndike, J. Watson, operant conditioning B. Skinner in teacher-pupil relationship, social learning of A. Bandura - teacher as a role model.
5. Humanistic psychology - concepts of A. Maslow, V. Frankl, C. Rogers, self-actualization and the promotion of the self-actualizing instinct as the goal of the educational process.
Educational psychology
6. Basic definition and concepts of educational psychology.
7. Approach to pupils with special educational needs (specific focus on the intellectually gifted, pupils with Asperger's syndrome, ADHD).
8. Psychohygiene of teachers in educational settings - stress management, attitudes, assertiveness and assertive techniques, teachers' attitudes and biases.
9. Psychological problems in pupils and students - perfectionism, hypersensitivity, stress and anxiety.
10. Psychological aspects of education - intrinsic and extrinsic motivation of pupils, assessment.
11. Psychological aspects of working with gifted individuals in the classroom.
100/0
Learning objectives and outcomes and transferable competences:
The aim is
- Know the principles of personality formation and use them to develop the cognitive, affective and competence of pupils and students;
- to build and develop the individual components of the educational process in the context of the personalities of the pupils in the classroom;
- in accordance with the personality of the pupils and students, choose an empathetic approach and encourage self-actualizing tendencies;
- apply social and emotional competencies to promote their own psychological well-being;
- to know the basic psychological problems of education and to be able to work effectively with them in the educational process,
- be able to actively acquire information and use it to solve practical tasks in the field.
Compulsory reading:
DRAPELA, V. J. (2011). Přehled teorií osobnosti. Praha: Portál. ISBN 8071787663
FÁBIK, D. (2019). Psychológia intelektovo nadaných žiakov. Košice: Equilibria. 328 s. ISBN 9788081432521
Recommended reading:
FÁBIK, D. (2021). Obranné mechanizmy v sne. Psychoterapie. 15(2), 122-133. ISSN 1802-3983
HALL, C.S., & LINDZEY, G. (1997). Psychológia osobnosti. Bratislava: SPN.
JURSOVÁ ZACHAROVÁ, Z., LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Univerzita Komenského, s. 199. ISBN: 978-80-223-4814-0
JURSOVÁ ZACHAROVÁ, Z. (2015). Osobnosť začínajúcich učiteľov a učiteliek. In Osobnosť a sociálno-psychologické kompetencie učiteľov a učiteliek. Bratislava: Univerzita Komenského, s. 102-112. ISBN 978-80-223-3950-6.
JURSOVÁ ZACHAROVÁ, Z. (2015). Akí sú študenti učiteľstva na začiatku svojej kariéry? Motivácia a osobnosť začínajúcich študentov voliacich si učiteľskú profesiu. Ecoletra.com [elektronický zdroj]. - roč. 1, č. 1, s. 68-83.
Prerequisites: B-VUZde003 / Psychology for teachers 1
Prerequisites for successful completion of the course:
The course is completed with an assessment, 100% of the continuous assessment, which includes continuous work - completion of a self-awareness test (15% of the assessment) and a seminar paper (20% of the assessment), completion of a continuous test in personality psychology (30% of the assessment), a reflective essay (5% of the assessment), and a final test (30% of the assessment).
Credit will not be awarded to a student who scores less than 50% on any of the four written examinations.
To pass the course, you must obtain a minimum of 60 % of the marks.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For an A grade, the student must have excellent theoretical knowledge, be able to evaluate and critically analyse it, and use the knowledge flexibly in practically set tasks.
For a grade of B, the student must have excellent theoretical knowledge, be able to evaluate and critically analyze it, and have slight deficiencies in the use of knowledge in practically set tasks.
For a grade of C, the student must have excellent theoretical knowledge, moderate deficiencies in its evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks.
For a grade D, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks).
For an E grade, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, and major deficiencies in the use of knowledge in practically set tasks.
slovak and czech
Notes: students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
Psychology of personality
1. Basic definition and concepts of personality psychology - structure, dynamics.
2. Concepts of the psychoanalytic approach - the structure of personality according to S. Freud, defence mechanisms of A. Freud and their relationship to psychological difficulties in the educational environment (burnout syndrome, depression, etc.).
3. Concepts of individual and analytical psychology - the need for power A. Adler, the need for power in pupils in the educational environment; archetypes of C. Jung, the acceptance of archetypal tendencies and their relation to the educational process.
4. Behaviorism and neobehaviorism - the concept of behavioziorism E. Thorndike, J. Watson, operant conditioning B. Skinner in teacher-pupil relationship, social learning of A. Bandura - teacher as a role model.
5. Humanistic psychology - concepts of A. Maslow, V. Frankl, C. Rogers, self-actualization and the promotion of the self-actualizing instinct as the goal of the educational process.
Educational psychology
6. Basic definition and concepts of educational psychology.
7. Approach to pupils with special educational needs (specific focus on the intellectually gifted, pupils with Asperger's syndrome, ADHD).
8. Psychohygiene of teachers in educational settings - stress management, attitudes, assertiveness and assertive techniques, teachers' attitudes and biases.
9. Psychological problems in pupils and students - perfectionism, hypersensitivity, stress and anxiety.
10. Psychological aspects of education - intrinsic and extrinsic motivation of pupils, assessment.
11. Psychological aspects of working with gifted individuals in the classroom.
100/0
Learning objectives and outcomes and transferable competences:
The aim is
- Know the principles of personality formation and use them to develop the cognitive, affective and competence of pupils and students;
- to build and develop the individual components of the educational process in the context of the personalities of the pupils in the classroom;
- in accordance with the personality of the pupils and students, choose an empathetic approach and encourage self-actualizing tendencies;
- apply social and emotional competencies to promote their own psychological well-being;
- to know the basic psychological problems of education and to be able to work effectively with them in the educational process,
- be able to actively acquire information and use it to solve practical tasks in the field.
Recommended reading:
Selection of literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements of thesis;
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác - vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave. Bratislava: Stimul. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma. ISBN 8089132454
STAROŇOVÁ, K. (2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta, . ISBN 978-80-8063-359-2.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment that is handed in on the due date is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of bachelor theses. The timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting of material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a bachelor's thesis.
The student is able to define the topic of his/her own bachelor thesis, is able to correctly determine the methods of its processing, acquires the ability to work selectively and correctly with the professional literature on the chosen topic. He/she knows the individual parts of the final thesis. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Recommended reading:
Selection of literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements of thesis;
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác - vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave. Bratislava: Stimul. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma. ISBN 8089132454
STAROŇOVÁ, K. (2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta, . ISBN 978-80-8063-359-2.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment that is handed in on the due date is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of bachelor theses. The timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting of material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a bachelor's thesis.
The student is able to define the topic of his/her own bachelor thesis, is able to correctly determine the methods of its processing, acquires the ability to work selectively and correctly with the professional literature on the chosen topic. He/she knows the individual parts of the final thesis. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Reference sources:
Compulsory reading:
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno. 2016. Masarykova univerzita. ISBN 978-80-210-8274-8
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5231-4
The national curriculum for ISCED 2 and ISCED 3.
Pedagogical documentation
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student completes an introductory practice seminar with the practice methodologist and a hospitality in a primary or secondary school according to the subject/subject specialization of the practice in the range of 10 - 20 hours. The student will keep a practice portfolio of the hours of hospitalisation, which he/she will submit to the practice methodologist for evaluation in print or electronic form (as agreed with the practice methodologist). The final assessment takes the form of a colloquium. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A - excellent results: the student is able to apply procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak language
The student enrolls in Teaching practice (A) concurrently with the course or after completing the course Theoretical basics of education. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization - pre-praxis meeting: defining the objectives, methods and focus of the hospitalization.
The implementation phase of hospitalization - own observation of the educational process and processing of the hospitalization portfolio with emphasis on aspects of Communication in education, elements of communication, individual differences of pupils, phenomena of the dynamics of the learning group, educational goals, methods, forms, principles and content elements of education, manifestations of the teacher's personality and the classroom environment, positive and negative evaluations in teaching, non-standard educational situations.
The final phase of the hospitalization - post-hospitalization colloquium: analysis of the practice portfolio, reflection and interpretation of the observed educational phenomena. Familiarisation with the school documentation: state and school curriculum, electronic class book, online student book, Edupage information system. Educational standards, individual education plans, etc.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The goal of the Teaching Practicum (A) is to initiate the professional vision of male and female student teachers, particularly in terms of descriptive and identification. After completing the course, the student knows and can navigate in school documentation, can process the record of the educational unit hospitalization, can describe educational phenomena (elements of communication in the learning group, individual differences of pupils, phenomena of the dynamics of the learning group), can identify the individual educational goals, methods, forms, principles and content elements of education. The aim of the course is also to observe and analyse the manifestations of the teacher's personality and the classroom environment. The student will be able to distinguish and evaluate the application of positive and negative evaluation in teaching, be able to identify non-standard educational situations and evaluate the effectiveness of their solution.
Reference sources:
Compulsory reading:
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno. 2016. Masarykova univerzita. ISBN 978-80-210-8274-8
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5231-4
The national curriculum for ISCED 2 and ISCED 3.
Pedagogical documentation
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student completes an introductory practice seminar with the practice methodologist and a hospitality in a primary or secondary school according to the subject/subject specialization of the practice in the range of 10 - 20 hours. The student will keep a practice portfolio of the hours of hospitalisation, which he/she will submit to the practice methodologist for evaluation in print or electronic form (as agreed with the practice methodologist). The final assessment takes the form of a colloquium. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A - excellent results: the student is able to apply procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak language
The student enrolls in Teaching practice (A) concurrently with the course or after completing the course Theoretical basics of education. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization - pre-praxis meeting: defining the objectives, methods and focus of the hospitalization.
The implementation phase of hospitalization - own observation of the educational process and processing of the hospitalization portfolio with emphasis on aspects of Communication in education, elements of communication, individual differences of pupils, phenomena of the dynamics of the learning group, educational goals, methods, forms, principles and content elements of education, manifestations of the teacher's personality and the classroom environment, positive and negative evaluations in teaching, non-standard educational situations.
The final phase of the hospitalization - post-hospitalization colloquium: analysis of the practice portfolio, reflection and interpretation of the observed educational phenomena. Familiarisation with the school documentation: state and school curriculum, electronic class book, online student book, Edupage information system. Educational standards, individual education plans, etc.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The goal of the Teaching Practicum (A) is to initiate the professional vision of male and female student teachers, particularly in terms of descriptive and identification. After completing the course, the student knows and can navigate in school documentation, can process the record of the educational unit hospitalization, can describe educational phenomena (elements of communication in the learning group, individual differences of pupils, phenomena of the dynamics of the learning group), can identify the individual educational goals, methods, forms, principles and content elements of education. The aim of the course is also to observe and analyse the manifestations of the teacher's personality and the classroom environment. The student will be able to distinguish and evaluate the application of positive and negative evaluation in teaching, be able to identify non-standard educational situations and evaluate the effectiveness of their solution.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOMENSKÝ, J. A. (1954). Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: ŠVEC, V., LOJDOVÁ, K., PRAVDOVÁ, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno: Masarykova univerzita. ISBN 978-80-210-8274-8 https://munispace.muni.cz/library/catalog/book/829
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. 28 s. ISBN 978-80-210-9581-6 https://www.phil.muni.cz/do/fi/is/sebehodnotici_nastroj/Standard-kvality-profesnich-kompetenci.pdf
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021, 30 s., (1,45 AH), ISBN 978-80-223-5231-4
National curriculum for ISCED 2 and ISCED 3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist, and will complete at least 10 hours of hospitalization at a primary or secondary school according to the subject/content specialization. The student will keep a personal portfolio of teaching practice from the hours of hospitalization. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The portfolio is submitted by the student to the Practice Methodologist for evaluation, and at the end of the portfolio the student will attend a colloquium to evaluate and reflect on the teaching practice.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, english and czech
The student enrolls in Pedagogical Practice (B) concurrently with the course or after completing the course General Didactics. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
The aim of teaching practice B is to enable students to observe the teaching process from the perspective of a future teacher. During the practicum, students observe the teaching process of the practicing teachers and, on the basis of theoretical knowledge of general didactics, analyse the teaching process in its entirety and, in the final reflection, formulate a characterisation of the observed teaching, the working atmosphere, evaluate the pedagogical competence of the practicing teachers, point out the positives and negatives, propose their own solutions and describe suggestions for change, and give their own reflections on the profession of teaching, where they are in relation to the observed teaching process.
Preparatory phase for the practice: pre-practicum seminar, definition of requirements for the implementation of the practice, preparation and study of hospitality sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
The implementation phase of the practice: self-observation of the teaching process, processing of hospitality sheets with emphasis on aspects of objectives, methods, Communication in education, teacher and pupils' activities, identification of teaching phases, cognitive functions, pupils' activity and activation, and a comprehensive record of the teaching process.
Evaluation phase of practice: interpretation of observed educational phenomena, analysis of the hospital portfolio, reflection on the pedagogical practice B.
100/0
Learning outcomes and transferable competences:
The goal of Teaching Practice B is to initiate students' professional vision at the level of descriptive and identification. After completing the pedagogical practice B, the student knows and can work with pedagogical documentation, can process the record of the teaching unit hospitalization. Identifies the main objectives, methods, forms and phases of the teaching process. Can describe the elements of communication and classroom dynamics.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOMENSKÝ, J. A. (1954). Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: ŠVEC, V., LOJDOVÁ, K., PRAVDOVÁ, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno: Masarykova univerzita. ISBN 978-80-210-8274-8 https://munispace.muni.cz/library/catalog/book/829
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. 28 s. ISBN 978-80-210-9581-6 https://www.phil.muni.cz/do/fi/is/sebehodnotici_nastroj/Standard-kvality-profesnich-kompetenci.pdf
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021, 30 s., (1,45 AH), ISBN 978-80-223-5231-4
National curriculum for ISCED 2 and ISCED 3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist, and will complete at least 10 hours of hospitalization at a primary or secondary school according to the subject/content specialization. The student will keep a personal portfolio of teaching practice from the hours of hospitalization. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The portfolio is submitted by the student to the Practice Methodologist for evaluation, and at the end of the portfolio the student will attend a colloquium to evaluate and reflect on the teaching practice.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, english and czech
The student enrolls in Pedagogical Practice (B) concurrently with the course or after completing the course General Didactics. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
The aim of teaching practice B is to enable students to observe the teaching process from the perspective of a future teacher. During the practicum, students observe the teaching process of the practicing teachers and, on the basis of theoretical knowledge of general didactics, analyse the teaching process in its entirety and, in the final reflection, formulate a characterisation of the observed teaching, the working atmosphere, evaluate the pedagogical competence of the practicing teachers, point out the positives and negatives, propose their own solutions and describe suggestions for change, and give their own reflections on the profession of teaching, where they are in relation to the observed teaching process.
Preparatory phase for the practice: pre-practicum seminar, definition of requirements for the implementation of the practice, preparation and study of hospitality sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
The implementation phase of the practice: self-observation of the teaching process, processing of hospitality sheets with emphasis on aspects of objectives, methods, Communication in education, teacher and pupils' activities, identification of teaching phases, cognitive functions, pupils' activity and activation, and a comprehensive record of the teaching process.
Evaluation phase of practice: interpretation of observed educational phenomena, analysis of the hospital portfolio, reflection on the pedagogical practice B.
100/0
Learning outcomes and transferable competences:
The goal of Teaching Practice B is to initiate students' professional vision at the level of descriptive and identification. After completing the pedagogical practice B, the student knows and can work with pedagogical documentation, can process the record of the teaching unit hospitalization. Identifies the main objectives, methods, forms and phases of the teaching process. Can describe the elements of communication and classroom dynamics.
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Inovativne_digitalne_riesenia.pdf
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Pouzivame_SMART_Learning_Suite.pdf
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava: Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9.
LABJAKOVÁ, I. (2019). Interaktívna tabuľa v edukačnom procese, Bratislava: Metodicko-pedagogické centrum v Bratislave, 2019, 100 s., ISBN 978-80-565-1444-3
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 2 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisites: B-VUZde002 / Digital technologies 1
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Video an original and visually impressive video presentation of the educational content of the selected teaching subject at primary school / secondary school in the context of the subjects that the student studies in the study programs of teaching at the Faculty of Education of Charles University; The structure of the video presentation should be based on the presentation created in the Prezi Present software application; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defence of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating shall be awarded on a scale of
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
: The maximum number of students per study group within the regular learning form of study is 15 (per one teacher). The seminar is conducted in a computer room, each student has a computer at his/her disposal.
Brief outline of the course
The content of the educational discipline Digital Technologies 2 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.content structure of the discipline can be adapted to the current requirements of practice and students.
Application of ActivInspire software application and ClassFlow cloud environment in the educational process
We master the principle and methodology of working with selected (Promethean World Ltd) digital didactic resources designed to support interactive teaching of subjects of its approbation in primary and secondary schools;
We develop professional digital competences by the ability to effectively use the software tools of the ActivInspire desktop application and the ClassFlow cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in a lesson in the school classroom or in home conditions in the case of distance/hybrid education; In the context of the above activity, the trainee is also expected to learn the methodology for applying the activities developed in the school classroom;
We gain knowledge about desktop digital voting solutions and (trendy) cloud-based applications for creating knowledge tests/quizzes currently available on the market as an interactive didactic means of teaching, advantages and disadvantages of their deployment in the teaching process in the field of regional education;
We acquire digital skills in creating, editing and administering knowledge tests through voting sessions and supported by the ActivInspire software application and ActivExpression2 digital voting device to stimulate pupil activation and attention in the classroom; We use the ExpressPoll voting session; we use the question creation wizard to create test activities in the teacher stimulation; we implement the work with the question set wizard for processing at the pupil's own pace (voting session in the pupil stimulation) in the teaching of the subjects of his/her apprenticeship;
We are mastering the methodology of applying the knowledge tests communicated to pupils through the ActivInspire application and the ActivExpression2 digital voting device to the process of school teaching of the subjects of their approbation in primary/ secondary schools;
Develop skills in statistically processing the results of whole group voting activities into the ActivInspire demonstration workbook, as well as exporting them to Microsoft Excel;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the ActivBoard interactive whiteboard.
Topics:
Design of demonstration workbooks - options for setting up and customizing the ActivInspire work environment; Main toolbar - demonstration for familiarizing yourself with the most commonly used tools - ideas for their use in the creation of interactive educational content; Annotation mode on the desktop; Browsers in ActivInspire; Export/Import (*.flipchart) of demonstration workbooks; Teacher-student collaboration on the whiteboard - dual user mode;
Adding additional graphical content to the ActivInspire demonstration workbook; Importing and exporting asset packages; Defining object properties; Using layers and layering: Blind Map, Magic Tunnel, Magic Ink - ideas for using them when designing educational activities aimed at the target group of students; Adding and removing links to linked external files/internet resources; Creating and using grid features when designing educational activities; Creating interactive demonstration workbooks - creating containers; Working with actions; Suggestions for their use of selected actions in the creation of interactive materials usable in the educational process; Benefits of using profiles; Annotating the desktop; Using desktop tools; Working in dual user mode; Using mathematical and design tools; Demonstrations of the use of mathematical and design tools in the creation of interactive materials usable in the educational process;
We extend professional digital competencies with the ability to effectively apply gamification educational activities through predefined templates - Sorting into categories, Crossword, Learning Cards, Assigning and Sorting items and other templates supported by the cloud-based ClassFlow application;
Current trends in the application of digital voting solutions for education; Technological principle of digital voting systems; Possibilities of using digital voting systems in school teaching in primary
schools / elementary schools ; Methodology of working with digital voting systems; Digital voting solutions - effective support of group cooperation in classrooms stimulating the learning process;
We use the ActivExpression2 digital voting system in the classroom; Components of an intelligent digital voting solution; Registration of ActivExpression2 voting devices in ActivInspire; Voting Browser; Types of voting sessions and test questions supported by the ActivInspire software application and ActivExpression2 voting device; Working with voting session results in ActivInspire - viewing results in different formats; Exporting results from ExpressPoll from prepared questions and from a set of self-paced questions to Microsoft Excel; Suggestions for educational activities and games using ActivExpression2 voting devices to promote student activation and attention in the classroom.
Within the framework of the distance assignment, the student in the ActivInspire environment will develop a set of engaging learning activities, knowledge games, engaging presentations of educational content as new interactive forms of learning material supporting the activation and attention of students in the classroom. In conceptualising the design and development of the task, the learner will make use of as wide a range of available tools, functions, actions and features as possible. Within a developed demonstration workbook of at least 6 pages, the student will be expected to primarily use the container activity, magic ink, magic tunnel, set actions and constraints on objects, and apply the presentation tools of the ActivInspire environment. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.flipchart format, the student will indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational activities for the target group of students with the effective use of pre-prepared templates and tools of the ClassFlow cloud environment. In the accompanying document (a separate file of *.docx format) to the created gamification activities, the student will include the methodology of their integration into the educational activities of the target group of pupils.
Within the framework of the distance task, the student will create, through the ClassFlow cloud environment, a test activity conceived from 20 test questions of supported types with the potential possibility of its use in the teaching of the subjects of his/her apprenticeship to pupils at primary school / secondary school.
