state examination

Recommended literature:

ADAMČIAK, Milan: Archív III (Nôty) – grafické partitúry, Dive Buki, Košice 2012-2013

COX, Christoph – WARNER, Daniel, eds.: Audiokultúra. Texty o modernej hudbe. Bratislava: Hudobné centrum, 2014. ISBN 978-80-89427-22-2.

CSERES, J.: Hudobné simulakrá. Bratislava: Hudobné centrum, 2001. ISBN 80-88884-30-6 DORŮŽKA, P. a kol.: Hudba na pomezí. Praha: Panton, 1991. ISBN 80-7039-125-1

GERŽOVÁ, J., ed.: Slovník svetového a súčasného výtvarného umenia druhej polovice 20. storočia. Bratislava: Profil, 1999. ISBN 80-968283-0-4

KALHOUS, Z., OBST, O., a kol.: Školní didaktika. Praha : Portál, 2002. ISBN 80-7178-253-X

LIEBMAN, M.: Skupinová arteterapie, Portál 2010.

KULKA, T. – CIPORANOV, D., eds.: Co je umění? Texty angloamerické estetiky 20. století. Filozofická fakulta Univerzity Karlovy v Praze, 2010. ISBN 078-80-87378-46-5.

LÉBL, V.: Elektronická hudba. Praha: Státní hudební vydavatelství, 1966

McLUHAN, M.: Jak rozumět médiím. Praha: Odeon, 1991. ISBN 80-207-0296-2

MATEJ, D.: Otvorené partitúry a voľná improvizácia ako priestor pre rozvoj ansámblovej hry, In: Musica viva in schola 25 [elektronický zdroj]. - ISBN 978-80-210-8467-4. - Brno: Masarykova univerzita, 2016. - S. 54-72 [online]

MATEJ, D.: Otvorené partitúry – Medzi kompozíciou a improvizáciou, Časopis X, 2/2013, OZ Hardness & Blackness, Bratislava, ISSN: 1339 – 2522

RUBIN, J.: Prístupy v arteterapii, Triton 2010

SKALKOVÁ, J.: Obecná didaktika. Praha: Grada, 2007. ISBN 978-80-247-1821-7

SLAVÍK, J.: Hodnocení v současné škole. Praha: Portál, 1999. ISBN: 8071782629.

SILVERMAN, D.: Ako robiť kvalitatívny výskum. Bratislava, IKAR 2005. ISBN 80-551-0904-4

ŠICKOVÁ, J.: Základy arteterapie, Portál 2002

ŠICKOVÁ, J.: Arteterapia. Úžitkové umenie, Petrus, 2006

ŠVAŘÍČEK, R. – ŠEĎOVÁ, K. a kol. 2007. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2007. ISBN 978-80-7367-313-0

ŠVEC, Š.: Metodológia vied o výchove. Bratislava: IRIS, 1998. ISBN 80-88778-73-5

STRAUSS, A. – CORBINOVÁ, J.: Základy kvalitatívneho výzkumu. Brno: Albert 1999. ISBN 80- 85834-60-X

ZELINA, M. 1996. Stratégie a metódy rozvoja osobnosti dieťaťa. Bratislava: IRIS. 1996 ISBN 80- 967013-4-7

Prerequisites: the conditions for applying for the state examination are defined in Article 29 - Dissertation Examination - of the Internal Regulation No. 1/2020, of study regulations Faculty of Education, Comenius University in Bratislava)

Course requirements:

The conditions for passing the state examination are defined in Article 29 - Dissertation Examination - of the Internal Regulation No. 1/2020, of study regulations Faculty of Education, Comenius University in Bratislava

The dissertation examination shall be evaluated as a whole by the classification grade pass or fail. Individual parts of the dissertation examination are not evaluated separately.

Pass: he/she has satisfied the conditions of the state examination - dissertation examination, he/she is oriented in the basic theoretical background of the topic, he/she knows the current state of the topic solution, he/she is oriented in the analysis of the methodological approach of the problem solution and is able to present the state of the dissertation topic elaboration.

Failed: failed the conditions of the state examination - dissertation examination.

Slovak, Czech

Course overview:

Required courses:

Methodology of art-educational subjects

Research methodology, specifics of research design in art-educational subjects.

Criteria and methods of research, specifics of research design in art-educational subjects.

Quantitative research in art-educational subjects, research design, methods, interpretation of results.

Qualitative research in art-educational subjects, research design, methods, interpretation of results.

Didactics of art-educational subjects

Art-educational subjects in the school environment. Status, structure, concepts and pedagogical reality in school. Curriculum of art-educational subjects, its peculiarities, contemporary understanding, modern trends.

Creativity. Artistic/musical creativity. Signs, stages of creativity. What is the relationship between general creativity, artistic/musical creation and creative thinking. The relationship of creativity and intelligence.

Evaluation and value creation in art/educational subjects. Criteria of evaluation, methods of evaluation, axiological competence of the teacher.

Personality of the art/music teacher and specific features of his/her education. Professional competences. Pupil and teacher in the art/music education process.

