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Verify the effectiveness of Ladislav Daniel's "Bridge Book for 2nd primary school" in practise
Herdegenová, Marta ; Váňová, Hana (advisor) ; Veverková, Jana (referee)
Author abstract In my thesis I pursued verify the effectiveness of Ladislav Daniel's "Bridge book for 2nd Primary School" in practise. This textbook had the task to compare the dificiencies and gaps in the music skills of students 2nd Primary School, which become from the music lessons at 1st Primary school. I realized my exploration in the 6th classes of one Prague school, where I have been this year teach music. The status of the music skills induced me to try Daniel's "Bridge book for 2nd Primary School" and return the music lessons between "living subject". Before my exploration I had to realized the initial review in the experimental group and in the control group too, read up Daniel's methodology of music education, textbooks with its methodological guide and analyzed Bridge book for 2nd Primary School with its methodological guide. Pursuant these books I worked out the studing plan of each lesson with methodological steps. At the beginning of the experimental teaching students accesed the lessons very critical. But in a short time they became very active. They carried away new skills and knowledge from each lesson, which they could used and repeat in the next lesson and learn some new. They accept the Bridge book and work with it. After five months of teaching with Daniel's Bridge book I can say,...
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Influence of an active teaching method of music lessons on selected second language ablities of primary age students
Dvořáková, Kateřina ; Špačková, Klára (advisor) ; Viktorová, Ida (referee)
Music is integral to our lives, whether by listening to it, singing, or playing an instrument. In addition to this, music has effect on brain development and language learning. The aim of this thesis is close evaluation of relation between the development of musical and foreign language skills in case of primary age students. Through conducting an examination of the ability to gain foreign language skills using different ways of teaching musical education. 5th grade students who participated were divided into 3 groups. They differed in intensity and approach to music education. The first group had one singing lesson per week. The other two groups had as part of their lessons singing and also playing instruments such as flute and Orff instruments, and had movement education as part of their lessons. These two groups differed in intensity - 1 and 3 lessons per week. To note most of the students that had higher intensity of music education focused to music also in their after school activities. The three groups had the same amount of English lessons in all grades. Students were tested via Cambridge test "Movers" in listening, reading and writing. Analysis of data emerged generally better results in English test in case of students experiencing extended musical education. KEYWORDS teaching music,...
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Verify the effectiveness of Ladislav Daniel's "Bridge Book for 2nd primary school" in practise
Herdegenová, Marta ; Váňová, Hana (advisor) ; Veverková, Jana (referee)
Author abstract In my thesis I pursued verify the effectiveness of Ladislav Daniel's "Bridge book for 2nd Primary School" in practise. This textbook had the task to compare the dificiencies and gaps in the music skills of students 2nd Primary School, which become from the music lessons at 1st Primary school. I realized my exploration in the 6th classes of one Prague school, where I have been this year teach music. The status of the music skills induced me to try Daniel's "Bridge book for 2nd Primary School" and return the music lessons between "living subject". Before my exploration I had to realized the initial review in the experimental group and in the control group too, read up Daniel's methodology of music education, textbooks with its methodological guide and analyzed Bridge book for 2nd Primary School with its methodological guide. Pursuant these books I worked out the studing plan of each lesson with methodological steps. At the beginning of the experimental teaching students accesed the lessons very critical. But in a short time they became very active. They carried away new skills and knowledge from each lesson, which they could used and repeat in the next lesson and learn some new. They accept the Bridge book and work with it. After five months of teaching with Daniel's Bridge book I can say,...
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