We create video presentations of educational content through the cloud application Prezi Video
We develop professional digital competencies in the design and creation of compelling non-linear video presentations of educational content realized through Prezi Present and Prezi Video cloud platform Prezi by expressing visual ideas applicable to our own pedagogical activities;
We are mastering the methodology of applying video presentation of educational content communicated to pupils through Prezi Video to the process of school teaching of subjects of its approbation at primary school / high school;
We innovate didactic approaches to educational activities implemented in schools or educational institutions through immersive non-linear video presentations created in the cloud platform Prezi.
Topics:
We create a video presentation in the Prezi Video online editor environment from scratch using the Quick record tool - selecting a suitable template, inserting text content and other graphic visuals; supplementing the video presentation with a recording of your own image and sound;
We create a video presentation in the Prezi Video online editor environment by offering reusable videos recorded by other Prezi Video users;
Creating a video presentation based on a Prezi Present; Adding an accompanying commentary; Adding a video with accompanying commentary.
Within the distance assignment, the student will create an original didactic and visually engaging video presentation of educational content of his/her choice for the target group of pupils, using the Prezi cloud platform (Prezi Present and Prezi Video), in a range of at least 20 presentation views, usable in teaching the subjects of his/her specialisation at primary school/junior high school.
We use selected Web 2.0 software tools to obtain feedback from students participating in the school teaching process, in the case of students enrolled in distance (online) learning;
We are expanding the knowledge framework in the field of application of gamification (game-based learning) as one of the innovative and activating methods applied in the educational process at the primary school level;
We are expanding digital skills to include the ability to effectively use Socrative 2.0, a cloud-based application designed to create and manage knowledge/quiz activities in order to get immediate feedback from students participating in a lesson in the classroom or at home in the case of distance/hybrid learning;
We are mastering the methodology of applying knowledge/quiz activities communicated to students through Socrative 2.0 to the process of school teaching of subjects of their area of interest in primary schools;
We extend professional digital competences with the ability to create gamification quiz activities and knowledge games through the online platform Kahoot! into the school learning process in a fun and playful way - transforming traditional knowledge testing through quizzes in an activating form using digital means;
We acquire competencies in the application of the application methodology, in the Kahoot! author-prepared, gamified educational and quiz activities to the process of school teaching of subjects of their approbation in primary school / secondary school;
We develop digital competences by the ability to effectively use the cloud tool Wizer.me for creating multimedia online worksheets with educational content for the target group of primary school pupils;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Wizer.me to the process of school teaching of subjects of their approbation in primary school / secondary school;
We master the principle and methodology of working with the cloud application Google Forms designed for the creation of online knowledge tests and research tools usable in the context of pedagogical activities;
Topics:
Socratvive.com - a web-based tool for online testing of student knowledge; Free registration vs. benefits of paid registration for teachers; Creating a teacher/student account; Test administration panel in Socrative 2.0 - Creating a new test - question types for creating your own tests - multiple choice, yes/no and short open answer; Managing teacher-created tests; Creating a copy of a test - a variant for a parallel group with slightly different questions; Deleting a test; Downloading a test to a document in *.pdf; Editing the created test; Importing a test from another teacher - sharing tests between teachers; Access to the results of all (already) completed tests; Modes of making the test available to pupils - immediate feedback: Instatnt Feedback; Teacher-controlled test; Selecting the ways of displaying the results; Defining the appearance of the test results - a general overview of all pupils with statistics of pupil's success and questions; Separate *.Separate pdf files for each pupil; Success statistics for each test question; Practical examples of administered tests in the Socrative 2.0 environment for different educational disciplines and learning topics;
For the sake of brevity, the thematic focus of Kahoot! is analogous in content to the Socrative 2.0 application;
Cloud Computing; Google Drive; Viewing Google Docs options; Description of the Google Forms environment - Questions tab; Creating a form; Editing the appearance of the form; Setting up the form as a quiz; Evaluating the data obtained from the form administration - Answers tab; Sending the form to respondents; Setting up Google Form sharing - in Google Drive and in the Google Forms editor; Setting up Google Form sharing for a user with an un-created Google account.
As part of the distance task, the student will create a knowledge test with ten multiple choice questions, ten yes/no questions and ten short free-form questions using the online software application Socrative. The focus of the knowledge test should be situated in a curricular issue of the student's choice falling within the educational content of the subject taught at primary/ secondary school, in the context of the subjects of interest that the student is studying in the teacher education programmes at PdF UK. The knowledge test defined in this way will be implemented by the student among his/her classmates in his/her educational group. As part of the distance assignment, the student will create a software application Kahoot! test activity made up of 20 knowledge questions of supported types. The focus of the test activity should be situated in a teaching issue of his/her own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student studies in the study programs of teaching at the Faculty of Education of the Charles University. The test activity defined in this way will be implemented by the student among the classmates of his/her educational group.
Within the distance assignment, the student will design and create an engaging multimedia worksheet with educational content for the target group of pupils in primary school / secondary school in the environment of the cloud tool Wizer.me; To the created digital graphic output (in a separate file format *.docx), the student will provide a methodology for its inclusion in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a knowledge quiz activity with a minimum of 15 questions of supported types via the Google Forms cloud application. The focus of the knowledge quiz should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at PdF UK. The knowledge quiz defined in this way will be implemented by the student among the classmates of his/her educational group.
Creation of digital graphic outputs in the environment of selected cloud applications
Acquire digital competences by the ability to effectively use the Prezi Design cloud tool of the Prezi cloud platform to create multimedia posters with educational content intended for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We develop digital competences by the ability to effectively use the cloud tool Glogster (edu.Glogster.com) for digital storytelling - creating engaging multimedia posters with educational content - designed for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Prezi Design and Glogster to the school teaching of subjects that the student studies in the study programs of teaching at the Faculty of Education at Charles University.
Topics:
Prezi Design as a comprehensive graphic design and data visualization tool; Template library; Creating and editing content by adding multimedia items in the editor; Adding, moving and layering objects; Using *.ppt, *.pdf and *.doc in Prezi Design; Implementing animated elements into the graphic content you create; Creating visual effects to images by applying masks and filters; Adding links to text objects, graphics and shapes; Multi-page design; Linking text, images, icons and shapes to pages and sections; Sharing content created in Prezi Design with your audience on social media using private or public links; Collaborating in the Prezi Design environment; Adding/removing collaborators; Adding an entire team of collaborators; Collaborating in real time;
Creating and editing engaging data visualizations using maps; Creating a social post - adding and editing content, adding animation to the content of the post being created; Downloading and sharing the created content for publishing purposes;
Creating infographics for visual representation of information and data, Adding and editing content; Creating gif and mp4 videos in the Prezi Design environment; Embedding videos from Prezi Video into Prezi Design; Adding videos to Prezi Design and editing settings; Media integrations in Prezi Design - adding content from Prezi Video to projects.
Within the distance task, the student will design and create in the cloud tool Prezi Design an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects, which the student studies in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students.
Within the distance task, the student will design and create in the cloud tool edu.Glogster an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students
70/30
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 2 is to develop digital skills in the field of work with selected software (desktop and cloud) didactic applications and to be able to apply them effectively in the context of their future teaching profession.
By completing the educational discipline Digital Technologies 2, the student has the competences and advanced digital skills to effectively use the tools of the software application ActivInspire and the cloud environment ClassFlow by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom or in home conditions in the case of distance/hybrid education.
By completing the educational discipline Digital Technologies 2, the student acquires advanced professional digital competences in the concept of design and creation of interactive video presentations of educational content implemented through Prezi Present and Prezi Video cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline, the student acquires competence and advanced digital skills in the concept of design, creation and administration of (gamification) quiz and educational activities and knowledge games with dynamic elements created through the cloud tool Socrative 2.0, Kahoot!, Wizer.me and Google Forms usable in own educational activities implemented in schools and school facilities for the target group of intact pupils as well as pupils with special educational needs.
By completing the educational discipline Digital Technologies 2, the student has, last but not least, competencies and advanced digital skills in the field of vector graphic creation in the environment of the cloud application Prezi Design in the implementation of the work activities of a pedagogical employee of regional education or his/her own professional development.
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Inovativne_digitalne_riesenia.pdf
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Pouzivame_SMART_Learning_Suite.pdf
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava: Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9.
LABJAKOVÁ, I. (2019). Interaktívna tabuľa v edukačnom procese, Bratislava: Metodicko-pedagogické centrum v Bratislave, 2019, 100 s., ISBN 978-80-565-1444-3
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 2 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisites: B-VUZde002 / Digital technologies 1
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Video an original and visually impressive video presentation of the educational content of the selected teaching subject at primary school / secondary school in the context of the subjects that the student studies in the study programs of teaching at the Faculty of Education of Charles University; The structure of the video presentation should be based on the presentation created in the Prezi Present software application; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defence of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating shall be awarded on a scale of
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
: The maximum number of students per study group within the regular learning form of study is 15 (per one teacher). The seminar is conducted in a computer room, each student has a computer at his/her disposal.
Brief outline of the course
The content of the educational discipline Digital Technologies 2 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.content structure of the discipline can be adapted to the current requirements of practice and students.
Application of ActivInspire software application and ClassFlow cloud environment in the educational process
We master the principle and methodology of working with selected (Promethean World Ltd) digital didactic resources designed to support interactive teaching of subjects of its approbation in primary and secondary schools;
We develop professional digital competences by the ability to effectively use the software tools of the ActivInspire desktop application and the ClassFlow cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in a lesson in the school classroom or in home conditions in the case of distance/hybrid education; In the context of the above activity, the trainee is also expected to learn the methodology for applying the activities developed in the school classroom;
We gain knowledge about desktop digital voting solutions and (trendy) cloud-based applications for creating knowledge tests/quizzes currently available on the market as an interactive didactic means of teaching, advantages and disadvantages of their deployment in the teaching process in the field of regional education;
We acquire digital skills in creating, editing and administering knowledge tests through voting sessions and supported by the ActivInspire software application and ActivExpression2 digital voting device to stimulate pupil activation and attention in the classroom; We use the ExpressPoll voting session; we use the question creation wizard to create test activities in the teacher stimulation; we implement the work with the question set wizard for processing at the pupil's own pace (voting session in the pupil stimulation) in the teaching of the subjects of his/her apprenticeship;
We are mastering the methodology of applying the knowledge tests communicated to pupils through the ActivInspire application and the ActivExpression2 digital voting device to the process of school teaching of the subjects of their approbation in primary/ secondary schools;
Develop skills in statistically processing the results of whole group voting activities into the ActivInspire demonstration workbook, as well as exporting them to Microsoft Excel;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the ActivBoard interactive whiteboard.
Topics:
Design of demonstration workbooks - options for setting up and customizing the ActivInspire work environment; Main toolbar - demonstration for familiarizing yourself with the most commonly used tools - ideas for their use in the creation of interactive educational content; Annotation mode on the desktop; Browsers in ActivInspire; Export/Import (*.flipchart) of demonstration workbooks; Teacher-student collaboration on the whiteboard - dual user mode;
Adding additional graphical content to the ActivInspire demonstration workbook; Importing and exporting asset packages; Defining object properties; Using layers and layering: Blind Map, Magic Tunnel, Magic Ink - ideas for using them when designing educational activities aimed at the target group of students; Adding and removing links to linked external files/internet resources; Creating and using grid features when designing educational activities; Creating interactive demonstration workbooks - creating containers; Working with actions; Suggestions for their use of selected actions in the creation of interactive materials usable in the educational process; Benefits of using profiles; Annotating the desktop; Using desktop tools; Working in dual user mode; Using mathematical and design tools; Demonstrations of the use of mathematical and design tools in the creation of interactive materials usable in the educational process;
We extend professional digital competencies with the ability to effectively apply gamification educational activities through predefined templates - Sorting into categories, Crossword, Learning Cards, Assigning and Sorting items and other templates supported by the cloud-based ClassFlow application;
Current trends in the application of digital voting solutions for education; Technological principle of digital voting systems; Possibilities of using digital voting systems in school teaching in primary
schools / elementary schools ; Methodology of working with digital voting systems; Digital voting solutions - effective support of group cooperation in classrooms stimulating the learning process;
We use the ActivExpression2 digital voting system in the classroom; Components of an intelligent digital voting solution; Registration of ActivExpression2 voting devices in ActivInspire; Voting Browser; Types of voting sessions and test questions supported by the ActivInspire software application and ActivExpression2 voting device; Working with voting session results in ActivInspire - viewing results in different formats; Exporting results from ExpressPoll from prepared questions and from a set of self-paced questions to Microsoft Excel; Suggestions for educational activities and games using ActivExpression2 voting devices to promote student activation and attention in the classroom.
Within the framework of the distance assignment, the student in the ActivInspire environment will develop a set of engaging learning activities, knowledge games, engaging presentations of educational content as new interactive forms of learning material supporting the activation and attention of students in the classroom. In conceptualising the design and development of the task, the learner will make use of as wide a range of available tools, functions, actions and features as possible. Within a developed demonstration workbook of at least 6 pages, the student will be expected to primarily use the container activity, magic ink, magic tunnel, set actions and constraints on objects, and apply the presentation tools of the ActivInspire environment. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.flipchart format, the student will indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational activities for the target group of students with the effective use of pre-prepared templates and tools of the ClassFlow cloud environment. In the accompanying document (a separate file of *.docx format) to the created gamification activities, the student will include the methodology of their integration into the educational activities of the target group of pupils.
Within the framework of the distance task, the student will create, through the ClassFlow cloud environment, a test activity conceived from 20 test questions of supported types with the potential possibility of its use in the teaching of the subjects of his/her apprenticeship to pupils at primary school / secondary school.
We create video presentations of educational content through the cloud application Prezi Video
We develop professional digital competencies in the design and creation of compelling non-linear video presentations of educational content realized through Prezi Present and Prezi Video cloud platform Prezi by expressing visual ideas applicable to our own pedagogical activities;
We are mastering the methodology of applying video presentation of educational content communicated to pupils through Prezi Video to the process of school teaching of subjects of its approbation at primary school / high school;
We innovate didactic approaches to educational activities implemented in schools or educational institutions through immersive non-linear video presentations created in the cloud platform Prezi.
Topics:
We create a video presentation in the Prezi Video online editor environment from scratch using the Quick record tool - selecting a suitable template, inserting text content and other graphic visuals; supplementing the video presentation with a recording of your own image and sound;
We create a video presentation in the Prezi Video online editor environment by offering reusable videos recorded by other Prezi Video users;
Creating a video presentation based on a Prezi Present; Adding an accompanying commentary; Adding a video with accompanying commentary.
Within the distance assignment, the student will create an original didactic and visually engaging video presentation of educational content of his/her choice for the target group of pupils, using the Prezi cloud platform (Prezi Present and Prezi Video), in a range of at least 20 presentation views, usable in teaching the subjects of his/her specialisation at primary school/junior high school.
We use selected Web 2.0 software tools to obtain feedback from students participating in the school teaching process, in the case of students enrolled in distance (online) learning;
We are expanding the knowledge framework in the field of application of gamification (game-based learning) as one of the innovative and activating methods applied in the educational process at the primary school level;
We are expanding digital skills to include the ability to effectively use Socrative 2.0, a cloud-based application designed to create and manage knowledge/quiz activities in order to get immediate feedback from students participating in a lesson in the classroom or at home in the case of distance/hybrid learning;
We are mastering the methodology of applying knowledge/quiz activities communicated to students through Socrative 2.0 to the process of school teaching of subjects of their area of interest in primary schools;
We extend professional digital competences with the ability to create gamification quiz activities and knowledge games through the online platform Kahoot! into the school learning process in a fun and playful way - transforming traditional knowledge testing through quizzes in an activating form using digital means;
We acquire competencies in the application of the application methodology, in the Kahoot! author-prepared, gamified educational and quiz activities to the process of school teaching of subjects of their approbation in primary school / secondary school;
We develop digital competences by the ability to effectively use the cloud tool Wizer.me for creating multimedia online worksheets with educational content for the target group of primary school pupils;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Wizer.me to the process of school teaching of subjects of their approbation in primary school / secondary school;
We master the principle and methodology of working with the cloud application Google Forms designed for the creation of online knowledge tests and research tools usable in the context of pedagogical activities;
Topics:
Socratvive.com - a web-based tool for online testing of student knowledge; Free registration vs. benefits of paid registration for teachers; Creating a teacher/student account; Test administration panel in Socrative 2.0 - Creating a new test - question types for creating your own tests - multiple choice, yes/no and short open answer; Managing teacher-created tests; Creating a copy of a test - a variant for a parallel group with slightly different questions; Deleting a test; Downloading a test to a document in *.pdf; Editing the created test; Importing a test from another teacher - sharing tests between teachers; Access to the results of all (already) completed tests; Modes of making the test available to pupils - immediate feedback: Instatnt Feedback; Teacher-controlled test; Selecting the ways of displaying the results; Defining the appearance of the test results - a general overview of all pupils with statistics of pupil's success and questions; Separate *.Separate pdf files for each pupil; Success statistics for each test question; Practical examples of administered tests in the Socrative 2.0 environment for different educational disciplines and learning topics;
For the sake of brevity, the thematic focus of Kahoot! is analogous in content to the Socrative 2.0 application;
Cloud Computing; Google Drive; Viewing Google Docs options; Description of the Google Forms environment - Questions tab; Creating a form; Editing the appearance of the form; Setting up the form as a quiz; Evaluating the data obtained from the form administration - Answers tab; Sending the form to respondents; Setting up Google Form sharing - in Google Drive and in the Google Forms editor; Setting up Google Form sharing for a user with an un-created Google account.
As part of the distance task, the student will create a knowledge test with ten multiple choice questions, ten yes/no questions and ten short free-form questions using the online software application Socrative. The focus of the knowledge test should be situated in a curricular issue of the student's choice falling within the educational content of the subject taught at primary/ secondary school, in the context of the subjects of interest that the student is studying in the teacher education programmes at PdF UK. The knowledge test defined in this way will be implemented by the student among his/her classmates in his/her educational group. As part of the distance assignment, the student will create a software application Kahoot! test activity made up of 20 knowledge questions of supported types. The focus of the test activity should be situated in a teaching issue of his/her own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student studies in the study programs of teaching at the Faculty of Education of the Charles University. The test activity defined in this way will be implemented by the student among the classmates of his/her educational group.
Within the distance assignment, the student will design and create an engaging multimedia worksheet with educational content for the target group of pupils in primary school / secondary school in the environment of the cloud tool Wizer.me; To the created digital graphic output (in a separate file format *.docx), the student will provide a methodology for its inclusion in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a knowledge quiz activity with a minimum of 15 questions of supported types via the Google Forms cloud application. The focus of the knowledge quiz should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at PdF UK. The knowledge quiz defined in this way will be implemented by the student among the classmates of his/her educational group.
Creation of digital graphic outputs in the environment of selected cloud applications
Acquire digital competences by the ability to effectively use the Prezi Design cloud tool of the Prezi cloud platform to create multimedia posters with educational content intended for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We develop digital competences by the ability to effectively use the cloud tool Glogster (edu.Glogster.com) for digital storytelling - creating engaging multimedia posters with educational content - designed for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Prezi Design and Glogster to the school teaching of subjects that the student studies in the study programs of teaching at the Faculty of Education at Charles University.
Topics:
Prezi Design as a comprehensive graphic design and data visualization tool; Template library; Creating and editing content by adding multimedia items in the editor; Adding, moving and layering objects; Using *.ppt, *.pdf and *.doc in Prezi Design; Implementing animated elements into the graphic content you create; Creating visual effects to images by applying masks and filters; Adding links to text objects, graphics and shapes; Multi-page design; Linking text, images, icons and shapes to pages and sections; Sharing content created in Prezi Design with your audience on social media using private or public links; Collaborating in the Prezi Design environment; Adding/removing collaborators; Adding an entire team of collaborators; Collaborating in real time;
Creating and editing engaging data visualizations using maps; Creating a social post - adding and editing content, adding animation to the content of the post being created; Downloading and sharing the created content for publishing purposes;
Creating infographics for visual representation of information and data, Adding and editing content; Creating gif and mp4 videos in the Prezi Design environment; Embedding videos from Prezi Video into Prezi Design; Adding videos to Prezi Design and editing settings; Media integrations in Prezi Design - adding content from Prezi Video to projects.
Within the distance task, the student will design and create in the cloud tool Prezi Design an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects, which the student studies in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students.
Within the distance task, the student will design and create in the cloud tool edu.Glogster an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students
70/30
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 2 is to develop digital skills in the field of work with selected software (desktop and cloud) didactic applications and to be able to apply them effectively in the context of their future teaching profession.
By completing the educational discipline Digital Technologies 2, the student has the competences and advanced digital skills to effectively use the tools of the software application ActivInspire and the cloud environment ClassFlow by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom or in home conditions in the case of distance/hybrid education.
By completing the educational discipline Digital Technologies 2, the student acquires advanced professional digital competences in the concept of design and creation of interactive video presentations of educational content implemented through Prezi Present and Prezi Video cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline, the student acquires competence and advanced digital skills in the concept of design, creation and administration of (gamification) quiz and educational activities and knowledge games with dynamic elements created through the cloud tool Socrative 2.0, Kahoot!, Wizer.me and Google Forms usable in own educational activities implemented in schools and school facilities for the target group of intact pupils as well as pupils with special educational needs.