Compulsory elective course (student chooses one course):

Art Therapy

Historical context of art therapy

Theoretical background of art therapy (Freud, Jung, Rogers, Gestalt,...)

Art therapy personalities

Forms, aims and target groups of art therapy

Art therapy methods

Diagnostic possibilities of artistic expression

Art therapy research (tests, manuals, scales)

Art and music strategies in the present

Historical, social and aesthetic-philosophical contexts of the birth of the "new art"

New media and their relationship to artistic practice

Key artistic concepts and their creators in the first half of the 20th century

Key artistic concepts and their creators after 1950

Radical outcomes of the Euro-American post-war avant-garde and their applicability to contemporary art pedagogy

The assumptions of inter- and multi-mediality in art making and the possibilities of using generic merger

"Music at the border" (alternative expressions in the field of jazz and rock) as an impulse for music education

Learning outcomes:

Learning objectives and outcomes:

The aim of the dissertation examination is to verify the knowledge, skills and competences of the student.

- Within the knowledge, the student has an adequate body of knowledge in the field of arts and education, including knowledge and understanding of relationships to other parts of the discipline and to related disciplines has an adequate understanding of the theories and practices of scholarship and research in relation to the topic,

- within the skills framework, can actively acquire knowledge and information, critically analyse and review it in the context of the topic of the thesis,

- can appropriately apply and creatively refine and develop theories and practices in the context of the topic,

- can adequately identify scientific and innovative developments in the context of the topic.

- Within the competencies, can adequately plan and initiate problem/project solving, including the formulation of goals, means and methods, within the context of the topic,

- can appropriately assess and modify own professional and artistic activity, in relation to the impact in the field, in the context of the topic,

- is prepared to articulate information about the aims, methods and means of research in the topic.

state examination

Recommended literature:

- in the context of the dissertation topic

Prerequisites: meets the conditions laid down in the individual plan

Course requirements:

The conditions of the dissertation defence are stipulated in Article 34 of the Internal Regulation 1/2020, study regulations Faculty of Education, Comenius University in Bratislava

The defence of the dissertation is evaluated by the classification grade pass or fail.

Pass

The student has complied with the requirements

Failed

The student did not comply with the requirements

Slovak, Czech

Course overview:

The procedure for defending a dissertation:

- The chair of the examination committee will give a brief curriculum vitae of the doctoral candidate, announce the topic of the dissertation, essential information from the supervisor's opinion, an overview of the doctoral candidate's scientific or artistic works and their responses,

- the doctoral candidate shall briefly state the essential content of his/her doctoral thesis, its conception, results and contribution,

- the opponents of the dissertation shall present the essential content of their opinions; in the absence of the opponent, the chair of the examination committee or a member of the examination committee authorised by him/her shall read his/her opinion in full,

- the doctoral student shall take a position on the opinions of the opponents of the dissertation, in particular, he/she shall comment on all suggestions and comments and answer their questions,

- the chair of the examination committee shall inform the participants in the defence of any further suggestions, comments or observations and open a discussion in which all participants in the defence may take part; the discussion shall verify the accuracy, validity, scientific or artistic originality and relevance of the knowledge contained in the dissertation,

- the doctoral candidate shall answer all questions during the discussion and take a position on all suggestions and comments made by the participants in the dissertation defence.

Learning outcomes:

Learning objectives and outcomes:

The aim of the dissertation defence is to demonstrate the ability and readiness for independent scientific and creative activity in the field of research or development.

The dissertation defence takes the form of a scientific debate between the doctoral candidate, the dissertation opponents, the members of the examination committee and other participants on the acquired knowledge and contribution of the dissertation, or as an artistic debate on the created work of art or the performed artistic performance elaborated in the dissertation. During the defence of the dissertation, the reasonableness and plausibility of the conclusions and proposals contained in the dissertation shall also be examined.

The result of the dissertation defence is the demonstration of:

- within the framework of knowledge, a systematic, coherent and comprehensive body of knowledge in the field of art education, including knowledge and understanding of the relationships to other parts of the discipline and to related disciplines has a deep understanding of the theories, sophisticated methods and procedures of science and research at a level corresponding to the international criteria of art education subjects,

- within the framework of skills, can actively acquire new knowledge and information, critically analyse and review it, and use it in theory and practical applications for the development of the field of didactics of arts and education subjects,

- can apply and creatively improve and develop theories and research, development and innovation procedures in the field of didactics of art-educational subjects,

- can identify world scientific and innovative developments in the field of didactics of art-educational subjects and in related fields and use them in the direction and development of the field, integrating knowledge from different areas,

- within the framework of competences, be able to plan and initiate the solution of complex problems/projects, including the formulation of objectives, means and methods in the field of development in the field of didactics of art-educational subjects,

- can assess and modify own professional and artistic activity in a broader context, in relation to the long-term impact in the field and in terms of social, ethical, environmental other criteria, is ready to formulate information on the outputs and conclusions of scientific, research and development work at the international level and manage large-scale research tasks and teams.