By completing the educational discipline Digital Technologies 2, the student has, last but not least, competencies and advanced digital skills in the field of vector graphic creation in the environment of the cloud application Prezi Design in the implementation of the work activities of a pedagogical employee of regional education or his/her own professional development.
Recommended reading:
LEŠKO, V., MIHINA, F. (1993). Dejiny filozofie. Bratislava: Iris, 357 s., ISBN 80-967013-3-9
STORIG, H. J. (2007). Malé dějiny filosofie. Kostelní Vydří: KNA, 653 s. ISBN 978-80-7195-206-0 https://amper.ped.muni.cz/~jonas/umco/St%c3%b6rig-H.---Mal%c3%a9-d%c4%9bjiny-filosofie.pdf .
Dějiny filosofie zv. 1-9. Praha: Oikoymenh, 2001 – 2020.
Antológia z diel filozofov - Predsokratovci a Platón. Bratislava: IRIS, 607 s. 1998.
Antológia z diel filozofov - Od Aristotela po Plotina. Bratislava: IRIS, 600 s. 2007.
Antológia z diel filozofov - Patristika a scholastika. Bratislava: Dobrá kniha, 472 s. 2009.
Antológia z diel filozofov - Humanizmus a renesancia. Bratislava: IRIS, 560 s. 2009.
Antológia z diel filozofov V. Novoveká empirická a osvietenská filozofia. Bratislava: VPL, 539 s. 1976.Antológia z diel filozofov VI. Novoveká racionalistická filozofia. Bratislava: Epocha, 784 s. 1970.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, the midterm/final assessment ratio is 100/0, which includes a final test in the assessment week of the semester (100% of the assessment). A minimum of 60% of the total mark is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in class during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing assignments using a model, above-average professional knowledge and application of that knowledge in problem solving assignments using tutorials, above-average problem orientation, above-average communication skills, responsibility and timely completion of assignments, and above-average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the teacher, good orientation in the subject, good communication skills, completion of the assigned tasks, average activity in the class during the semester at the invitation of the teacher.
A minimum of 66 points is required for a final grade of D. For this grade, the student should demonstrate: the ability to develop assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group or with the assistance of the instructor, average orientation to the problem, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
History of Philosophy I focuses on the period from Antiquity to the French Enlightenment.
1. Introduction: philosophy and its importance for man; The study of the history of philosophy as an introduction to philosophy; Periodization of the history of philosophy.
2. Ancient Philosophy: the Pre-Socratics (Ionian Philosophy - School of Miletus, Xenophanes, Heracleitos; Philosophy in the West - Pythagoras, Parmenides, Zeno, Empedocles; Reaction of Ionian Philosophy - Anaxagoras, Democritus); Classical Greek Philosophy (Sophists, Socrates, Plato, Aristotle); Hellenistic Period (Stoicism, Epicureanism, Skepticism).
3. Medieval Philosophy: Patristics (Augustine); Early Scholasticism (Eriugena, Anselm of Canterbury, Abaelard); High Scholasticism (Albert the Great, Aquinas, Bonaventure, R. Bacon); Late Scholasticism (Occam, Scotus)
4. Renaissance philosophy: M. Kuzansky; Renaissance Platonism and Aristotelianism (Ficinus, Mirandola, Pompanazzi); Renaissance natural science (Copernicus, Kepler, Galilei)
Renaissance philosophy of nature (Telesio, Bruno); Renaissance social philosophy (Machiavelli, More, Campanella); Renaissance humanism (Erasmus of Rotterdam, Montaigne); Reformation (Luther, Calvin, Münzer, Zwingli)
5. Modern Philosophy: Origins of Modern Empiricism and Mechanistic Materialism (F. Bacon, Hobbes); Modern Rationalism (Descartes, Spinoza, Leibniz); Modern Empiricism (Locke, Berkley, Hume)
6. The Enlightenment in France (Montesquieu, Voltaire, Rousseau, the Encyclopedists,
Materialists)
100/0
Learning outcomes:
Completion of the course will provide students with a certain handle on orientation in the nowadays almost opaque tangle of diverse philosophical directions, movements, orientations and attitudes, will provide them with basic categorical-conceptual equipment and methodological instrumentation useful in other special sciences and disciplines (sociology, pedagogy, political science, psychology, etc.), which will help to bridge their particularism in favour of a global vision and solutions to the problems of the contemporary world. Knowledge of the approaches of different philosophical trends to certain problems will facilitate the students' professional and human orientation in the contemporary world, since many pedagogical, economic, social, legal and political concepts are based on these philosophical trends as their conceptual framework. The course also emphasizes the mapping of these overlaps of philosophy into other components of culture. The problem field thus delineated will help the students to reflect and specify their own position and provide arguments for the vindication of their own positions, thus contributing to better self-knowledge and self-identification. History of Philosophy provides students with the experience of encountering the "other", giving guidance and cultivating habits of coping with it, and thus teaching them tolerance and respect for other points of view. By completing the course, the student develops transferable competencies such as communication skills, analytical skills, abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives and transferable competences:
To familiarize students with the history of European philosophical thought and to provide them with a basic conceptual and methodological apparatus that they will be able to use in other special sciences such as pedagogy, political science, psychology, or sociology.
Recommended reading:
LEŠKO, V., MIHINA, F. (1993). Dejiny filozofie. Bratislava: Iris, 357 s., ISBN 80-967013-3-9
STORIG, H. J. (2007). Malé dějiny filosofie. Kostelní Vydří: KNA, 653 s. ISBN 978-80-7195-206-0 https://amper.ped.muni.cz/~jonas/umco/St%c3%b6rig-H.---Mal%c3%a9-d%c4%9bjiny-filosofie.pdf .
Dějiny filosofie zv. 1-9. Praha: Oikoymenh, 2001 – 2020.
Antológia z diel filozofov - Predsokratovci a Platón. Bratislava: IRIS, 607 s. 1998.
Antológia z diel filozofov - Od Aristotela po Plotina. Bratislava: IRIS, 600 s. 2007.
Antológia z diel filozofov - Patristika a scholastika. Bratislava: Dobrá kniha, 472 s. 2009.
Antológia z diel filozofov - Humanizmus a renesancia. Bratislava: IRIS, 560 s. 2009.
Antológia z diel filozofov V. Novoveká empirická a osvietenská filozofia. Bratislava: VPL, 539 s. 1976.Antológia z diel filozofov VI. Novoveká racionalistická filozofia. Bratislava: Epocha, 784 s. 1970.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, the midterm/final assessment ratio is 100/0, which includes a final test in the assessment week of the semester (100% of the assessment). A minimum of 60% of the total mark is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in class during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing assignments using a model, above-average professional knowledge and application of that knowledge in problem solving assignments using tutorials, above-average problem orientation, above-average communication skills, responsibility and timely completion of assignments, and above-average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the teacher, good orientation in the subject, good communication skills, completion of the assigned tasks, average activity in the class during the semester at the invitation of the teacher.
A minimum of 66 points is required for a final grade of D. For this grade, the student should demonstrate: the ability to develop assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group or with the assistance of the instructor, average orientation to the problem, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
History of Philosophy I focuses on the period from Antiquity to the French Enlightenment.
1. Introduction: philosophy and its importance for man; The study of the history of philosophy as an introduction to philosophy; Periodization of the history of philosophy.
2. Ancient Philosophy: the Pre-Socratics (Ionian Philosophy - School of Miletus, Xenophanes, Heracleitos; Philosophy in the West - Pythagoras, Parmenides, Zeno, Empedocles; Reaction of Ionian Philosophy - Anaxagoras, Democritus); Classical Greek Philosophy (Sophists, Socrates, Plato, Aristotle); Hellenistic Period (Stoicism, Epicureanism, Skepticism).
3. Medieval Philosophy: Patristics (Augustine); Early Scholasticism (Eriugena, Anselm of Canterbury, Abaelard); High Scholasticism (Albert the Great, Aquinas, Bonaventure, R. Bacon); Late Scholasticism (Occam, Scotus)
4. Renaissance philosophy: M. Kuzansky; Renaissance Platonism and Aristotelianism (Ficinus, Mirandola, Pompanazzi); Renaissance natural science (Copernicus, Kepler, Galilei)
Renaissance philosophy of nature (Telesio, Bruno); Renaissance social philosophy (Machiavelli, More, Campanella); Renaissance humanism (Erasmus of Rotterdam, Montaigne); Reformation (Luther, Calvin, Münzer, Zwingli)
5. Modern Philosophy: Origins of Modern Empiricism and Mechanistic Materialism (F. Bacon, Hobbes); Modern Rationalism (Descartes, Spinoza, Leibniz); Modern Empiricism (Locke, Berkley, Hume)
6. The Enlightenment in France (Montesquieu, Voltaire, Rousseau, the Encyclopedists,
Materialists)
100/0
Learning outcomes:
Completion of the course will provide students with a certain handle on orientation in the nowadays almost opaque tangle of diverse philosophical directions, movements, orientations and attitudes, will provide them with basic categorical-conceptual equipment and methodological instrumentation useful in other special sciences and disciplines (sociology, pedagogy, political science, psychology, etc.), which will help to bridge their particularism in favour of a global vision and solutions to the problems of the contemporary world. Knowledge of the approaches of different philosophical trends to certain problems will facilitate the students' professional and human orientation in the contemporary world, since many pedagogical, economic, social, legal and political concepts are based on these philosophical trends as their conceptual framework. The course also emphasizes the mapping of these overlaps of philosophy into other components of culture. The problem field thus delineated will help the students to reflect and specify their own position and provide arguments for the vindication of their own positions, thus contributing to better self-knowledge and self-identification. History of Philosophy provides students with the experience of encountering the "other", giving guidance and cultivating habits of coping with it, and thus teaching them tolerance and respect for other points of view. By completing the course, the student develops transferable competencies such as communication skills, analytical skills, abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives and transferable competences:
To familiarize students with the history of European philosophical thought and to provide them with a basic conceptual and methodological apparatus that they will be able to use in other special sciences such as pedagogy, political science, psychology, or sociology.
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Recommended reading:
Compulsory reading:
BOSÁ, M., MINAROVIČOVÁ, K. (2011). Rodovo citlivá výchova, In: Kiczková, Z., Szapuová, M. Rodové štúdiá, Bratislava : Univerzita Komenského v Bratislave, s. 161-181. ISBN 978-80-223-2934-7
SMETÁČKOVÁ, I. (2016). Genderové vyjednávaní ve školních třídách. In: Genderové představy a vztahy. Praha: SLON, s. 177-216. ISBN 978-80-7419-229-6
SMETÁČKOVÁ, I., VLKOVÁ, K. (zost.). (2005). Gender ve škole I, II. Praha: Otevřená společnost, 2005.
Recommended reading:
BABANOVÁ, A., MIŠKOLCI, J. (zost.). (2007). Genderově citlivá výchova: Kde začít? Praha: Žába na prameni. ISBN 978-80-239-8798-0
BOSÁ, M., MINAROVIČOVÁ, K. (2006). Rodovo citlivá výchova. Bratislava: EsFem.
CVIKOVÁ, J., JURÁŇOVÁ, J. (ed.). (2003). Ružový a modrý svet. Bratislava: Aspekt. ISBN 0-89140-02-5.
HOPPE, H., HOPPE, S., KREBEL, J. (2001). Sociálně psychologické hry pro dospívající: Rozvoj pohlavní identity, prevence agresivity a zneužívání. Praha: Portál, ISBN 978-80-7178-434-0
JARKOVSKÁ, L. (2014). Gender před tabulí. Praha: SLON. ISBN 978-80-7419-119-0.
LUKŠÍK, I., SUPEKOVÁ, M. (2003). Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas,. ISBN 80-89124-01-1.
OSAĎAN, R. RAPOŠOVÁ, P. SMETANOVÁ, D. (v tlači). Úvod do problematiky rodovosti a sexuality detí. Vysokoškolská učebnica. Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
RENZETTI, C.M., CURRAN, D. J. (2005). Ženy, muži a společnost. Praha: Karolinum. ISBN 80-246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). (2007). Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, ISBN 978-80-8872-010-2.
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: during the semester there will be approximately 6 - 8 assignments: focused on working with a professional text and its application in an example and the interpretation of the example processed on the basis of the professional text, the analysis of stereotypes in educational texts, the processing of professional literature into an annotation with questions on the read text. Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
Definition of the terms: gender, sex, gender stereotypes, gender sensitive education, direct and indirect discrimination. Education and training from a gender perspective - theories of gender socialisation, feminist pedagogy, models of gender-sensitive pedagogy. Gender in the pedagogical process. Inequalities in school from a gender perspective. Language - gender insensitivity. Research, projects, development of study materials, methodologies - gender perspective. Gender aspects of marriage and parenthood/sexual relationship education in schools.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students know the mechanisms to prevent the violation of equal opportunities for women and men (girls and boys) in education; they can identify gender stereotypes and their negative consequences in the educational process. They use methods to deepen gender democracy in school; They perceive the educational process from a gender perspective. They can name and find connections between gender-sensitive education and the cross-cutting theme of education for marriage and parenthood (sex education); apply the gender perspective in relational sex education.
Learning objectives:
Students will acquire knowledge and skills that will enable them to prevent violations of equal opportunities for women and men (girls and boys), eliminate gender stereotypes and their negative consequences in the educational process, deepen gender democracy at school, and perceive the educational process from a gender perspective.
Recommended reading:
Compulsory reading:
BOSÁ, M., MINAROVIČOVÁ, K. (2011). Rodovo citlivá výchova, In: Kiczková, Z., Szapuová, M. Rodové štúdiá, Bratislava : Univerzita Komenského v Bratislave, s. 161-181. ISBN 978-80-223-2934-7
SMETÁČKOVÁ, I. (2016). Genderové vyjednávaní ve školních třídách. In: Genderové představy a vztahy. Praha: SLON, s. 177-216. ISBN 978-80-7419-229-6
SMETÁČKOVÁ, I., VLKOVÁ, K. (zost.). (2005). Gender ve škole I, II. Praha: Otevřená společnost, 2005.
Recommended reading:
BABANOVÁ, A., MIŠKOLCI, J. (zost.). (2007). Genderově citlivá výchova: Kde začít? Praha: Žába na prameni. ISBN 978-80-239-8798-0
BOSÁ, M., MINAROVIČOVÁ, K. (2006). Rodovo citlivá výchova. Bratislava: EsFem.
CVIKOVÁ, J., JURÁŇOVÁ, J. (ed.). (2003). Ružový a modrý svet. Bratislava: Aspekt. ISBN 0-89140-02-5.
HOPPE, H., HOPPE, S., KREBEL, J. (2001). Sociálně psychologické hry pro dospívající: Rozvoj pohlavní identity, prevence agresivity a zneužívání. Praha: Portál, ISBN 978-80-7178-434-0
JARKOVSKÁ, L. (2014). Gender před tabulí. Praha: SLON. ISBN 978-80-7419-119-0.
LUKŠÍK, I., SUPEKOVÁ, M. (2003). Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas,. ISBN 80-89124-01-1.
OSAĎAN, R. RAPOŠOVÁ, P. SMETANOVÁ, D. (v tlači). Úvod do problematiky rodovosti a sexuality detí. Vysokoškolská učebnica. Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
RENZETTI, C.M., CURRAN, D. J. (2005). Ženy, muži a společnost. Praha: Karolinum. ISBN 80-246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). (2007). Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, ISBN 978-80-8872-010-2.
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: during the semester there will be approximately 6 - 8 assignments: focused on working with a professional text and its application in an example and the interpretation of the example processed on the basis of the professional text, the analysis of stereotypes in educational texts, the processing of professional literature into an annotation with questions on the read text. Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
Definition of the terms: gender, sex, gender stereotypes, gender sensitive education, direct and indirect discrimination. Education and training from a gender perspective - theories of gender socialisation, feminist pedagogy, models of gender-sensitive pedagogy. Gender in the pedagogical process. Inequalities in school from a gender perspective. Language - gender insensitivity. Research, projects, development of study materials, methodologies - gender perspective. Gender aspects of marriage and parenthood/sexual relationship education in schools.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students know the mechanisms to prevent the violation of equal opportunities for women and men (girls and boys) in education; they can identify gender stereotypes and their negative consequences in the educational process. They use methods to deepen gender democracy in school; They perceive the educational process from a gender perspective. They can name and find connections between gender-sensitive education and the cross-cutting theme of education for marriage and parenthood (sex education); apply the gender perspective in relational sex education.
Learning objectives:
Students will acquire knowledge and skills that will enable them to prevent violations of equal opportunities for women and men (girls and boys), eliminate gender stereotypes and their negative consequences in the educational process, deepen gender democracy at school, and perceive the educational process from a gender perspective.
Compulsory reading:
CANGELOSI, J. S. (2006). Strategie řízení třídy. Praha: Portál, 296 s. ISBN 80-7367-118-2
Recommended reading:
FONTANA, D. (2003). Psychologie ve školní praxi. Praha: Portál, 383 s. ISBN 8071786268
GAVORA, P. (2001). Výskum životného príbehu: učiteľka Adamová. Pedagogika, 51(3), 352-368.
KOLLÁRIK, T. (2004). Sociálna psychológia. Bratislava: Univerzita Komenského, 548 s. ISBN 9788022324793
LEMEŠOVÁ, M. (2012). Socializačné aspekty kultúry školy: o pravidlách, hraniciach a problémoch v školskom prostredí. In Lukšík, I. (Eds.). Kultúra škôl a výchovných zariadení. Univerzita Komenského, s. 146-168.
MASARYK, R. (2013). Medzi človekom a ľuďmi: Úvod do sociálnej psychológie. Bratislava: Iris, 202 s. ISBN 9788089238736
PETRÍK, J., & POPPER, M. (2020). Contact Based School Intervention Program: Enhancing Cooperation Intention and Reducing Prejudice toward Roma. Studia Psychologica, 62(3), 232-245.
Prerequisites: B-VUZde003 Psychology for teachers 1
Prerequisites for successful completion of the course:
100% of the interim assessment. For successful completion of the course it is necessary to obtain at least 60% of the points.
Seminar paper (40% of points) - students work in class with pre-prepared record sheets that contain assignments reflecting on a textbook text or a text of research studies focused on the role of the teacher in an interpersonal context. After completing the worksheets, they discuss the authors' responses in small groups with classmates. Students are evaluated at the end of the seminar for the worksheets they have developed and turned in.
Test (60% of points) - the test reflects the knowledge acquired from the teacher's brief explanation, which will always take place before working with the record sheets. The test consists of open questions or also questions (A/B/C).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For an A grade, students need to continuously submit outstanding performance throughout the semester. Record sheets indicate a high ability of students to reflect on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a high level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test demonstrates their excellent mastery of theoretical introductions to seminars across a variety of social psychology topics.
A grade of B means that students performed very well continuously throughout the semester. The record sheets reflect well on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a very good level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test shows a very good mastery of the theoretical introductions to seminars in the vast majority of social psychology topics.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but there are also shortcomings in the ability to apply this knowledge. The knowledge demonstrated in the student's test shows a good grasp of the theoretical introductions with few errors.
A grade of D indicates that students underperformed during the semester. The record sheets show little motivation to think critically about different social situations and are filled in as if "just out of obligation". One's own attitudes, strengths and weaknesses of one's own persona in a hypothetical school group interaction are only minimally reflected upon. The knowledge demonstrated in the students' test shows a sufficient mastery of the theoretical introductions to the seminars.
A grade of E indicates that students performed minimally during the semester. The record sheets do not show an ability to think critically about various social situations and are filled out only sternly, which limits the student's ability to engage in quality group discussion. The student's own attitudes, strengths and weaknesses are not reflected in the hypothetical school group interaction. The knowledge demonstrated in the test is minimal.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
Slovak, Czech and English
Notes: students of the psychology teacher education programme (combined) do not enrol in the course
Brief outline of the course:
1. The pupil in the interaction of social environment and education.
2. Social cognition, the process of forming an impression.
3. Social groups, classification of social groups, group development. group dynamics
4. Social role and social status, role identification and role conflict.
5. Process and types of communication. Teacher-pupil communication.
6. Social behaviour in the school classroom. Social interaction in informal groups.
7. Group norms. Leadership and power.
8. Social impact.
9. Aggressiveness, assertiveness, altruism.
10. Social attitudes.
11. Conflicts and possibilities of their resolution.
12. The use of social psychology knowledge in education and training.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The goal of the Social Psychology for Teachers course is to (1) introduce students to the issues of social dynamics and social group interaction, specifically in the school classroom; (2) help students identify social psychological phenomena and mechanisms in concrete examples from the school setting.
By critically reflecting on interpersonal situations from the school environment, the student deepens and actively thinks about (a) solutions to these situations and (b) the application of social psychology knowledge in practice. The student may also reflect on how he or she would address the social needs of students, using communication or intervention practices in the school classroom to achieve desired student behavior. The primary goal of the course is to supplement the student's ability to plan and design instruction with an awareness of the social aspects of the classroom, but also to deepen the student's self-awareness of his/her own functioning (strengths/weaknesses) in interpersonal model situations.
The student after completing the course:
- Knows the process of social group formation and its dynamics.
- Can explain the relationship between group phenomena and pupil behaviour in the classroom.
- Can apply the knowledge of social psychology to the process of school classroom management.
Compulsory reading:
CANGELOSI, J. S. (2006). Strategie řízení třídy. Praha: Portál, 296 s. ISBN 80-7367-118-2
Recommended reading:
FONTANA, D. (2003). Psychologie ve školní praxi. Praha: Portál, 383 s. ISBN 8071786268
GAVORA, P. (2001). Výskum životného príbehu: učiteľka Adamová. Pedagogika, 51(3), 352-368.
KOLLÁRIK, T. (2004). Sociálna psychológia. Bratislava: Univerzita Komenského, 548 s. ISBN 9788022324793
LEMEŠOVÁ, M. (2012). Socializačné aspekty kultúry školy: o pravidlách, hraniciach a problémoch v školskom prostredí. In Lukšík, I. (Eds.). Kultúra škôl a výchovných zariadení. Univerzita Komenského, s. 146-168.
MASARYK, R. (2013). Medzi človekom a ľuďmi: Úvod do sociálnej psychológie. Bratislava: Iris, 202 s. ISBN 9788089238736
PETRÍK, J., & POPPER, M. (2020). Contact Based School Intervention Program: Enhancing Cooperation Intention and Reducing Prejudice toward Roma. Studia Psychologica, 62(3), 232-245.
Prerequisites: B-VUZde003 Psychology for teachers 1
Prerequisites for successful completion of the course:
100% of the interim assessment. For successful completion of the course it is necessary to obtain at least 60% of the points.
Seminar paper (40% of points) - students work in class with pre-prepared record sheets that contain assignments reflecting on a textbook text or a text of research studies focused on the role of the teacher in an interpersonal context. After completing the worksheets, they discuss the authors' responses in small groups with classmates. Students are evaluated at the end of the seminar for the worksheets they have developed and turned in.
Test (60% of points) - the test reflects the knowledge acquired from the teacher's brief explanation, which will always take place before working with the record sheets. The test consists of open questions or also questions (A/B/C).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For an A grade, students need to continuously submit outstanding performance throughout the semester. Record sheets indicate a high ability of students to reflect on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a high level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test demonstrates their excellent mastery of theoretical introductions to seminars across a variety of social psychology topics.
A grade of B means that students performed very well continuously throughout the semester. The record sheets reflect well on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a very good level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test shows a very good mastery of the theoretical introductions to seminars in the vast majority of social psychology topics.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but there are also shortcomings in the ability to apply this knowledge. The knowledge demonstrated in the student's test shows a good grasp of the theoretical introductions with few errors.
A grade of D indicates that students underperformed during the semester. The record sheets show little motivation to think critically about different social situations and are filled in as if "just out of obligation". One's own attitudes, strengths and weaknesses of one's own persona in a hypothetical school group interaction are only minimally reflected upon. The knowledge demonstrated in the students' test shows a sufficient mastery of the theoretical introductions to the seminars.
A grade of E indicates that students performed minimally during the semester. The record sheets do not show an ability to think critically about various social situations and are filled out only sternly, which limits the student's ability to engage in quality group discussion. The student's own attitudes, strengths and weaknesses are not reflected in the hypothetical school group interaction. The knowledge demonstrated in the test is minimal.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
Slovak, Czech and English
Notes: students of the psychology teacher education programme (combined) do not enrol in the course
Brief outline of the course:
1. The pupil in the interaction of social environment and education.
2. Social cognition, the process of forming an impression.
3. Social groups, classification of social groups, group development. group dynamics
4. Social role and social status, role identification and role conflict.
5. Process and types of communication. Teacher-pupil communication.
6. Social behaviour in the school classroom. Social interaction in informal groups.
7. Group norms. Leadership and power.
8. Social impact.
9. Aggressiveness, assertiveness, altruism.
10. Social attitudes.
11. Conflicts and possibilities of their resolution.
12. The use of social psychology knowledge in education and training.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The goal of the Social Psychology for Teachers course is to (1) introduce students to the issues of social dynamics and social group interaction, specifically in the school classroom; (2) help students identify social psychological phenomena and mechanisms in concrete examples from the school setting.
By critically reflecting on interpersonal situations from the school environment, the student deepens and actively thinks about (a) solutions to these situations and (b) the application of social psychology knowledge in practice. The student may also reflect on how he or she would address the social needs of students, using communication or intervention practices in the school classroom to achieve desired student behavior. The primary goal of the course is to supplement the student's ability to plan and design instruction with an awareness of the social aspects of the classroom, but also to deepen the student's self-awareness of his/her own functioning (strengths/weaknesses) in interpersonal model situations.
The student after completing the course:
- Knows the process of social group formation and its dynamics.
- Can explain the relationship between group phenomena and pupil behaviour in the classroom.
- Can apply the knowledge of social psychology to the process of school classroom management.
KOMÁRKOVÁ, R. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Praha: Grada, 224 s. ISBN 8024701804
KOLAŘÍK, M. (2011). Interakční psychologický výcvik. Praha: Grada, 160 s. ISBN 9788024729411
KOLAŘÍK, M. (2013). Interakční psychologický výcvik pro praxi. Praha: Grada, 128 s. ISBN 978-80-247-8602-5
KUNEŠ, D. (2009). Sebepoznání. Praha: Portál, 152 s. ISBN 978-80-7367-541-7
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ L. (2017). Psychológia zážitkom. Metodická príručka. Bratislava: Univerzita Komenského, 497 s. ISBN978-80-223-3655-0
100% of continuous assessment
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out in an individual or group form in the pre-, during and post-training phase. Before the training, the mid-term evaluation consists of three tasks (reflective essay on expectations related to the self-discovery training = 10%; work with tests and questionnaires = 10%; individual preparation for the role-play = 10%), which are further worked on during the training. In the course of the training, activities and exercises are carried out to facilitate, in particular, a wide range of social-psychological competences: the development of intrapersonal (20%), interpersonal (20%) and social-inclusive competences (20%) of the students (dating activities, role-playing games, cooperative games, trust games, etc.). After the training, the continuous evaluation consists of structured feedback on the events in the training group (10%).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
For an A grade, the student is actively involved in individual activities and shows interest and effort to develop his/her competencies, seeks original and creative solutions to the tasks set, reflects on the emerging changes that training brings, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
B grade means that the student is actively involved in individual activities and shows interest and effort to develop his/her competences, to a lesser extent looks for original and creative solutions to the tasks set, reflects the emerging changes that the training brings, but needs more time and space for their verbalization, manifests himself/herself as a full member of the training group and actively expresses his/her own opinion.
A C grade is awarded if the student is usually actively involved in individual activities, shows interest and effort to develop his/her competences, but only in some topics and areas, makes little use of his/her personality in finding original and creative solutions to the tasks set, reflects to some extent the emerging changes brought by the training, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
The grade D means that the student is involved to a limited extent in individual activities and shows only sporadic interest and effort to develop his/her competencies, often with external help looking for original and creative solutions to the tasks, cannot adequately reflect the emerging changes that the training brings, is more passive and more like a marginal member of the training group, although he/she actively expresses his/her own opinion.
Grade E is awarded to a student who behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competencies, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes that the training brings, cannot find his/her place in the training group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx is given on an exceptional basis, most often due to non-attendance and failure to complete assigned midterm assignments, non-cooperation, refusal to take a stand on required topics and to express one's own opinion.
slovak and czech
Students of the study programme Psychology Teaching (combined) do not enrol in the course, the teaching is carried out in a block form.
The course is implemented through experiential activities and exercises aimed mainly at:
1. The sphere of the external world in the process of self-discovery (the individual's membership in various social groups, the teacher's role in the school classroom and the teacher's team).
2. The area of the inner world in the process of self-knowledge (experiencing, thinking, decision-making, the ways in which our emotions or our body affect us, what hidden beliefs influence our thinking, etc.).
3. The area of the transition zone of self-knowledge (behaviour, communication, etc.)..
4. Increasing sensitivity to one's own experience and to the experience and emotions of others.
5. Building a positive self-image in the context of pro-teacher identification.
100/0
The aim of the Social Psychological Training for Teachers course is to motivate and develop self-knowledge and self-reflection in teacher education students of different study programmes.
The student after completing the course:
- is aware of the importance of self-knowledge, reflection and personal development in teaching practice,
- can define their strengths and weaknesses as well as challenges and pitfalls in their own self-development,
- can name and identify the most general errors in social perception and apply them to teaching practice,
- identifies with the teacher's role, profession and its specifics,
- Through experiential activities, gain experience of active social and experiential learning.
KOMÁRKOVÁ, R. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Praha: Grada, 224 s. ISBN 8024701804
KOLAŘÍK, M. (2011). Interakční psychologický výcvik. Praha: Grada, 160 s. ISBN 9788024729411
KOLAŘÍK, M. (2013). Interakční psychologický výcvik pro praxi. Praha: Grada, 128 s. ISBN 978-80-247-8602-5
KUNEŠ, D. (2009). Sebepoznání. Praha: Portál, 152 s. ISBN 978-80-7367-541-7
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ L. (2017). Psychológia zážitkom. Metodická príručka. Bratislava: Univerzita Komenského, 497 s. ISBN978-80-223-3655-0
100% of continuous assessment
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out in an individual or group form in the pre-, during and post-training phase. Before the training, the mid-term evaluation consists of three tasks (reflective essay on expectations related to the self-discovery training = 10%; work with tests and questionnaires = 10%; individual preparation for the role-play = 10%), which are further worked on during the training. In the course of the training, activities and exercises are carried out to facilitate, in particular, a wide range of social-psychological competences: the development of intrapersonal (20%), interpersonal (20%) and social-inclusive competences (20%) of the students (dating activities, role-playing games, cooperative games, trust games, etc.). After the training, the continuous evaluation consists of structured feedback on the events in the training group (10%).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
For an A grade, the student is actively involved in individual activities and shows interest and effort to develop his/her competencies, seeks original and creative solutions to the tasks set, reflects on the emerging changes that training brings, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
B grade means that the student is actively involved in individual activities and shows interest and effort to develop his/her competences, to a lesser extent looks for original and creative solutions to the tasks set, reflects the emerging changes that the training brings, but needs more time and space for their verbalization, manifests himself/herself as a full member of the training group and actively expresses his/her own opinion.
A C grade is awarded if the student is usually actively involved in individual activities, shows interest and effort to develop his/her competences, but only in some topics and areas, makes little use of his/her personality in finding original and creative solutions to the tasks set, reflects to some extent the emerging changes brought by the training, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
The grade D means that the student is involved to a limited extent in individual activities and shows only sporadic interest and effort to develop his/her competencies, often with external help looking for original and creative solutions to the tasks, cannot adequately reflect the emerging changes that the training brings, is more passive and more like a marginal member of the training group, although he/she actively expresses his/her own opinion.
Grade E is awarded to a student who behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competencies, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes that the training brings, cannot find his/her place in the training group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx is given on an exceptional basis, most often due to non-attendance and failure to complete assigned midterm assignments, non-cooperation, refusal to take a stand on required topics and to express one's own opinion.
slovak and czech
Students of the study programme Psychology Teaching (combined) do not enrol in the course, the teaching is carried out in a block form.
The course is implemented through experiential activities and exercises aimed mainly at:
1. The sphere of the external world in the process of self-discovery (the individual's membership in various social groups, the teacher's role in the school classroom and the teacher's team).
2. The area of the inner world in the process of self-knowledge (experiencing, thinking, decision-making, the ways in which our emotions or our body affect us, what hidden beliefs influence our thinking, etc.).
3. The area of the transition zone of self-knowledge (behaviour, communication, etc.)..
4. Increasing sensitivity to one's own experience and to the experience and emotions of others.
5. Building a positive self-image in the context of pro-teacher identification.
100/0
The aim of the Social Psychological Training for Teachers course is to motivate and develop self-knowledge and self-reflection in teacher education students of different study programmes.
The student after completing the course:
- is aware of the importance of self-knowledge, reflection and personal development in teaching practice,
- can define their strengths and weaknesses as well as challenges and pitfalls in their own self-development,
- can name and identify the most general errors in social perception and apply them to teaching practice,
- identifies with the teacher's role, profession and its specifics,
- Through experiential activities, gain experience of active social and experiential learning.
Recommended reading:
BRŤKOVÁ, M., et al. (2000). Kapitoly z dejín pedagogiky. Bratislava: Pressent, 250 s. ISBN 80-967824-4-4
JŮVA,V, jun., JŮVA, V. sen. (2003). Stručné dějiny pedagogiky. Brno: Paido, 91 s. ISBN 80-7315-062-X
KASPER, T, KASPEROVÁ, D. (2008). Dějiny pedagogiky. Praha: Grada, 224 s. ISBN 978-80-247-2429-4
KUDLÁČOVÁ, B. (2003). Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 168 s. ISBN 80-89074-66-9
PORUBSKÝ, Š. (2012). Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 110 s. ISBN: 978-80-557-0433-3
PŠENÁK, J. (2012). Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ, 167 s. ISBN 978-80-554-0596-4
ŠMAHELOVÁ, B. (2008). Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 98 s. ISBN 978-80-7392-040-1.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The students' task is to solve 10 continuously assigned problems during the semester and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated on a 3-0 point scale according to specific criteria set for each problem. The maximum number of points possible is 30.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points. A minimum of 28 points is required for a final grade of A (excellent - outstanding results), a minimum of 25 points is required for a grade of B (very good - above average standard), a minimum of 22 points is required for a grade of C (good - normal reliable work), a minimum of 20 points is required for a grade of D (satisfactory - acceptable results), and a minimum of 18 points is required for a grade of E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students scoring 17 points or less.
slovak and czech
Brief outline of the course:
The subject, terminology and system of the History of education. Education and education in ancient and medieval times. Education and pedagogical ideas in the period of humanism and the Renaissance. Life, work and pedagogical views of J. A. Comenius. The development of education and pedagogical thinking in the works of selected representatives in the world (Lock. Rousseau, Pestalozzi, Herbart, Tolstoy) and in the territory of present-day Slovakia (Bel, Tešedík, Fándly, Lehocký) in the 17th-19th centuries. Pedagogical trends and schools of the 20th century in the world. Education in Slovakia in the 20th century. Contemporary trends in education.
100/0
Learning outcomes and transferable competences:
Upon completion of the course, students will be able to use professional terminology, define the subject, and describe the system of the History of education. They are able to explain the context of the emergence and the main features of the historical currents of educational thought, describe and compare the systems of education and training in different historical periods, explain the views and characterize the work of important figures in the history of education and training, critically evaluate them and identify their influence on education and training today.
Working with original historical sources and their contemporary interpretations, students will be able to critically reflect and discuss ethical issues of education and education, the position and roles of the subjects of education and education. In solving, presenting and discussing the results of ongoing assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills.
Students will be able to use the acquired knowledge and skills creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Recommended reading:
BRŤKOVÁ, M., et al. (2000). Kapitoly z dejín pedagogiky. Bratislava: Pressent, 250 s. ISBN 80-967824-4-4
JŮVA,V, jun., JŮVA, V. sen. (2003). Stručné dějiny pedagogiky. Brno: Paido, 91 s. ISBN 80-7315-062-X
KASPER, T, KASPEROVÁ, D. (2008). Dějiny pedagogiky. Praha: Grada, 224 s. ISBN 978-80-247-2429-4
KUDLÁČOVÁ, B. (2003). Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 168 s. ISBN 80-89074-66-9
PORUBSKÝ, Š. (2012). Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 110 s. ISBN: 978-80-557-0433-3
PŠENÁK, J. (2012). Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ, 167 s. ISBN 978-80-554-0596-4
ŠMAHELOVÁ, B. (2008). Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 98 s. ISBN 978-80-7392-040-1.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The students' task is to solve 10 continuously assigned problems during the semester and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated on a 3-0 point scale according to specific criteria set for each problem. The maximum number of points possible is 30.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points. A minimum of 28 points is required for a final grade of A (excellent - outstanding results), a minimum of 25 points is required for a grade of B (very good - above average standard), a minimum of 22 points is required for a grade of C (good - normal reliable work), a minimum of 20 points is required for a grade of D (satisfactory - acceptable results), and a minimum of 18 points is required for a grade of E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students scoring 17 points or less.
slovak and czech
Brief outline of the course:
The subject, terminology and system of the History of education. Education and education in ancient and medieval times. Education and pedagogical ideas in the period of humanism and the Renaissance. Life, work and pedagogical views of J. A. Comenius. The development of education and pedagogical thinking in the works of selected representatives in the world (Lock. Rousseau, Pestalozzi, Herbart, Tolstoy) and in the territory of present-day Slovakia (Bel, Tešedík, Fándly, Lehocký) in the 17th-19th centuries. Pedagogical trends and schools of the 20th century in the world. Education in Slovakia in the 20th century. Contemporary trends in education.
100/0
Learning outcomes and transferable competences:
Upon completion of the course, students will be able to use professional terminology, define the subject, and describe the system of the History of education. They are able to explain the context of the emergence and the main features of the historical currents of educational thought, describe and compare the systems of education and training in different historical periods, explain the views and characterize the work of important figures in the history of education and training, critically evaluate them and identify their influence on education and training today.
Working with original historical sources and their contemporary interpretations, students will be able to critically reflect and discuss ethical issues of education and education, the position and roles of the subjects of education and education. In solving, presenting and discussing the results of ongoing assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills.
Students will be able to use the acquired knowledge and skills creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
NOVOTNÁ, E. (2017). Pedagogika voľného času. Teória výchovy mimo vyučovania vo voľnom
čase. Rokus: Prešov. 224s. ISBN 978-80-89540-58-0
ZELINOVÁ, M. (2007). Hry pro rozvoj emocí a komunikace. Koncepce a model tvorivěhumanistické výchovy. Portál: Praha, 2007. 139s. ISBN 978-80-7367-197-6 (e-kniha)
Recommended reading:
JASLOVSKÁ, B., KOLDEOVÁ, L. (v tlači). Voľný čas v práci učiteľa a ďalších pedagogických profesií. Kapitola v metodickom materiáli k Stáži A, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
JASLOVSKÁ, B., STRAKOŠ, J. (v tlači). Profesijný rast učiteľa: formálne a neformálne vzdelávanie, informálne učenie sa. Kapitola v metodickom materiáli k Stáži B, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
KRATOCHVÍLOVÁ, E. (2010). Pedagogika voľného času. Výchova v čase mimo vyučovania v
pedagogickej teórii a v praxi. Trnava: Typii Universitatis Tyrnaviensis, VEDY. 356 s. ISBN
978-80-8082-330-6
ZELINOVÁ, M. (2012). Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania.
Bratislava: Iura Edition, 146s. ISBN 978-80-8078-479-9
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class.
Semester work: consists of a creative assignment for 40b (20+20). It includes an electronic portfolio - a plan of experiential activities in the context of leisure education based on a set structure (20b) and its presentation or application of the created activities in the classroom (20b).
Intermediate assessment 2: consists of a test of the acquired knowledge, namely a knowledge test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of continuous assignments, excellent professional knowledge and its application in problem solving, excellent orientation to leisure issues, excellent communication skills, responsibility and timely completion of assignments, and exceptional activity in the classroom during the semester.
A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach to developing ongoing assignments using a model, above average expertise and application of that expertise to problem solving assignments using consultation, above average orientation to leisure issues, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop ongoing assignments using the assigned template, good professional knowledge and its application in problem solving in a group or with the assistance of the instructor, good orientation to leisure issues, good communication skills, completion of assignments, average activity in class during the semester as prompted by the instructor.
At least 66 points for a grade D. For this grade, the student is expected to demonstrate: the ability to develop ongoing assignments using the assigned template and with the assistance of the instructor, average proficiency and application of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to leisure issues, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal vocational knowledge, basic/minimal orientation to leisure issues, basic communication skills, completion of assignments.
slovak and czech
Brief outline of the course:
The Leisure time in educationis intended to introduce students to the important sphere of leisure through leisure activities, which represent an important value for the individual and which are necessary in the targeted education of children, youth and adults. The Leisure time in educationcourse clarifies the basic pedagogical categories in a direct link between theoretical and practical training. By completing the course, the student will gain knowledge of the basic concepts in the field of leisure pedagogy, of leisure organizations aimed at children, youth, adults, and of activating didactic methods or experiential learning for the creation of leisure activities.
Topics:
Basic concepts of leisure pedagogy. Objectives of leisure education. Didactic process of leisure education and the creation of a plan of activating leisure activities - mission, goals, tasks, principles, content, forms and methods. Educational areas of activity outside the classroom. Interests and leisure-time education. Problems of education in leisure time. Field work (streetwork), prevention, volunteering. New approaches in leisure time pedagogy. Personality of the pedagogue, social assistant, animator in the processes of education and training in leisure time. Educator and education and training in the school. Institutions and facilities providing leisure and interest activities.
100/0
Learning objectives and outcomes:
By completing the subject Leisure time in education, the student should:
- to know the content of leisure time pedagogy as a scientific discipline: functions, goals and requirements, areas of leisure time education,
- to know the subjects of leisure education and their importance in influencing the leisure time of an individual in society in a meaningful way,
- to be able to apply the acquired knowledge in the creation of leisure activities,
- to be able to create a plan for an activity of interest and to be able to apply it through practical tasks,
- be able to present their creative output to a group,
- be able to justify the appropriateness of the choice of didactic categories in the interest activity plan,
- understand the importance of leisure as a fundamental value in human life.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks on the course, digital skills - the student realizes the creation of a website as an e-portfolio with the use of feedback, interpersonal skills within the group - activation in the group, taking the initiative and responsibility.
NOVOTNÁ, E. (2017). Pedagogika voľného času. Teória výchovy mimo vyučovania vo voľnom
čase. Rokus: Prešov. 224s. ISBN 978-80-89540-58-0
ZELINOVÁ, M. (2007). Hry pro rozvoj emocí a komunikace. Koncepce a model tvorivěhumanistické výchovy. Portál: Praha, 2007. 139s. ISBN 978-80-7367-197-6 (e-kniha)
Recommended reading:
JASLOVSKÁ, B., KOLDEOVÁ, L. (v tlači). Voľný čas v práci učiteľa a ďalších pedagogických profesií. Kapitola v metodickom materiáli k Stáži A, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
JASLOVSKÁ, B., STRAKOŠ, J. (v tlači). Profesijný rast učiteľa: formálne a neformálne vzdelávanie, informálne učenie sa. Kapitola v metodickom materiáli k Stáži B, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
KRATOCHVÍLOVÁ, E. (2010). Pedagogika voľného času. Výchova v čase mimo vyučovania v
pedagogickej teórii a v praxi. Trnava: Typii Universitatis Tyrnaviensis, VEDY. 356 s. ISBN
978-80-8082-330-6
ZELINOVÁ, M. (2012). Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania.
Bratislava: Iura Edition, 146s. ISBN 978-80-8078-479-9
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class.
Semester work: consists of a creative assignment for 40b (20+20). It includes an electronic portfolio - a plan of experiential activities in the context of leisure education based on a set structure (20b) and its presentation or application of the created activities in the classroom (20b).
Intermediate assessment 2: consists of a test of the acquired knowledge, namely a knowledge test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of continuous assignments, excellent professional knowledge and its application in problem solving, excellent orientation to leisure issues, excellent communication skills, responsibility and timely completion of assignments, and exceptional activity in the classroom during the semester.
A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach to developing ongoing assignments using a model, above average expertise and application of that expertise to problem solving assignments using consultation, above average orientation to leisure issues, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop ongoing assignments using the assigned template, good professional knowledge and its application in problem solving in a group or with the assistance of the instructor, good orientation to leisure issues, good communication skills, completion of assignments, average activity in class during the semester as prompted by the instructor.
At least 66 points for a grade D. For this grade, the student is expected to demonstrate: the ability to develop ongoing assignments using the assigned template and with the assistance of the instructor, average proficiency and application of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to leisure issues, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal vocational knowledge, basic/minimal orientation to leisure issues, basic communication skills, completion of assignments.
slovak and czech
Brief outline of the course:
The Leisure time in educationis intended to introduce students to the important sphere of leisure through leisure activities, which represent an important value for the individual and which are necessary in the targeted education of children, youth and adults. The Leisure time in educationcourse clarifies the basic pedagogical categories in a direct link between theoretical and practical training. By completing the course, the student will gain knowledge of the basic concepts in the field of leisure pedagogy, of leisure organizations aimed at children, youth, adults, and of activating didactic methods or experiential learning for the creation of leisure activities.
Topics:
Basic concepts of leisure pedagogy. Objectives of leisure education. Didactic process of leisure education and the creation of a plan of activating leisure activities - mission, goals, tasks, principles, content, forms and methods. Educational areas of activity outside the classroom. Interests and leisure-time education. Problems of education in leisure time. Field work (streetwork), prevention, volunteering. New approaches in leisure time pedagogy. Personality of the pedagogue, social assistant, animator in the processes of education and training in leisure time. Educator and education and training in the school. Institutions and facilities providing leisure and interest activities.
100/0
Learning objectives and outcomes:
By completing the subject Leisure time in education, the student should:
- to know the content of leisure time pedagogy as a scientific discipline: functions, goals and requirements, areas of leisure time education,
- to know the subjects of leisure education and their importance in influencing the leisure time of an individual in society in a meaningful way,
- to be able to apply the acquired knowledge in the creation of leisure activities,
- to be able to create a plan for an activity of interest and to be able to apply it through practical tasks,
- be able to present their creative output to a group,
- be able to justify the appropriateness of the choice of didactic categories in the interest activity plan,
- understand the importance of leisure as a fundamental value in human life.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks on the course, digital skills - the student realizes the creation of a website as an e-portfolio with the use of feedback, interpersonal skills within the group - activation in the group, taking the initiative and responsibility.
Compulsory reading:
POTOČÁROVÁ, M. (2018). Etika v rodinných vzťahoch. Bratislava: Univerzita Komenského, 228 s. ISBN 97-880-223-3998-8.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, 216 s. ISBN 978-80-223-2458-8.
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s. ISBN 978-80-8200-034-7.
Recommended reading:
BAKOŠOVÁ, Z., ZEMANČÍKOVÁ, V. (2011). Výchova sociálnych a prosociálnych kompetencií v rodine. In: Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty [Z. Bakošová]. Bratislava: Slovenská pedagogická spoločnosť SAV, 2011.184 s. ISBN 978-80-970675-0-2.BRISCH, K. H. (2011). Bezpečná vzťahová väzba. Attachment v tehotenstve a prvých rokoch života. Trenčín: Vydavateľstvo F, 150 s. ISBN 978-80-88952-67-1.
POTOČÁROVÁ, M. Výchova k hodnotám v slovenskej rodine. In Pedagogická orientace, 45(5-6),1996.
PŠENIČKA, O. 1995. Sexuální výchova v rodině. Hradec Králové: Rodina, 310s. ISBN-10 8090152414.
ZEMANČÍKOVÁ, V. 2008. Fyzické tresty vo výchove detí v rodine. In: Výchova v pedagogickom výskume a praxi. zborník z medzinárodnej vedeckej konferencie. Trnava: Univerzita sv. Cyrila a Metoda, 2008
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak language
Brief outline of the course:
1. Definition of family (traditional vs. newer concept of family), family typology and functions.
2. Basic demographic changes of the family in historical context (from traditional to postmodern family).
3. Family life cycle. Marriage as an institution. Education for marriage and parenthood.
4. The (un)stable family - the contemporary family and the issue of divorce. Inappropriate approaches in family upbringing in the period of divorce. Pupil in school in the period of parents' divorce process.
5. Alternative forms of cohabitation (cohabitation, mingle, single, "patchwork", homosexual partnerships...) - specifics of family education in alternative forms of cohabitation.
6. Pedagogy of the family. Theory of family education. Objectives, content, methods and means of family education. Styles of family education.
7. Relational attachment as a key prerequisite for harmonious personality development. Pupil's manifestations at school with regard to the type of relational attachment.
8. Alternative family education. Specifics of raising a child in foster care.
9. Different forms of violence in the family and their negative impact on the child's personality.
10. Specifics of family education in families with children with disabilities.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the Family Education course is to convey basic information about the family as an educational institution and about the possible impact of the specifics of family life and family education on the educational process in school. The student is able to define the family as an educational institution, remembers its functions, knows the typology of families. The student can explain the transformations of the family in a historical context and the transformations of the family within its life cycle. The student knows and understands the educational goals, content, methods and means of family education. The student is able to critically evaluate and articulate the specifics of family education in alternative forms of partnership cohabitation. The student is able to categorize styles of family education. Describe and interpret inappropriate approaches in family education and predict their possible effects on student performance in school. The student is able to apply the acquired knowledge in solving educational difficulties of the pupil resulting from the specifics of family life and family education.
Transferable competences: by analysing, proposing solutions and discussing problem problems assigned during seminars, the student is able to communicate his/her conclusions, think critically, think in context.
Compulsory reading:
POTOČÁROVÁ, M. (2018). Etika v rodinných vzťahoch. Bratislava: Univerzita Komenského, 228 s. ISBN 97-880-223-3998-8.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, 216 s. ISBN 978-80-223-2458-8.
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s. ISBN 978-80-8200-034-7.
Recommended reading:
BAKOŠOVÁ, Z., ZEMANČÍKOVÁ, V. (2011). Výchova sociálnych a prosociálnych kompetencií v rodine. In: Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty [Z. Bakošová]. Bratislava: Slovenská pedagogická spoločnosť SAV, 2011.184 s. ISBN 978-80-970675-0-2.BRISCH, K. H. (2011). Bezpečná vzťahová väzba. Attachment v tehotenstve a prvých rokoch života. Trenčín: Vydavateľstvo F, 150 s. ISBN 978-80-88952-67-1.
POTOČÁROVÁ, M. Výchova k hodnotám v slovenskej rodine. In Pedagogická orientace, 45(5-6),1996.
PŠENIČKA, O. 1995. Sexuální výchova v rodině. Hradec Králové: Rodina, 310s. ISBN-10 8090152414.
ZEMANČÍKOVÁ, V. 2008. Fyzické tresty vo výchove detí v rodine. In: Výchova v pedagogickom výskume a praxi. zborník z medzinárodnej vedeckej konferencie. Trnava: Univerzita sv. Cyrila a Metoda, 2008
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak language
Brief outline of the course:
1. Definition of family (traditional vs. newer concept of family), family typology and functions.
2. Basic demographic changes of the family in historical context (from traditional to postmodern family).
3. Family life cycle. Marriage as an institution. Education for marriage and parenthood.
4. The (un)stable family - the contemporary family and the issue of divorce. Inappropriate approaches in family upbringing in the period of divorce. Pupil in school in the period of parents' divorce process.
5. Alternative forms of cohabitation (cohabitation, mingle, single, "patchwork", homosexual partnerships...) - specifics of family education in alternative forms of cohabitation.
6. Pedagogy of the family. Theory of family education. Objectives, content, methods and means of family education. Styles of family education.
7. Relational attachment as a key prerequisite for harmonious personality development. Pupil's manifestations at school with regard to the type of relational attachment.
8. Alternative family education. Specifics of raising a child in foster care.
9. Different forms of violence in the family and their negative impact on the child's personality.
10. Specifics of family education in families with children with disabilities.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the Family Education course is to convey basic information about the family as an educational institution and about the possible impact of the specifics of family life and family education on the educational process in school. The student is able to define the family as an educational institution, remembers its functions, knows the typology of families. The student can explain the transformations of the family in a historical context and the transformations of the family within its life cycle. The student knows and understands the educational goals, content, methods and means of family education. The student is able to critically evaluate and articulate the specifics of family education in alternative forms of partnership cohabitation. The student is able to categorize styles of family education. Describe and interpret inappropriate approaches in family education and predict their possible effects on student performance in school. The student is able to apply the acquired knowledge in solving educational difficulties of the pupil resulting from the specifics of family life and family education.
Transferable competences: by analysing, proposing solutions and discussing problem problems assigned during seminars, the student is able to communicate his/her conclusions, think critically, think in context.
Compulsory reading:
HUPKOVÁ, I., LIBERČANOVÁ, K. (2012). Drogové závislosti a ich prevencia. Trnava: Pedagogická fakulta TU v Trnave. 153 s. ISBN 978-80-8082-563-8 Dostupné na: https://pdf.truni.sk/download?e-skripta/hupkova-libercanova-drogove-zavislosti.pdf
Recommended reading:
FERKOVÁ, Š. (2014). Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13. č. 4. s. 37 – 44.
FISCHER, S., ŠKODA, J. (2009). Sociální patologie. Analýza příčin a možnosti ovlivňovaní závažných sociálně patologických jevů. Praha: Grada Publishing, a.s. 224 s. ISBN 978-80-247-7813
KALINA, K. (2008). Základy klinickej adiktológie. Praha: Grada, 387 s. ISBN978-80-247-1411-0. K
KALINA, K. et al. (2003). Drogy a drogové závislosti 1. a 2. Mezioborový přístup. Praha: ÚV ČR, 640 s. ISBN80-86734-05-6.
KUKLOVÁ, M. (2016). Kognitivně-behaviorální terapie v léčbě závislostí. Praha: Portál. 152 s. ISBN978-80-262-1101-3
NEŠPOR, K. (2003). Návykové chováni a závislost. Současné poznatky a prespektívy lěčby. Praha: Portál. 152 s. ISBN80-7178-831-7.
NOCIAR, A. (2009). Drogové závislosti. Bratislava: Vysoká škola Svätej Alžbety. 123 s. ISBN 978-80-892-7168-9
Prerequisite subjects: none
Prerequisites for successful completion of the course: The course is completed with an assessment, the ratio of the midterm and final assessment is 100/0. The task of the students is to prepare a midterm paper for 40 points and to pass a midterm test for 60 points, a total of 100 points. A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
: slovak and czech
Brief outline of the course:
1. Basic terminology (social pathology, drug, addiction, abstinence, codependence, prevention, etc.).
2. Classification and characteristics of selected groups of psychotropic substances.
3. Specifics and classification of substance addictions.
4. Causes and factors of drug use.
5. The emergence of addiction and its symptoms.
6. Non-substance addictions (classification, characteristics).
7. Prevention of addiction and its forms.
8. Options for help in the field of addiction (basic psychotherapeutic approaches in addiction treatment, pharmacotherapeutic help, family accompaniment).
9. National Drug Control Programme. The roles of the Departments of Education, Culture, Health, Justice, Home Affairs and Labour, Social Affairs and Family.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to provide basic knowledge about the problems of drug consumption, their effects, the etiology of drug addiction. The course pays special attention to the issues of the drug scene, drug policy development and criminal sanctions, or drug crime. Students will be able to identify the internal and external causes of addiction, summarize the manifestations of different types of addiction, indicate and propose specific forms of addiction prevention. They will deepen their knowledge and competences in working with people with addiction, they will learn to apply preventive practices through examples and concrete activities in school practice.
Students and learners will develop communication skills using professional terminology in the field of substance and non-substance addictions. They will improve their skills in working with professional literature and producing professional texts. Students will be able to apply knowledge creatively to problem-based assignments.
Compulsory reading:
HUPKOVÁ, I., LIBERČANOVÁ, K. (2012). Drogové závislosti a ich prevencia. Trnava: Pedagogická fakulta TU v Trnave. 153 s. ISBN 978-80-8082-563-8 Dostupné na: https://pdf.truni.sk/download?e-skripta/hupkova-libercanova-drogove-zavislosti.pdf
Recommended reading:
FERKOVÁ, Š. (2014). Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13. č. 4. s. 37 – 44.
FISCHER, S., ŠKODA, J. (2009). Sociální patologie. Analýza příčin a možnosti ovlivňovaní závažných sociálně patologických jevů. Praha: Grada Publishing, a.s. 224 s. ISBN 978-80-247-7813
KALINA, K. (2008). Základy klinickej adiktológie. Praha: Grada, 387 s. ISBN978-80-247-1411-0. K
KALINA, K. et al. (2003). Drogy a drogové závislosti 1. a 2. Mezioborový přístup. Praha: ÚV ČR, 640 s. ISBN80-86734-05-6.
KUKLOVÁ, M. (2016). Kognitivně-behaviorální terapie v léčbě závislostí. Praha: Portál. 152 s. ISBN978-80-262-1101-3
NEŠPOR, K. (2003). Návykové chováni a závislost. Současné poznatky a prespektívy lěčby. Praha: Portál. 152 s. ISBN80-7178-831-7.
NOCIAR, A. (2009). Drogové závislosti. Bratislava: Vysoká škola Svätej Alžbety. 123 s. ISBN 978-80-892-7168-9
Prerequisite subjects: none
Prerequisites for successful completion of the course: The course is completed with an assessment, the ratio of the midterm and final assessment is 100/0. The task of the students is to prepare a midterm paper for 40 points and to pass a midterm test for 60 points, a total of 100 points. A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
: slovak and czech
Brief outline of the course:
1. Basic terminology (social pathology, drug, addiction, abstinence, codependence, prevention, etc.).
2. Classification and characteristics of selected groups of psychotropic substances.
3. Specifics and classification of substance addictions.
4. Causes and factors of drug use.
5. The emergence of addiction and its symptoms.
6. Non-substance addictions (classification, characteristics).
7. Prevention of addiction and its forms.
8. Options for help in the field of addiction (basic psychotherapeutic approaches in addiction treatment, pharmacotherapeutic help, family accompaniment).
9. National Drug Control Programme. The roles of the Departments of Education, Culture, Health, Justice, Home Affairs and Labour, Social Affairs and Family.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to provide basic knowledge about the problems of drug consumption, their effects, the etiology of drug addiction. The course pays special attention to the issues of the drug scene, drug policy development and criminal sanctions, or drug crime. Students will be able to identify the internal and external causes of addiction, summarize the manifestations of different types of addiction, indicate and propose specific forms of addiction prevention. They will deepen their knowledge and competences in working with people with addiction, they will learn to apply preventive practices through examples and concrete activities in school practice.
Students and learners will develop communication skills using professional terminology in the field of substance and non-substance addictions. They will improve their skills in working with professional literature and producing professional texts. Students will be able to apply knowledge creatively to problem-based assignments.
Compulsory reading:
LECHTA, V. (eds.), (2016). Inkluzivní pedagogika. Praha: Portál, 600 s. ISBN 978-80-262-1123-5.
VAŠEK, Š. (2013). Základy špeciálnej pedagogiky. Bratislava: SAPIENTIA. 213 s. ISBN 978-80-89229-21-5. http://www.specialnazs.sk/files/Stefan_Vasek_-_Zaklady_specialnej_pedagogiky.pdf
VLADOVÁ, K., a LECHTA, V., a kol., (2017). Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Bratislava: ŠPÚ, 201 s. ISBN 978-80-8118-196-2. https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/intelektove-nadanie.pdf
Vzdelávacie programy pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním: Štátny pedagogický ústav
Zákon č. 245/2008 o výchove a vzdelávaní školský zákon a prislúchajúce vyhlášky
Recommended literature
BOOTH, T., AINSCOW, M., (2019). Index inklúzie: príručka na rozvoj škôl s dôrazom na inkluzívne hodnoty. Nadácia pre deti Slovenska, 224 s. ISBN 978-80-89403-19-6. https://www.ktochyba.sk/webroot/video/index-inkluzie.pdf
HARČARÍKOVA, T. (eds.),2020. Integrované/inkluzívne vzdelávanie žiakov so špeciálnymi výchovno-vzdelávacími potrebami (zborník vedeckých príspevkov), Bratislava: IRIS, 187 s. ISBN 978-80-8200-058-3.
FISCHER, S., ŠKODA, J. (2008). Speciální pedagogika. Praha: Triton, 206 s. ISBN 978-80-7387-014-0.
Katalogy podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění. Olomouc: Univerzita Palackého v Olomouci, 2015.
RENOTIÉROVÁ, M. a kol. (2006). Speciální pedagogika. Olomouc: UP, 313 s. ISBN 80-244-0873-2.
SLOWÍK, J. (2007). Speciální pedagogika. Praha: Portál, 160 s. ISBN 97-880-2471733-3.
ŠUHAJOVÁ, I. (2014). Termín špeciálne výchovno-vzdelávacie potreby versus dodatočné podporné opatrenia. In Efeta-otvor sa, 24(2), 2014.
TARCSIOVÁ, D.- JURÁNEKOVÁ, Z.- TOMÁŠKOVÁ, M. (2021). Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej škole. Bratislava: IRIS, 114 s. ISBN 978-80-8200-100-9.
VALENTA, M. at al. (2014). Přehled speciální pedagogiky. Praha: Portál, 224 s. ISBN 97-880-2620602-6.
ZEMANČÍKOVÁ, V. (2015). Rómske deti a ich vzdelanostný pokrok. In: Slovenská encyklopédia edukológie. Bratislava: Univerzita Komenského, 2015.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 2014.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
General foundations and terminological definition of special education.
Definition of basic terms in special education.
Trends in education, current opportunities and legislative conditions in education of individuals with SEND (with a focus on inclusive education).
Specifics of education and support measures for children and pupils with SEN according to individual categories:
pupils with intellectual disabilities and cognitive impairment; pupils with autism spectrum disorder; pupils with physical disabilities, illnesses and disabilities; pupils with impaired communication skills; pupils with specific learning disabilities; pupils with behavioural disorders; pupils from socially disadvantaged backgrounds; gifted and exceptionally gifted pupils.
Educational programmes and individual educational programme for pupils with SEN.
The position of a pupil with SEN in a class group of intact classmates.
Cooperation of the teacher with other pedagogical and professional staff of the school and the school counselling centre in the care of SEN pupils (inclusive team).
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course Pedagogy of Individuals with Special Educational Needs is to make available basic information about the specifics of educating individuals with special educational needs and to prepare the student for pedagogical work in the context of the diversity of the educated population. The student will be able to define the term special educational needs, categorize individuals with special educational needs (SEN) in relation to the current system of special education and in accordance with current legislation. Becomes familiar with basic terminology in special education. Is able to characterize the educational opportunities for individuals with SEN. Can explain the implications of a disability/impairment/threat and/or other SEN in the educational process. Knows and understands the specifics of educating individuals with SEND. Can name and justify selected support measures in the education of children and pupils with SEND. Explain the importance of the teacher's cooperation with other educational and professional staff of the school and the school counselling centre in the care of pupils with SEN included in mainstream education. Know the educational programmes for pupils with SEND and understand the Individual Education Programme document. The student is prepared to address the risks associated with the inclusion of a pupil with SEND in a classroom of able-bodied classmates.
Transferable competences developed during the students' work in the seminars: critical thinking skills, contextual reasoning, communication skills.
Compulsory reading:
LECHTA, V. (eds.), (2016). Inkluzivní pedagogika. Praha: Portál, 600 s. ISBN 978-80-262-1123-5.
VAŠEK, Š. (2013). Základy špeciálnej pedagogiky. Bratislava: SAPIENTIA. 213 s. ISBN 978-80-89229-21-5. http://www.specialnazs.sk/files/Stefan_Vasek_-_Zaklady_specialnej_pedagogiky.pdf
VLADOVÁ, K., a LECHTA, V., a kol., (2017). Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Bratislava: ŠPÚ, 201 s. ISBN 978-80-8118-196-2. https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/intelektove-nadanie.pdf
Vzdelávacie programy pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním: Štátny pedagogický ústav
Zákon č. 245/2008 o výchove a vzdelávaní školský zákon a prislúchajúce vyhlášky
Recommended literature
BOOTH, T., AINSCOW, M., (2019). Index inklúzie: príručka na rozvoj škôl s dôrazom na inkluzívne hodnoty. Nadácia pre deti Slovenska, 224 s. ISBN 978-80-89403-19-6. https://www.ktochyba.sk/webroot/video/index-inkluzie.pdf
HARČARÍKOVA, T. (eds.),2020. Integrované/inkluzívne vzdelávanie žiakov so špeciálnymi výchovno-vzdelávacími potrebami (zborník vedeckých príspevkov), Bratislava: IRIS, 187 s. ISBN 978-80-8200-058-3.
FISCHER, S., ŠKODA, J. (2008). Speciální pedagogika. Praha: Triton, 206 s. ISBN 978-80-7387-014-0.
Katalogy podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění. Olomouc: Univerzita Palackého v Olomouci, 2015.
RENOTIÉROVÁ, M. a kol. (2006). Speciální pedagogika. Olomouc: UP, 313 s. ISBN 80-244-0873-2.
SLOWÍK, J. (2007). Speciální pedagogika. Praha: Portál, 160 s. ISBN 97-880-2471733-3.
ŠUHAJOVÁ, I. (2014). Termín špeciálne výchovno-vzdelávacie potreby versus dodatočné podporné opatrenia. In Efeta-otvor sa, 24(2), 2014.
TARCSIOVÁ, D.- JURÁNEKOVÁ, Z.- TOMÁŠKOVÁ, M. (2021). Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej škole. Bratislava: IRIS, 114 s. ISBN 978-80-8200-100-9.
VALENTA, M. at al. (2014). Přehled speciální pedagogiky. Praha: Portál, 224 s. ISBN 97-880-2620602-6.
ZEMANČÍKOVÁ, V. (2015). Rómske deti a ich vzdelanostný pokrok. In: Slovenská encyklopédia edukológie. Bratislava: Univerzita Komenského, 2015.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 2014.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
General foundations and terminological definition of special education.
Definition of basic terms in special education.
Trends in education, current opportunities and legislative conditions in education of individuals with SEND (with a focus on inclusive education).
Specifics of education and support measures for children and pupils with SEN according to individual categories:
pupils with intellectual disabilities and cognitive impairment; pupils with autism spectrum disorder; pupils with physical disabilities, illnesses and disabilities; pupils with impaired communication skills; pupils with specific learning disabilities; pupils with behavioural disorders; pupils from socially disadvantaged backgrounds; gifted and exceptionally gifted pupils.
Educational programmes and individual educational programme for pupils with SEN.
The position of a pupil with SEN in a class group of intact classmates.
Cooperation of the teacher with other pedagogical and professional staff of the school and the school counselling centre in the care of SEN pupils (inclusive team).
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course Pedagogy of Individuals with Special Educational Needs is to make available basic information about the specifics of educating individuals with special educational needs and to prepare the student for pedagogical work in the context of the diversity of the educated population. The student will be able to define the term special educational needs, categorize individuals with special educational needs (SEN) in relation to the current system of special education and in accordance with current legislation. Becomes familiar with basic terminology in special education. Is able to characterize the educational opportunities for individuals with SEN. Can explain the implications of a disability/impairment/threat and/or other SEN in the educational process. Knows and understands the specifics of educating individuals with SEND. Can name and justify selected support measures in the education of children and pupils with SEND. Explain the importance of the teacher's cooperation with other educational and professional staff of the school and the school counselling centre in the care of pupils with SEN included in mainstream education. Know the educational programmes for pupils with SEND and understand the Individual Education Programme document. The student is prepared to address the risks associated with the inclusion of a pupil with SEND in a classroom of able-bodied classmates.
Transferable competences developed during the students' work in the seminars: critical thinking skills, contextual reasoning, communication skills.
Recommended reading:
DOBIÁŠ, V. (2017). 5P. Bratislava: Dixit, 302 s., ISBN 978-80-89662-24-1
Krajina záchranárov. Prvá pomoc. Online: www.prvapomoc.sk
ŠANTA, M. a kol. (2006). Prvá pomoc. Martin: Osveta, 179 s., ISBN 80-8063-207-3
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment:
(a) a continuous written assessment with a maximum of 80 points aimed at testing knowledge and understanding of general first aid principles as well as basic first aid principles for life-threatening conditions (cessation of breathing, blood circulation), serious injuries (bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices) and minor injuries
(b) by developing an activity on the chosen first aid topic in the form of a simulation of the health problem mentioned above as well as an active performance of a drill on the basic principles of first aid with a maximum of 20 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 40 points on the written midterm and fails to prepare for the activity. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student has excellent knowledge of theoretical knowledge of medical procedures in cases of health threat, can simulate a case of health threat based on the theoretical knowledge and solve the situation when providing first aid in practice
B (90-81%, very good - above average standard), excellent performance, the student knows the theoretical knowledge of medical procedures in cases of health threat very well, can simulate a case of health threat only partially on the basis of the theoretical knowledge, but can deal with the situation when providing first aid in practice
C (80-73%, good - normal reliable work), good performance, although the student has a good knowledge of theoretical knowledge of medical procedures in cases of health hazards, but cannot simulate a case of a health hazard on their basis, but can partially solve the situation when providing first aid in practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student partially knows the theoretical knowledge of health procedures in cases of health threats, but is unable to simulate a case of a health threat and is only partially able to apply the theory to practice
E (65-60%, sufficient - results meet the minimum criteria), satisfactory performance, the student has only minimal knowledge of the theoretical knowledge of health procedures in cases of health threats, is unable to simulate a case of a health threat and is able to apply the theory to practice only partially
Fx (59-0%, insufficient - extra work required), insufficient performance, student does not have sufficient knowledge of basic health procedures in health emergencies, nor is he/she able to simulate a health emergency and apply the theory to practice
slovak language
Brief outline of the course:
1. General principles of first aid (the student acquires basic knowledge and knowledge of the general principles of first aid, can recognize basic first aid from rapid medical and technical assistance, can assess the situation without endangering his/her own life, assess the health condition of the affected - the severity and extent, take urgent measures to save life and knows the correct procedure for calling the ambulance service)
2. Positioning and displacement. (the student is familiarized with the basic positions in providing first aid and possible methods of removal, so that the health of the affected person does not further endanger)
3. First aid for life-threatening conditions (respiratory arrest, circulatory arrest) (the student will be able to recognize the signs of respiratory arrest and circulatory arrest and subsequently provide cardiopulmonary resuscitation in both adults and children in the correct way).
4. First aid for serious injuries (bleeding, burns, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices). (the student is able to recognise the risks to health in different degrees of bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices, to administer appropriate basic first aid in relation to the extent of the injury and consequently to recognise the signs of shock and to provide the correct anti-shock measures)
5. First aid for minor injuries (the student can recognise minor injuries and provide appropriate first aid)
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to teach students the basics of first aid, cardiopulmonary resuscitation, as well as the management of serious medical conditions. Upon completion of the course, the student will gain theoretical knowledge of medical procedures in cases of health threats to children and adolescents. At the same time, the student will strengthen his/her communication and organizational skills in dealing with serious health emergencies through simulated situations.
Recommended reading:
DOBIÁŠ, V. (2017). 5P. Bratislava: Dixit, 302 s., ISBN 978-80-89662-24-1
Krajina záchranárov. Prvá pomoc. Online: www.prvapomoc.sk
ŠANTA, M. a kol. (2006). Prvá pomoc. Martin: Osveta, 179 s., ISBN 80-8063-207-3
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment:
(a) a continuous written assessment with a maximum of 80 points aimed at testing knowledge and understanding of general first aid principles as well as basic first aid principles for life-threatening conditions (cessation of breathing, blood circulation), serious injuries (bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices) and minor injuries
(b) by developing an activity on the chosen first aid topic in the form of a simulation of the health problem mentioned above as well as an active performance of a drill on the basic principles of first aid with a maximum of 20 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 40 points on the written midterm and fails to prepare for the activity. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student has excellent knowledge of theoretical knowledge of medical procedures in cases of health threat, can simulate a case of health threat based on the theoretical knowledge and solve the situation when providing first aid in practice
B (90-81%, very good - above average standard), excellent performance, the student knows the theoretical knowledge of medical procedures in cases of health threat very well, can simulate a case of health threat only partially on the basis of the theoretical knowledge, but can deal with the situation when providing first aid in practice
C (80-73%, good - normal reliable work), good performance, although the student has a good knowledge of theoretical knowledge of medical procedures in cases of health hazards, but cannot simulate a case of a health hazard on their basis, but can partially solve the situation when providing first aid in practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student partially knows the theoretical knowledge of health procedures in cases of health threats, but is unable to simulate a case of a health threat and is only partially able to apply the theory to practice
E (65-60%, sufficient - results meet the minimum criteria), satisfactory performance, the student has only minimal knowledge of the theoretical knowledge of health procedures in cases of health threats, is unable to simulate a case of a health threat and is able to apply the theory to practice only partially
Fx (59-0%, insufficient - extra work required), insufficient performance, student does not have sufficient knowledge of basic health procedures in health emergencies, nor is he/she able to simulate a health emergency and apply the theory to practice
slovak language
Brief outline of the course:
1. General principles of first aid (the student acquires basic knowledge and knowledge of the general principles of first aid, can recognize basic first aid from rapid medical and technical assistance, can assess the situation without endangering his/her own life, assess the health condition of the affected - the severity and extent, take urgent measures to save life and knows the correct procedure for calling the ambulance service)
2. Positioning and displacement. (the student is familiarized with the basic positions in providing first aid and possible methods of removal, so that the health of the affected person does not further endanger)
3. First aid for life-threatening conditions (respiratory arrest, circulatory arrest) (the student will be able to recognize the signs of respiratory arrest and circulatory arrest and subsequently provide cardiopulmonary resuscitation in both adults and children in the correct way).
4. First aid for serious injuries (bleeding, burns, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices). (the student is able to recognise the risks to health in different degrees of bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices, to administer appropriate basic first aid in relation to the extent of the injury and consequently to recognise the signs of shock and to provide the correct anti-shock measures)
5. First aid for minor injuries (the student can recognise minor injuries and provide appropriate first aid)
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to teach students the basics of first aid, cardiopulmonary resuscitation, as well as the management of serious medical conditions. Upon completion of the course, the student will gain theoretical knowledge of medical procedures in cases of health threats to children and adolescents. At the same time, the student will strengthen his/her communication and organizational skills in dealing with serious health emergencies through simulated situations.
Recommended reading:
CHRENŠČOVÁ, V., ELEK, Š., FUCHSOVÁ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Pracovný zošit o vode pre základné školy - nižšie sekundárne vzdelávanie : Vzdelávací program Modrá škola. Bratislava Mladí vedci Slovenska, 31 s. ISBN 978-80-970496-2-1 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
CHRENŠČOVÁ, V., ELEK, Š., ELEK, T., FUCHSOVÁ, M., JASAŇ, I., LIBOVIČ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Doplnkové študijné texty o vode pre základné školy - nižšie sekundárne vzdelávanie: Vzdelávací program Modrá škola. Bratislava: Mladí vedci Slovenska, 64 s. ISBN 978-80-970496-1-4 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
BIELIKOVÁ, D., FÜRY, D., FUCHSOVÁ, M. (2011) Environmentálne aktivity využiteľné vo výchovno-vzdelávacom procese na základných školách. In: Envirohorizonty ... od teórie k praxi .... Bratislava: Univerzita Komenského, 20 s, ISBN 978-80-223-3083-1
MAJZLAN, O. A FEDOR, P. (2012). Základy ekológie a environmentalistiky pre pedagogické smery. Bratislava: Univerzita Komenského, 180 s. ISBN 978-80-223-3175-3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will be evaluated on an ongoing basis:
a) defending a term paper with the content of current environmental problems on the territory of the Slovak Republic as well as environmental problems that are solved globally with a maximum value of 20 points
b) its elaboration in the form of analysis and critical evaluation of the chosen environmental issue, in the form of creating reflections from each presented environmental topic and application of the chosen topic to the education of pupils with a maximum value of 80 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who obtains less than 40 points in a seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student can work well with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, can critically evaluate environmental problems in society and create appropriate activating methods for the environmental problem usable in pedagogical practice
B (90-81%, very good - above average standard), excellent performance, the student can work with the literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level very well, but critical thinking in the field of environmental science is borderline, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
C (80-73%, good - normal reliable work), good performance, the student can work well with literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, but critical thinking in the field of environmental science is partially absent, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, critical thinking in the field of environmental science is partially absent and only partially knows how to apply environmental theory in the form of the creation of activating methods in pedagogical practice
E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with the literature dealing with current environmental problems not only in the Slovak Republic but also at the global level at a minimum level, critical thinking in the field of environmental science is absent and his ability to apply environmental theory in the form of creating activating methods in pedagogical practice is minimal
Fx (59-0%, insufficient - additional work required), insufficient performance, student is unable to work with literature dealing with current environmental issues not only in the Slovak Republic but also on a global level, nor critically evaluate environmental issues and is unable to apply environmental theory in the form of creating activating methods to pedagogical practice
slovak and czech
Brief outline of the course:
1. Ecology. (the student can distinguish between the concepts of ecology and environmental science, knows the relationships of organisms in the environment and how endogenous and exogenous factors affect the environment)
2. Stability and biodiversity of ecosystems. Protected areas. Regulation of trophic chains. Anthropocentrism, biocentrism and ecocentrism. (the student will learn to perceive the interconnectedness of relationships in nature, the sensitivity of ecosystem stability, how this stability is affected by man himself and ultimately be able to take a stance on the protection of individual ecosystems for the need to maintain balance in nature)
3. Waste management. (the student will get acquainted with the issues of waste management, the creation and regulation of the amount of waste in society, the problem of black dumps but also with the process of recycling as an option for environmental protection)
4. Transport and the greenhouse effect. (the student is able to assess the negative impact of transport use on the environment and is able to adopt the right attitude to dealing with the issue in terms of protecting the environment in which he/she lives)
5. Environmental education in primary schools. Environmental projects of the Slovak Republic. (The student knows how to incorporate environmental education as a cross-cutting theme in the state educational programme, knows how environmental education contributes to the development of the pupil's personality by acquiring the ability to understand, analyse and evaluate the relationships between man and his environment on the basis of knowledge of the laws governing life on Earth, to know and understand the connections between the development of human population and the relationship to the environment in different areas of the world, to understand the connections between local and global problems and their own responsibility in relation to the environment, ultimately the student will also become familiar with the current environmental projects of the Slovak Republic that support this education at primary school and will be able to bring the environmental problems to the student's mental level by appropriate activating methods)
100/0
Learning outcomes and transferable competences:
Upon completion of the course, the student will gain basic information on nature conservation, quality of life assurance and remediation options, which will subsequently enable him/her to solve problems in environmental issues. He will be able to apply all this knowledge to teaching practice; he will strengthen his digital skills in searching for literature on environmental issues on appropriate professional domestic and foreign Internet portals, as well as his communication skills, critical thinking and evaluation of environmental problems in society.
Recommended reading:
CHRENŠČOVÁ, V., ELEK, Š., FUCHSOVÁ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Pracovný zošit o vode pre základné školy - nižšie sekundárne vzdelávanie : Vzdelávací program Modrá škola. Bratislava Mladí vedci Slovenska, 31 s. ISBN 978-80-970496-2-1 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
CHRENŠČOVÁ, V., ELEK, Š., ELEK, T., FUCHSOVÁ, M., JASAŇ, I., LIBOVIČ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Doplnkové študijné texty o vode pre základné školy - nižšie sekundárne vzdelávanie: Vzdelávací program Modrá škola. Bratislava: Mladí vedci Slovenska, 64 s. ISBN 978-80-970496-1-4 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
BIELIKOVÁ, D., FÜRY, D., FUCHSOVÁ, M. (2011) Environmentálne aktivity využiteľné vo výchovno-vzdelávacom procese na základných školách. In: Envirohorizonty ... od teórie k praxi .... Bratislava: Univerzita Komenského, 20 s, ISBN 978-80-223-3083-1
MAJZLAN, O. A FEDOR, P. (2012). Základy ekológie a environmentalistiky pre pedagogické smery. Bratislava: Univerzita Komenského, 180 s. ISBN 978-80-223-3175-3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will be evaluated on an ongoing basis:
a) defending a term paper with the content of current environmental problems on the territory of the Slovak Republic as well as environmental problems that are solved globally with a maximum value of 20 points
b) its elaboration in the form of analysis and critical evaluation of the chosen environmental issue, in the form of creating reflections from each presented environmental topic and application of the chosen topic to the education of pupils with a maximum value of 80 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who obtains less than 40 points in a seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student can work well with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, can critically evaluate environmental problems in society and create appropriate activating methods for the environmental problem usable in pedagogical practice
B (90-81%, very good - above average standard), excellent performance, the student can work with the literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level very well, but critical thinking in the field of environmental science is borderline, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
C (80-73%, good - normal reliable work), good performance, the student can work well with literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, but critical thinking in the field of environmental science is partially absent, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, critical thinking in the field of environmental science is partially absent and only partially knows how to apply environmental theory in the form of the creation of activating methods in pedagogical practice
E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with the literature dealing with current environmental problems not only in the Slovak Republic but also at the global level at a minimum level, critical thinking in the field of environmental science is absent and his ability to apply environmental theory in the form of creating activating methods in pedagogical practice is minimal
Fx (59-0%, insufficient - additional work required), insufficient performance, student is unable to work with literature dealing with current environmental issues not only in the Slovak Republic but also on a global level, nor critically evaluate environmental issues and is unable to apply environmental theory in the form of creating activating methods to pedagogical practice
slovak and czech
Brief outline of the course:
1. Ecology. (the student can distinguish between the concepts of ecology and environmental science, knows the relationships of organisms in the environment and how endogenous and exogenous factors affect the environment)
2. Stability and biodiversity of ecosystems. Protected areas. Regulation of trophic chains. Anthropocentrism, biocentrism and ecocentrism. (the student will learn to perceive the interconnectedness of relationships in nature, the sensitivity of ecosystem stability, how this stability is affected by man himself and ultimately be able to take a stance on the protection of individual ecosystems for the need to maintain balance in nature)
3. Waste management. (the student will get acquainted with the issues of waste management, the creation and regulation of the amount of waste in society, the problem of black dumps but also with the process of recycling as an option for environmental protection)
4. Transport and the greenhouse effect. (the student is able to assess the negative impact of transport use on the environment and is able to adopt the right attitude to dealing with the issue in terms of protecting the environment in which he/she lives)
5. Environmental education in primary schools. Environmental projects of the Slovak Republic. (The student knows how to incorporate environmental education as a cross-cutting theme in the state educational programme, knows how environmental education contributes to the development of the pupil's personality by acquiring the ability to understand, analyse and evaluate the relationships between man and his environment on the basis of knowledge of the laws governing life on Earth, to know and understand the connections between the development of human population and the relationship to the environment in different areas of the world, to understand the connections between local and global problems and their own responsibility in relation to the environment, ultimately the student will also become familiar with the current environmental projects of the Slovak Republic that support this education at primary school and will be able to bring the environmental problems to the student's mental level by appropriate activating methods)
100/0
Learning outcomes and transferable competences:
Upon completion of the course, the student will gain basic information on nature conservation, quality of life assurance and remediation options, which will subsequently enable him/her to solve problems in environmental issues. He will be able to apply all this knowledge to teaching practice; he will strengthen his digital skills in searching for literature on environmental issues on appropriate professional domestic and foreign Internet portals, as well as his communication skills, critical thinking and evaluation of environmental problems in society.
Recommended reading:
FUCHSOVÁ, M. (2020). Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. Bratislava: Univerzita Komenského v Bratislave, 145 s. ISBN 978-80-223-4812-6 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Fuchsova_def..pdf
DROBNÝ, I., DROBNÁ, M. (2000). Biológia dieťaťa pre špeciálnych pedagógov II. Bratislava: Pedagogická fakulta UK, 152 s. ISBN 80-223-1962-7
MACHOVÁ, J. Biologie člověka pro učitele. Praha: Karolinum, 2008, 269 s. ISBN 80-7184-867-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The subject is finished:
(a) a continuous written assessment with a maximum score of 80 points aimed at reviewing knowledge and knowledge of the child's developmental characteristics and the factors that affect the child's biological physiological development and which may be the causes of pathological growth and at the same time the consequences of a lower level of the child's ability to cope with the educational process of school education; reviewing the knowledge and use of methods that assess and diagnose physiologically healthy , resp. pathological biological growth and development of the child and, ultimately, on the issue of prevention and protection of the child's health in all its components of the bio-psycho-social nature of the child's development
b) by developing protocols for the assessment and diagnosis of biological development with a maximum score of 20 points as a form of the ability to apply theoretical knowledge about physiologically healthy or pathological biological development of the child to pedagogical practice
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E.
Credit will not be awarded to a student who scores less than 40 points on the written midterm review and fails to complete a protocol for assessing and diagnosing the child's biological development. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, proficient - outstanding), excellent performance, the student has an excellent command of the knowledge of physiologically healthy biological development of the child and has an excellent understanding of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critically assesses the adequacy of the demands of the educational process on the physical and psychological performance of the child, the student can apply the methods of assessment and diagnosis of biological development on practical examples and can apply them in the education and training of children
B (90-81%, very good - above average standard), excellent performance, the student has a very good command of the knowledge of the physiologically healthy biological development of the child, knows very well which of the environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is borderline, but the student can apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
C (80-73%, good - normal reliable work), good performance, although the student has a good command of the knowledge of the physiologically healthy biological development of the child, he/she knows well which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the area of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is absent, but can partially apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
D (72-66%, Satisfactory-Acceptable performance), Satisfactory performance, the student partially knows the knowledge of physiologically healthy biological development of the child and partially knows which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent but he/she is able to apply the methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education of children only partially
E (65-60%, satisfactory - results meet minimum criteria), satisfactory performance, the student has only minimal knowledge of the physiologically healthy biological development of the child, and similarly minimal knowledge of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent, and is able to apply methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education and training of children only partially
Fx (59-0%, insufficient - extra work required), inadequate performance, student does not sufficiently master the basic knowledge of physiologically healthy biological development of the child, at the same time does not sufficiently know which of the environmental factors are the causes of the emergence of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, is neither able to critically evaluate the adequacy of the demands of the educational process on the child's physical and psychological performance, nor is he or she able to apply methods of assessing and diagnosing biological development in the form of practical examples and apply them in the education and training of children
slovak and czech
Brief outline of the course:
1.Defining ontogeny. Progressive and regressive changes with age. Biological explanation of the concepts of growth and development. The laws of growth and development. Typical and atypical growth and development. (The student can distinguish between physiologically healthy and pathological biological development of a child for the purpose of applying knowledge in the education of children, in the form of effective collaboration with special educators, psychologists, and other practitioners)
2.Factors determining growth and development: genetic, neurohormonal, environmental factors. Genetic factors: heredity, mutations - gene, chromosomal aberrations. Mutagens and teratogens. Mutations. Chromosomal aberrations. (The student knows and understands the endogenous endogenous environmental factors that determine the hereditary predisposition of the child to cope with the demands of the educational process on the psychological and physical load of the organism)
3.Environmental factors. Definition of environment, external, internal environment. Neurohormonal regulation. Importance of neural and hormonal regulation as a mechanism of biological adaptation. Determination of growth and developmental processes by environmental factors. Nutrition. Maternal factors. Climatic and geographical factors. Socio-economic level. Morbidity. (The student knows which of the factors act on the biological development of the child and which may be the consequences of the child's lower ability to cope with the educational process of the student's schooling)
4.Ontogenetic development. The division of ontogeny: the biological definition of the different periods. Prenatal, perinatal, postnatal periods. Prenatal period -formation and development of the embryo (gestation), importance of the placenta. Environmental risk factors threatening prenatal development. Perinatal period. Childbirth, newborn at risk. Postnatal period- characteristics of the neonatal, infant, toddler, preschool, junior and senior school age periods in terms of somatic changes (growth, motor development) and risks of developmental disruption. Brief overview of anatomy and physiology of organ systems. (the student distinguishes the age-specific characteristics of the individual systems in the different periods of ontogenesis and is able to use and apply these characteristics in the practice of school education)
5.Methods of assessment of physical growth and development, determination of biological maturity. Adequacy of the demands of the educational process on the child's physical and psychological performance - Biological rhythms. Dynamic stereotype. Fatigue and resumption of work activity. (The student can diagnose the level of development of children of preschool and younger school age, critically evaluate the adequacy of the demands of the educational process on the physical and psychological performance of the child and on the basis of the diagnosis to design and implement an appropriate intervention)
6.Pathologically altered growth and development. Prevention of disorders of somatic development - primary, secondary, tertiary. (the student knows how to prevent pathologically altered growth and development in its beginnings, and knows the basics of prevention and protection of the child's health in all components of the bio-psycho-social nature of the child's development)
7. Principles of the organisation of teaching in terms of physical and mental hygiene. Hygiene of the school environment and conditions for educational activities of pupils. (the student knows the basic principles of the organisation of teaching and the correct hygiene of the school environment in terms of the physical and mental hygiene of the pupil)
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Upon completion of the course, students should have knowledge and understanding of the biological laws of growth and development and the factors that determine them. They will acquire knowledge of the bio-psycho-social integration of the human organism. Understand the spatio-temporal sequence and interdependence of changes in the structure and function of the human organism. They will become familiar with critical developmental periods and risk factors interfering with physiological growth and development. They will understand the principles of regulation and adaptation of the organism in the context of environmental influences. At the same time, students will strengthen their mathematical skills and analytical abilities in the development of protocols for the assessment of child biological development. Ultimately, the course will provide students with the ability to evaluate the appropriateness of the demands of the educational process on a child's physical and psychological performance in relation to the child's level of biological maturation
Recommended reading:
FUCHSOVÁ, M. (2020). Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. Bratislava: Univerzita Komenského v Bratislave, 145 s. ISBN 978-80-223-4812-6 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Fuchsova_def..pdf
DROBNÝ, I., DROBNÁ, M. (2000). Biológia dieťaťa pre špeciálnych pedagógov II. Bratislava: Pedagogická fakulta UK, 152 s. ISBN 80-223-1962-7
MACHOVÁ, J. Biologie člověka pro učitele. Praha: Karolinum, 2008, 269 s. ISBN 80-7184-867-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The subject is finished:
(a) a continuous written assessment with a maximum score of 80 points aimed at reviewing knowledge and knowledge of the child's developmental characteristics and the factors that affect the child's biological physiological development and which may be the causes of pathological growth and at the same time the consequences of a lower level of the child's ability to cope with the educational process of school education; reviewing the knowledge and use of methods that assess and diagnose physiologically healthy , resp. pathological biological growth and development of the child and, ultimately, on the issue of prevention and protection of the child's health in all its components of the bio-psycho-social nature of the child's development
b) by developing protocols for the assessment and diagnosis of biological development with a maximum score of 20 points as a form of the ability to apply theoretical knowledge about physiologically healthy or pathological biological development of the child to pedagogical practice
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E.
Credit will not be awarded to a student who scores less than 40 points on the written midterm review and fails to complete a protocol for assessing and diagnosing the child's biological development. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, proficient - outstanding), excellent performance, the student has an excellent command of the knowledge of physiologically healthy biological development of the child and has an excellent understanding of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critically assesses the adequacy of the demands of the educational process on the physical and psychological performance of the child, the student can apply the methods of assessment and diagnosis of biological development on practical examples and can apply them in the education and training of children
B (90-81%, very good - above average standard), excellent performance, the student has a very good command of the knowledge of the physiologically healthy biological development of the child, knows very well which of the environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is borderline, but the student can apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
C (80-73%, good - normal reliable work), good performance, although the student has a good command of the knowledge of the physiologically healthy biological development of the child, he/she knows well which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the area of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is absent, but can partially apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
D (72-66%, Satisfactory-Acceptable performance), Satisfactory performance, the student partially knows the knowledge of physiologically healthy biological development of the child and partially knows which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent but he/she is able to apply the methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education of children only partially
E (65-60%, satisfactory - results meet minimum criteria), satisfactory performance, the student has only minimal knowledge of the physiologically healthy biological development of the child, and similarly minimal knowledge of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent, and is able to apply methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education and training of children only partially
Fx (59-0%, insufficient - extra work required), inadequate performance, student does not sufficiently master the basic knowledge of physiologically healthy biological development of the child, at the same time does not sufficiently know which of the environmental factors are the causes of the emergence of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, is neither able to critically evaluate the adequacy of the demands of the educational process on the child's physical and psychological performance, nor is he or she able to apply methods of assessing and diagnosing biological development in the form of practical examples and apply them in the education and training of children
slovak and czech
Brief outline of the course:
1.Defining ontogeny. Progressive and regressive changes with age. Biological explanation of the concepts of growth and development. The laws of growth and development. Typical and atypical growth and development. (The student can distinguish between physiologically healthy and pathological biological development of a child for the purpose of applying knowledge in the education of children, in the form of effective collaboration with special educators, psychologists, and other practitioners)
2.Factors determining growth and development: genetic, neurohormonal, environmental factors. Genetic factors: heredity, mutations - gene, chromosomal aberrations. Mutagens and teratogens. Mutations. Chromosomal aberrations. (The student knows and understands the endogenous endogenous environmental factors that determine the hereditary predisposition of the child to cope with the demands of the educational process on the psychological and physical load of the organism)
3.Environmental factors. Definition of environment, external, internal environment. Neurohormonal regulation. Importance of neural and hormonal regulation as a mechanism of biological adaptation. Determination of growth and developmental processes by environmental factors. Nutrition. Maternal factors. Climatic and geographical factors. Socio-economic level. Morbidity. (The student knows which of the factors act on the biological development of the child and which may be the consequences of the child's lower ability to cope with the educational process of the student's schooling)
4.Ontogenetic development. The division of ontogeny: the biological definition of the different periods. Prenatal, perinatal, postnatal periods. Prenatal period -formation and development of the embryo (gestation), importance of the placenta. Environmental risk factors threatening prenatal development. Perinatal period. Childbirth, newborn at risk. Postnatal period- characteristics of the neonatal, infant, toddler, preschool, junior and senior school age periods in terms of somatic changes (growth, motor development) and risks of developmental disruption. Brief overview of anatomy and physiology of organ systems. (the student distinguishes the age-specific characteristics of the individual systems in the different periods of ontogenesis and is able to use and apply these characteristics in the practice of school education)
5.Methods of assessment of physical growth and development, determination of biological maturity. Adequacy of the demands of the educational process on the child's physical and psychological performance - Biological rhythms. Dynamic stereotype. Fatigue and resumption of work activity. (The student can diagnose the level of development of children of preschool and younger school age, critically evaluate the adequacy of the demands of the educational process on the physical and psychological performance of the child and on the basis of the diagnosis to design and implement an appropriate intervention)
6.Pathologically altered growth and development. Prevention of disorders of somatic development - primary, secondary, tertiary. (the student knows how to prevent pathologically altered growth and development in its beginnings, and knows the basics of prevention and protection of the child's health in all components of the bio-psycho-social nature of the child's development)
7. Principles of the organisation of teaching in terms of physical and mental hygiene. Hygiene of the school environment and conditions for educational activities of pupils. (the student knows the basic principles of the organisation of teaching and the correct hygiene of the school environment in terms of the physical and mental hygiene of the pupil)
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Upon completion of the course, students should have knowledge and understanding of the biological laws of growth and development and the factors that determine them. They will acquire knowledge of the bio-psycho-social integration of the human organism. Understand the spatio-temporal sequence and interdependence of changes in the structure and function of the human organism. They will become familiar with critical developmental periods and risk factors interfering with physiological growth and development. They will understand the principles of regulation and adaptation of the organism in the context of environmental influences. At the same time, students will strengthen their mathematical skills and analytical abilities in the development of protocols for the assessment of child biological development. Ultimately, the course will provide students with the ability to evaluate the appropriateness of the demands of the educational process on a child's physical and psychological performance in relation to the child's level of biological maturation
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Recommended reading:
Compulsory reading:
MISTRÍK, E. a kol. (2008). Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. a kol. 2006: Multi-kulti-na školách. Metodická príručka pre multikultúrnu výchovu. Bratislava: Nadácia Milana Šimečku. ISBN 80-89008-21-6
Recommended reading:
KASÍKOVÁ, H. a kol. (2003). Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. (2009). Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK, E. (2008). Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. (2006). Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. (2013). Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 100/0, the course ends with an assessment.
Students will develop two interim activities/projects as part of the interim coursework assessed at 40% and 40%. Activity and preparation in seminars is assessed (20%). A total of 100% of the interim assessment.
Students will choose one of the activities, work it systematically and develop it into a comprehensive lesson preparation according to this structure:
a. Objectives of the activity (what skills and abilities it develops - students will choose an appropriate topic according to their apprenticeship, where they will be able to apply the activity as a cross-cutting theme).
b. Target group of the activity (for which pupils it could be used).
c. Time and space (how long it would take, any special space requirements).
d. Activity flow (a brief scenario of how the student would carry it out).
e. Evaluation of the activity (different ways of assessing pupils, self-assessment, etc.).
f. Theoretical perspective on the activity (interpretation of the activity based on at least three key words from multicultural education theory).
g. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the activity for teaching within the cross-cutting theme of multicultural education, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations are given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), students will produce an original project that is thought through as a coherent whole to develop intercultural understanding, all criteria are met at an excellent level.
B (90-81%, very good - above average standard), students creatively develop a project that will assist in developing intercultural understanding, Criteria are met at a very good level.
C (80-73%, good - normal reliable work), students will produce a project that does not undermine the principles of multicultural education, Criteria are met at a good level.
D (72-66%, satisfactory - acceptable results), students will develop a project that is not internally intertwined but does not violate the principles of multicultural education, the criteria are met satisfactorily.
E (65-60%, sufficient - results meet minimum criteria), students will develop a project that marginally undermines the principles of multicultural education, Criteria are met sufficiently.
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases. The project does not meet the minimum criteria.
slovak and czech
Brief outline of the course:
The problem facing multicultural education - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we get information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and integrate it as a cross-curricular topic in the classroom. They develop intercultural understanding. They master the main didactical procedures for the implementation of multicultural education as a cross-cutting theme.
Learning objectives:
To provide students with the basic information needed to understand the principles of multicultural education as a cross-cutting theme in the national curriculum. To teach students how to work with the issue of stereotypes and prejudices, to teach them how to plan and design multicultural education in schools as a cross-cutting theme. To familiarize students with the basic didactic practices in the implementation of multicultural education in education.
Recommended reading:
Compulsory reading:
MISTRÍK, E. a kol. (2008). Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. a kol. 2006: Multi-kulti-na školách. Metodická príručka pre multikultúrnu výchovu. Bratislava: Nadácia Milana Šimečku. ISBN 80-89008-21-6
Recommended reading:
KASÍKOVÁ, H. a kol. (2003). Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. (2009). Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK, E. (2008). Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. (2006). Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. (2013). Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 100/0, the course ends with an assessment.
Students will develop two interim activities/projects as part of the interim coursework assessed at 40% and 40%. Activity and preparation in seminars is assessed (20%). A total of 100% of the interim assessment.
Students will choose one of the activities, work it systematically and develop it into a comprehensive lesson preparation according to this structure:
a. Objectives of the activity (what skills and abilities it develops - students will choose an appropriate topic according to their apprenticeship, where they will be able to apply the activity as a cross-cutting theme).
b. Target group of the activity (for which pupils it could be used).
c. Time and space (how long it would take, any special space requirements).
d. Activity flow (a brief scenario of how the student would carry it out).
e. Evaluation of the activity (different ways of assessing pupils, self-assessment, etc.).
f. Theoretical perspective on the activity (interpretation of the activity based on at least three key words from multicultural education theory).
g. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the activity for teaching within the cross-cutting theme of multicultural education, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations are given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), students will produce an original project that is thought through as a coherent whole to develop intercultural understanding, all criteria are met at an excellent level.
B (90-81%, very good - above average standard), students creatively develop a project that will assist in developing intercultural understanding, Criteria are met at a very good level.
C (80-73%, good - normal reliable work), students will produce a project that does not undermine the principles of multicultural education, Criteria are met at a good level.
D (72-66%, satisfactory - acceptable results), students will develop a project that is not internally intertwined but does not violate the principles of multicultural education, the criteria are met satisfactorily.
E (65-60%, sufficient - results meet minimum criteria), students will develop a project that marginally undermines the principles of multicultural education, Criteria are met sufficiently.
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases. The project does not meet the minimum criteria.
slovak and czech
Brief outline of the course:
The problem facing multicultural education - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we get information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and integrate it as a cross-curricular topic in the classroom. They develop intercultural understanding. They master the main didactical procedures for the implementation of multicultural education as a cross-cutting theme.
Learning objectives:
To provide students with the basic information needed to understand the principles of multicultural education as a cross-cutting theme in the national curriculum. To teach students how to work with the issue of stereotypes and prejudices, to teach them how to plan and design multicultural education in schools as a cross-cutting theme. To familiarize students with the basic didactic practices in the implementation of multicultural education in education.
Compulsory reading:
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing, 200 s.. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing, 256 s. ISBN 978-80247-2652-6
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení, 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava : Univerzita Komenského v Bratislave, 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave, 143-160s. ISBN 978-80-223-4661-0
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites: B-VUZde005 / Communication in education
Prerequisites for successful completion of the course: the course is completed with an evaluation, 100% of the continuous evaluation.
Assessment: consists of 2 intermediate assessments (60+40, total 100 points).
Interim assessment 1: consists of the development of a semester cooperative work and its oral presentation or practical application in class. This is a prepared micro-team output: the creation of a student conference.
Semester work: consists of a creative assignment for 60p (30+30). It includes the preparation of a group simulation of a student conference (30b) together with a professional paper on a selected topic (30b) for approximately 45 minutes.
Intermediate assessment 2: consists of the creation of documents for the student conference (40b): poster, invitation, programme, etc. in an electronic environment (web development).
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical application of knowledge about effective communication through practicing rhetorical outcomes and teamwork, i.e. through cooperative methods and interactive activities. Using various activating methods and problem-based tasks, students will actively participate in the learning process and create their own course content, in which they will use their own potential and develop the intra and interpersonal aspects of their own personality. An important part of this is a semester-long group project through which students will learn how to organize major events, while developing proper communication and rhetorical skills.
Topics:
Rhetoric - types of speech, practicing presentation skills through micro performances. Content/form/communication skills (verbal and non-verbal) of oral presentation and analysis of speakers. Presentation - structure and organization of speech/speech/lecture. Evaluating information and finding relevant sources. Simulating a debate. Organisation of time and group cooperation. Visualisation and generating interest in the listener. Argumentation - types of arguments and logical fallacies. Manipulation and manipulation techniques, assertiveness. Types of conversation, discussion - how to conduct a conversation, structuring a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection. Creating a website and e-portfolio with student outputs. Implementation of student conference - simulation/workshop.
Learning objectives and outcomes:
By completing the Rhetoric and Communication course, the student should:
- be able to select information, identify relevant sources on the selected topic,
- be able to justify the choice of specialist sources for the semester thesis,
- understand the importance of selection and analysis of information and information sources,
- be able to work in a team, organise activities to accomplish sub-tasks,
- be able to present intermediate tasks to the group,
- be able to justify and discuss in a group various social topics related to education and training,
- acquire presentation and communication skills and be able to apply them through creative activities in the classroom,
- Know methods for Developing of critical thinking and good reasoning,
- should be able to identify manipulative behaviour.
Transferable competences: the student strengthens soft skills such as communication skills, analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and their application in discussion, interpersonal skills within the group - activation and taking initiative and responsibility, also creative work with e-portfolio (ability to create an interesting website) through creative tasks in the course.
Compulsory reading:
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing, 200 s.. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing, 256 s. ISBN 978-80247-2652-6
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení, 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava : Univerzita Komenského v Bratislave, 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave, 143-160s. ISBN 978-80-223-4661-0
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites: B-VUZde005 / Communication in education
Prerequisites for successful completion of the course: the course is completed with an evaluation, 100% of the continuous evaluation.
Assessment: consists of 2 intermediate assessments (60+40, total 100 points).
Interim assessment 1: consists of the development of a semester cooperative work and its oral presentation or practical application in class. This is a prepared micro-team output: the creation of a student conference.
Semester work: consists of a creative assignment for 60p (30+30). It includes the preparation of a group simulation of a student conference (30b) together with a professional paper on a selected topic (30b) for approximately 45 minutes.
Intermediate assessment 2: consists of the creation of documents for the student conference (40b): poster, invitation, programme, etc. in an electronic environment (web development).
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical application of knowledge about effective communication through practicing rhetorical outcomes and teamwork, i.e. through cooperative methods and interactive activities. Using various activating methods and problem-based tasks, students will actively participate in the learning process and create their own course content, in which they will use their own potential and develop the intra and interpersonal aspects of their own personality. An important part of this is a semester-long group project through which students will learn how to organize major events, while developing proper communication and rhetorical skills.
Topics:
Rhetoric - types of speech, practicing presentation skills through micro performances. Content/form/communication skills (verbal and non-verbal) of oral presentation and analysis of speakers. Presentation - structure and organization of speech/speech/lecture. Evaluating information and finding relevant sources. Simulating a debate. Organisation of time and group cooperation. Visualisation and generating interest in the listener. Argumentation - types of arguments and logical fallacies. Manipulation and manipulation techniques, assertiveness. Types of conversation, discussion - how to conduct a conversation, structuring a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection. Creating a website and e-portfolio with student outputs. Implementation of student conference - simulation/workshop.
Learning objectives and outcomes:
By completing the Rhetoric and Communication course, the student should:
- be able to select information, identify relevant sources on the selected topic,
- be able to justify the choice of specialist sources for the semester thesis,
- understand the importance of selection and analysis of information and information sources,
- be able to work in a team, organise activities to accomplish sub-tasks,
- be able to present intermediate tasks to the group,
- be able to justify and discuss in a group various social topics related to education and training,
- acquire presentation and communication skills and be able to apply them through creative activities in the classroom,
- Know methods for Developing of critical thinking and good reasoning,
- should be able to identify manipulative behaviour.
Transferable competences: the student strengthens soft skills such as communication skills, analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and their application in discussion, interpersonal skills within the group - activation and taking initiative and responsibility, also creative work with e-portfolio (ability to create an interesting website) through creative tasks in the course.
Recommended reading:
Compulsory reading:
KOSTURKOVÁ, M., FERENCOVÁ, J. (2019). Stratégie rozvoja kritického myslenia. Bratislava: Wolters Kluwer. ISBN 978-80-571-0049-2
TUREK, I. (2003). Kritické myslenie. Bratislava: Metodicko-pedagogické centrum.
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika: lexikon výukových a hodnotících metod. Praha: Grada. ISBN 978-80-2473-450-7
KOZÁROVÁ, N., GUNIŠOVÁ, D. (2020). Stratégie rozvoja kritického myslenia vo vyučovaní pedagogiky. Nitra: UKF v Nitre. ISBN (online) 978-80-558-1520-6
MARKOŠ, J. (2019). Sila rozumu v bláznivej dobe: manuál kritického myslenia. Bratislava: N Press. ISBN 978-80-9992-501-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: approximately 5 assignments (50%) will be given during the semester, 2 midterm tests during the semester (for a total of 30%), and active participation in seminars, engaging in discussions (20%). Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively participated in seminar discussions, completed the midterm tests at an excellent level, and completed the midterm assignments excellently.
B (90-81%, very good - above average standard), ), the student actively participated in seminar discussions, completed midterm tests and assignments at a very good level
C (80-73%, good - normal reliable work), the student was less actively involved in seminar discussions, he/she completed the midterm tests and assignments at a good level with slight shortcomings
D (72-66%, satisfactory - acceptable results), the student did not actively participate in seminar discussions, he/she completed midterm tests and assignments at a satisfactory level
E (65-60%, sufficient - results meet the minimum criteria), the student did not actively participate in discussions in seminars, midterm tests and midterm assignments were done at the minimum level
Fx (59-0%, insufficient - extra work required)
slovak and czech
Brief outline of the course:
Principles of critical thinking, critical arguing, critical debating, critical writing, organizing knowledge. Basic characteristics of hoaxes. Identifying relevant facts and ideas. Methods of Development critical thinking in pupils, universal scenarios of educational activities, preparation of methodological materials. Evaluation of critical thinking.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students are familiar with the principles of critical thinking, they can prepare their own activities on the basis of universal scenarios on the subject aimed at the Development critical thinking. They can assess students' critical thinking, recognize hoaxes and identify relevant facts and ideas. They can apply a variety of methods to develop pupils' critical thinking.
Educational Objectives:
The aim of the seminar is for students to acquire knowledge and skills that will enable them to prepare methodological materials aimed at developing students' critical thinking skills. To familiarize students with universal scenarios of educational activities and the possibilities of assessing critical thinking in education.
Recommended reading:
Compulsory reading:
KOSTURKOVÁ, M., FERENCOVÁ, J. (2019). Stratégie rozvoja kritického myslenia. Bratislava: Wolters Kluwer. ISBN 978-80-571-0049-2
TUREK, I. (2003). Kritické myslenie. Bratislava: Metodicko-pedagogické centrum.
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika: lexikon výukových a hodnotících metod. Praha: Grada. ISBN 978-80-2473-450-7
KOZÁROVÁ, N., GUNIŠOVÁ, D. (2020). Stratégie rozvoja kritického myslenia vo vyučovaní pedagogiky. Nitra: UKF v Nitre. ISBN (online) 978-80-558-1520-6
MARKOŠ, J. (2019). Sila rozumu v bláznivej dobe: manuál kritického myslenia. Bratislava: N Press. ISBN 978-80-9992-501-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: approximately 5 assignments (50%) will be given during the semester, 2 midterm tests during the semester (for a total of 30%), and active participation in seminars, engaging in discussions (20%). Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively participated in seminar discussions, completed the midterm tests at an excellent level, and completed the midterm assignments excellently.
B (90-81%, very good - above average standard), ), the student actively participated in seminar discussions, completed midterm tests and assignments at a very good level
C (80-73%, good - normal reliable work), the student was less actively involved in seminar discussions, he/she completed the midterm tests and assignments at a good level with slight shortcomings
D (72-66%, satisfactory - acceptable results), the student did not actively participate in seminar discussions, he/she completed midterm tests and assignments at a satisfactory level
E (65-60%, sufficient - results meet the minimum criteria), the student did not actively participate in discussions in seminars, midterm tests and midterm assignments were done at the minimum level
Fx (59-0%, insufficient - extra work required)
slovak and czech
Brief outline of the course:
Principles of critical thinking, critical arguing, critical debating, critical writing, organizing knowledge. Basic characteristics of hoaxes. Identifying relevant facts and ideas. Methods of Development critical thinking in pupils, universal scenarios of educational activities, preparation of methodological materials. Evaluation of critical thinking.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students are familiar with the principles of critical thinking, they can prepare their own activities on the basis of universal scenarios on the subject aimed at the Development critical thinking. They can assess students' critical thinking, recognize hoaxes and identify relevant facts and ideas. They can apply a variety of methods to develop pupils' critical thinking.
Educational Objectives:
The aim of the seminar is for students to acquire knowledge and skills that will enable them to prepare methodological materials aimed at developing students' critical thinking skills. To familiarize students with universal scenarios of educational activities and the possibilities of assessing critical thinking in education.
Compulsory reading:
PISOŇOVÁ, M. a kol. 2014. Školský manažment pre študijné odbory učiteľstva a prípravu
vedúcich pedagogických zamestnancov. Bratislava : Univerzita Komenského, 2014. 227 s. ISBN 978-80-223-3621-5
https://www.fedu.uniba.sk/uploads/media/Skolsky_manazment.pdf
Pisoňová, M. a kol. 2017. Školský manažment terminologický a výkladový slovník. Bratislava : Wolters Kluwer, 2017, 1. vyd., 167 s., ISBN 978-80-8168-660-3
https://moodle.uniba.sk/mod/quiz/view.php?id=57866
Učebný zdroj: ŠKOLSKÝ MANAŽMENT (moodle):
https://moodle.uniba.sk/course/view.php?id=162
Constitution of the Slovak Republic.
Current legislative norms related to the establishment and activities of primary schools, secondary schools in the Slovak Republic.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Zákon č. 596/2003 Z. z. o štátnej správe v školstve a školskej samospráve a o zmene a doplnení niektorých zákonov.
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov.
Zákon č. 597/2003 Z. z. o financovaní základných škôl, stredných škôl a školských zariadení.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 1/2020 Z. z. o kvalifikačných predpokladoch pedagogických zamestnancov a odborných zamestnancov.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
100% of continuous assessment
Assessment: consists of an interim and a final assessment (30+40, 70 points in total).
Interim assessment: consists of a 30-item knowledge test to be given in week 6 of the interim course. A written examination/test, consisting of theoretical preparation for the teaching of the individual topics of the teaching units, which will be carried out by the 6th week of continuous teaching and the study of the literature.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the creation of a project according to a set structure for 40b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 64 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 57 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 51 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 46 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 42 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
students of the Teacher Education (combined) programme do not enrol in the course
Basic terminology, options for studying school management, sources of study. Schools and concepts of management. Specifics of school management. The system of school management in the Slovak Republic and the system of internal school management in the context of managerial functions. Legal regulations governing the activities of primary and secondary schools (laws, decrees, working regulations, pedagogical-organisational guidelines). Personality of the head of teaching staff - legal and personality requirements. School image, school culture. School climate.
100/0
- to know the content of school management as a scientific discipline: the essence of school management in the Slovak Republic at all levels of school management with an emphasis on internal school management and in the context of managerial functions
- be familiar with the basic legal documents and be able to correctly interpret the meanings given in these legal documents that regulate the activities of primary and secondary schools, with an emphasis on the needs of the work of the teaching staff,
- be able to apply the acquired knowledge and knowledge from other disciplines in the focus area: school image, culture and climate, in the area of cooperation with the school management and legal representatives of children/pupils in solving standard, specific and problematic tasks and situations and in the framework of school development,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course.
Compulsory reading:
PISOŇOVÁ, M. a kol. 2014. Školský manažment pre študijné odbory učiteľstva a prípravu
vedúcich pedagogických zamestnancov. Bratislava : Univerzita Komenského, 2014. 227 s. ISBN 978-80-223-3621-5
https://www.fedu.uniba.sk/uploads/media/Skolsky_manazment.pdf
Pisoňová, M. a kol. 2017. Školský manažment terminologický a výkladový slovník. Bratislava : Wolters Kluwer, 2017, 1. vyd., 167 s., ISBN 978-80-8168-660-3
https://moodle.uniba.sk/mod/quiz/view.php?id=57866
Učebný zdroj: ŠKOLSKÝ MANAŽMENT (moodle):
https://moodle.uniba.sk/course/view.php?id=162
Constitution of the Slovak Republic.
Current legislative norms related to the establishment and activities of primary schools, secondary schools in the Slovak Republic.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Zákon č. 596/2003 Z. z. o štátnej správe v školstve a školskej samospráve a o zmene a doplnení niektorých zákonov.
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov.
Zákon č. 597/2003 Z. z. o financovaní základných škôl, stredných škôl a školských zariadení.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 1/2020 Z. z. o kvalifikačných predpokladoch pedagogických zamestnancov a odborných zamestnancov.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
100% of continuous assessment
Assessment: consists of an interim and a final assessment (30+40, 70 points in total).
Interim assessment: consists of a 30-item knowledge test to be given in week 6 of the interim course. A written examination/test, consisting of theoretical preparation for the teaching of the individual topics of the teaching units, which will be carried out by the 6th week of continuous teaching and the study of the literature.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the creation of a project according to a set structure for 40b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 64 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 57 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 51 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 46 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 42 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
students of the Teacher Education (combined) programme do not enrol in the course
Basic terminology, options for studying school management, sources of study. Schools and concepts of management. Specifics of school management. The system of school management in the Slovak Republic and the system of internal school management in the context of managerial functions. Legal regulations governing the activities of primary and secondary schools (laws, decrees, working regulations, pedagogical-organisational guidelines). Personality of the head of teaching staff - legal and personality requirements. School image, school culture. School climate.
100/0
- to know the content of school management as a scientific discipline: the essence of school management in the Slovak Republic at all levels of school management with an emphasis on internal school management and in the context of managerial functions
- be familiar with the basic legal documents and be able to correctly interpret the meanings given in these legal documents that regulate the activities of primary and secondary schools, with an emphasis on the needs of the work of the teaching staff,
- be able to apply the acquired knowledge and knowledge from other disciplines in the focus area: school image, culture and climate, in the area of cooperation with the school management and legal representatives of children/pupils in solving standard, specific and problematic tasks and situations and in the framework of school development,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course.
Compulsory reading:
HORVÁTHOVÁ, K. (2002). Aktuálne otázky výchovného poradenstva v školskej praxi. Bratislava: MPC Tomášikova, 57 s. ISBN 80-88796-25-3.
KNOTOVÁ, D. a kol. (2014). Školní poradenství. Praha: Grada. 258 s. ISBN 978-80-247-4502-2
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IRIS. 144 s. ISBN 978-80-8200-034-7
FERKOVÁ, Š. (2015), Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13., č. 4. s. 37 – 34.
KYRIACOU, CH. (2003). Řešení výchovných problémů ve škole. Praha: Portál, 151 s. ISBN 80-7178-945-3.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 22-36. ISSN 1805-8825.
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Students are required to complete a midterm paper for 40 points and a midterm test for 60 points, for a total of 100 points. The condition for successful completion of the course is obtaining at least 60% of the maximum possible grade for the course. The grade is awarded on a scale:
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal
slovak and czech
students of the Teacher Education (combined) programme do not enrol in the course
1. School guidance system.
2.Framework for the work of the educational advisor, professional and personal qualifications of the educational advisor, education of the educational advisor.
3. The class teacher and his/her role in counselling pupils and legal representatives in education and training.
4. Methods of work in educational counselling.
5. Strategies to prevent problem behaviour of pupils.
6. Addressing the educational difficulties of pupils.
7. Methods and possibilities of intervention of problem behaviour of pupils.
8. Career counselling.
9. Educational counselling in the field of care for gifted pupils.
10. Cooperation of the school with other institutions, family. Social and legal protection of children and youth.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course Educational Counselling is to provide students with an initial framework of knowledge in the field of the educational counselling system. Upon successful completion of the course, students will be able to navigate the school counseling system. They understand the place and role of the guidance counselor in the guidance system and master the prerequisites for the position of guidance counselor. Know the differences in the responsibilities of the class teacher, guidance counsellor or school counsellor in providing guidance on educational issues. They know the methods of educational counselling. They know strategies for the prevention of problem behaviour and understand their importance. They are able to apply the acquired knowledge in solving specific problem situations in educational practice. They are oriented in school career guidance. They are able to describe and interpret the importance of school cooperation with educational guidance and prevention institutions, social and legal protection bodies and others.
Transferable competences: by analysing, solving and discussing seminar assignments, students will be able to communicate their conclusions, think critically and think in context.
Compulsory reading:
HORVÁTHOVÁ, K. (2002). Aktuálne otázky výchovného poradenstva v školskej praxi. Bratislava: MPC Tomášikova, 57 s. ISBN 80-88796-25-3.
KNOTOVÁ, D. a kol. (2014). Školní poradenství. Praha: Grada. 258 s. ISBN 978-80-247-4502-2
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IRIS. 144 s. ISBN 978-80-8200-034-7
FERKOVÁ, Š. (2015), Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13., č. 4. s. 37 – 34.
KYRIACOU, CH. (2003). Řešení výchovných problémů ve škole. Praha: Portál, 151 s. ISBN 80-7178-945-3.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 22-36. ISSN 1805-8825.
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Students are required to complete a midterm paper for 40 points and a midterm test for 60 points, for a total of 100 points. The condition for successful completion of the course is obtaining at least 60% of the maximum possible grade for the course. The grade is awarded on a scale:
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal
slovak and czech
students of the Teacher Education (combined) programme do not enrol in the course
1. School guidance system.
2.Framework for the work of the educational advisor, professional and personal qualifications of the educational advisor, education of the educational advisor.
3. The class teacher and his/her role in counselling pupils and legal representatives in education and training.
4. Methods of work in educational counselling.
5. Strategies to prevent problem behaviour of pupils.
6. Addressing the educational difficulties of pupils.
7. Methods and possibilities of intervention of problem behaviour of pupils.
8. Career counselling.
9. Educational counselling in the field of care for gifted pupils.
10. Cooperation of the school with other institutions, family. Social and legal protection of children and youth.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course Educational Counselling is to provide students with an initial framework of knowledge in the field of the educational counselling system. Upon successful completion of the course, students will be able to navigate the school counseling system. They understand the place and role of the guidance counselor in the guidance system and master the prerequisites for the position of guidance counselor. Know the differences in the responsibilities of the class teacher, guidance counsellor or school counsellor in providing guidance on educational issues. They know the methods of educational counselling. They know strategies for the prevention of problem behaviour and understand their importance. They are able to apply the acquired knowledge in solving specific problem situations in educational practice. They are oriented in school career guidance. They are able to describe and interpret the importance of school cooperation with educational guidance and prevention institutions, social and legal protection bodies and others.
Transferable competences: by analysing, solving and discussing seminar assignments, students will be able to communicate their conclusions, think critically and think in context.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music/choral pieces as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Participation in the course requires the successful completion of an entrance exam, which assesses the student’s intonation and rhythmic abilities. This assessment is conducted by the choir conductor. The evaluation criteria are based on continuous and final practical collective/individual performance.
The evaluation of the continuous practical performance includes fulfilling partial tasks within specific voice groups and participation in internal, public, or other concert performances. The final practical performance consists of a collective presentation of selected repertoire studied during the course.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral works from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. They develop skills in teamwork and communication. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music/choral pieces as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Participation in the course requires the successful completion of an entrance exam, which assesses the student’s intonation and rhythmic abilities. This assessment is conducted by the choir conductor. The evaluation criteria are based on continuous and final practical collective/individual performance.
The evaluation of the continuous practical performance includes fulfilling partial tasks within specific voice groups and participation in internal, public, or other concert performances. The final practical performance consists of a collective presentation of selected repertoire studied during the course.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral works from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. They develop skills in teamwork and communication. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Course Completion Requirements:
The evaluation criteria are based on the continuous and final practical collective performance. The assessment of the continuous practical performance includes completing partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral works from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Course Completion Requirements:
The evaluation criteria are based on the continuous and final practical collective performance. The assessment of the continuous practical performance includes completing partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral works from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Recommended reading:
according to the focus of the bachelor thesis topic
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The state examination of the defence of the thesis, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020 Study Regulations of the Faculty of Arts of Charles University, as well as by the Internal Regulation No. 5/2021 Study Regulations of the Charles University.
A student may take the state examination a) after obtaining at least such number of credits that after obtaining credits for successful completion of the last state examination he/she achieves the necessary number of credits for proper completion of studies and b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination and c) no disciplinary proceedings are conducted against him/her.
In the bachelor's degree, the student receives 12 credits for the successful defence of the bachelor's thesis (credits included in the UZ study plan).
According to the VP 23/2021 Internal Quality Assurance System for Higher Education of the Charles University in Bratislava, the student is evaluated in particular:
- Demonstration of the student's ability to collect and interpret relevant data (facts), usually within the field of study in which the student has completed the programme of study, with the possibility of interdisciplinary overlap into other fields if necessary;
- Demonstrate the ability to make informed decisions that also take into account social, scientific and ethical considerations;
- Ability to communicate information, concepts, problems and solutions to both professional and lay audiences.
- the ability to think and work creatively in the field of study in which they have completed their degree programme.
- knowledge and understanding of the problem/issue addressed.
- Applying their skills in collecting, interpreting and processing basic literature, which may include its application in practice, or solving a sub-task related to the student's future field of study/assignment.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A student is evaluated with the FX grade if he/she has fulfilled the requirements for the grade only at a level not exceeding 60% of the total highest possible level of fulfilment of the requirements for the completion of the subject of the state examination - the defence of the bachelor thesis. In the same way, a student shall be assessed with an FX grade if he/she has submitted a thesis in violation of paragraph 7 of Article 56 of the UK Internal Regulation 23/2021 or has submitted a thesis that does not substantially meet the requirements under paragraph 1(d), paragraph 2(d) or paragraph 3(d) of Article 56 of the UK Internal Regulation 23/2021 Internal Quality Assurance System for Higher Education at the University of Bratislava.
The details and specifications of the requirements of the final theses for the individual teacher study programmes in combination (approbation) will be specified in the respective Study Programme Descriptions.
Slovak language, in the case of language approbations also the language of the respective subject approbation
Examination committee approved by the Scientific Council of PdF UK. State examination: the defence of the bachelor thesis is carried out only from one approbation. Credits are counted towards "UZ".
Brief outline of the course:
1. Contribution of the thesis to the field of study. The evaluation of the bachelor thesis assesses whether the student has adequately demonstrated the ability to work creatively in the field of study in which he/she has completed the study programme, reflects the degree of demonstration of knowledge and knowledge of the issue, assesses the skills applied in collecting, interpreting and processing the basic literature, or the extent to which the student has mastered the application of theoretical assumptions in practice or how he/she is able to solve a subtask that is related to the focus of the student's bachelor thesis;
2. Originality of the thesis (the thesis must not be plagiarized, must not infringe the copyrights of other authors), the documentation for the defence of the thesis as a subject of the state examination includes originality protocols: from the Central Register and Theses, the results of which are commented on by the supervisor and the opponent in their opinions;
3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams;
4. Compliance of the structure of the thesis with the prescribed structure defined by the Internal Regulation No. 2/2018 Directive of the Rector of Charles University in Bratislava;
5. Respecting the recommended scope of the final thesis (the recommended scope of a bachelor's thesis is usually 30 - 40 standard pages - 54 000 to 72 000 characters including spaces), the adequacy of the scope of the thesis is assessed by the supervisor of the thesis;
6. Linguistic and stylistic level of the work and formal editing;
7. The manner and form of defending the thesis and the student's ability to respond adequately to the comments and questions in the supervisor's and opponent's evaluations.
8. In the study programme focused on the teaching of art-educational subjects, the presentation of artistic outputs and performances may be part of the final thesis and its defence.
Learning outcomes:
The learning outcome is in accordance with the Long-Term Plan of the Charles University/PdF, the mission and strategic goals of the Charles University/PdF, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in the individual subjects of the study programme curriculum, and other relevant documents.
The student is able to demonstrate his/her ability to work creatively in the field of study in which he/she has completed the study programme when conceiving his/her bachelor thesis. The student is able to demonstrate adequate knowledge of the subject matter and to apply his/her skills in collecting, interpreting and processing the basic literature, or its application in practice, or is able to solve a sub-task related to the focus of the student's bachelor's thesis.