{"id":1694,"date":"2017-02-23T13:13:40","date_gmt":"2017-02-23T12:13:40","guid":{"rendered":"http:\/\/pages.pedf.cuni.cz\/khv\/?page_id=1694"},"modified":"2022-06-02T13:29:52","modified_gmt":"2022-06-02T11:29:52","slug":"state-master-degree-exam","status":"publish","type":"page","link":"https:\/\/pages.pedf.cuni.cz\/khv\/english-version\/state-master-degree-exam\/","title":{"rendered":"State Master Degree Exam &#8211; Music Education"},"content":{"rendered":"<p><strong>STATE EXAMINATION \u2013 MUSIC EDUCATION <\/strong><\/p>\n<p><strong>MASTER\u2019S LEVEL<\/strong><\/p>\n<p><strong>1.<br \/>\na) Music and Movement:<\/strong><\/p>\n<ul>\n<li>What is the relationship of movement and music? What is the importance of movement and music in society?<\/li>\n<li>What is the connection between rhythm and metre and the physical activities of humans?<\/li>\n<li>Describe the history of the correlation between music and movement of humans.<\/li>\n<\/ul>\n<p><strong>b) Cognitive development of music education:<\/strong><\/p>\n<ul>\n<li>\u00a0What is the foundation and development of music perception and cognition?<\/li>\n<li>\u00a0Describe the development of musical listening and understanding from a historical perspective.<\/li>\n<li>Describe the relationship between perception and listening.<\/li>\n<\/ul>\n<p><strong>2.<br \/>\n<\/strong><strong>a) <\/strong><strong>Music and Nature: <\/strong><\/p>\n<ul>\n<li>How have musical styles been influenced by nature?<\/li>\n<li>Explain how onomatopoeia is used as a specific form of music.<\/li>\n<li>What are the characteristics of musical expressiveness in nature with reference to harmony and melody?<\/li>\n<\/ul>\n<p><strong>b) Cognitive development of music education:<\/strong><\/p>\n<ul>\n<li>What are the stages of development of musical abilities, with specific reference to sensorimotor learning?<\/li>\n<li>How is the ability to create an accompaniment, orchestration and instrumentation developed?<\/li>\n<\/ul>\n<p><strong>3.<br \/>\n<\/strong><strong>a) Musicality (music and sensitivity):<\/strong><\/p>\n<ul>\n<li>What is the role of music in the media? Describe the musical characterics with similarities and differences to other art forms.<\/li>\n<li>\u00a0 Define the term: soulpainting as a specific form of musical phraseology.<\/li>\n<li>Define the terms: emotion, style and musical expression in the various historic times of music (from tonal music to expressionism).<\/li>\n<\/ul>\n<p><strong><br \/>\nb) Cognitive development of music education:<\/strong><\/p>\n<ul>\n<li>Define the term rhythmic sensibility and explain what it means in relation to cognitive development of music education.<\/li>\n<li>Outline a methodology for the development of the individual components of \u00a0rhythmic sensibility.<\/li>\n<\/ul>\n<p><strong>4.<\/strong><br \/>\n<strong>a) M<\/strong><strong>usic and the human voice: <\/strong><\/p>\n<p>Describe two of the following:<\/p>\n<ul>\n<li>\u00a0unison singing throughout musical history and the present;<\/li>\n<li>\u00a0polyphony and its basic types (imitative and non-imitative);<\/li>\n<li>\u00a0vocal polyphony in past and present;<\/li>\n<li>song as a means of vocal speech.<\/li>\n<\/ul>\n<p><strong>b) Cognitive development of music education:<\/strong><\/p>\n<ul>\n<li>Describe the psychosomatic conditions of singing.<\/li>\n<li>Describe a methodology of vocal education at the secondary school level.<\/li>\n<li>Outline what is meant by the term voice change, and describe how beliefs about the changing voice have changed throughout history.<\/li>\n<\/ul>\n<p><strong>5.<br \/>\n<\/strong><strong>a) Music and musical instruments:<\/strong><\/p>\n<ul>\n<li>\u00a0What is the importance of instrumental counterpoint in relation to musical thinking?<\/li>\n<li>Describe the development of any 3 musical instruments.<\/li>\n<li>Outline the developmental changes in orchestra and chamber music throughout history.<\/li>\n<\/ul>\n<p><strong>b) Cognitive development of music education:<\/strong><\/p>\n<ul>\n<li>\u00a0What does the term musical imagination mean?<\/li>\n<li>\u00a0What is meant by tonal and harmonic sensibility?<\/li>\n<li>Outline the diagnostics and methodology \u00a0of musical imagination, tonal and harmonic sensibility.<\/li>\n<\/ul>\n<p><strong>6.<\/strong><br \/>\n<strong>a) Music and ceremony: <\/strong><\/p>\n<ul>\n<li>What is the function and ritual importance of religious music?<\/li>\n<li>\u00a0What role did \u00a0Gregorian chant play in sacred music?<\/li>\n<li>\u00a0Outline the historical developments and reforms in liturgical music.<\/li>\n<li>How is music perceived in current ceremonies in folk culture?<\/li>\n<\/ul>\n<p><strong> b) Cognitive development of music education:<\/strong><\/p>\n<p>Describe the development of the following:<\/p>\n<ul>\n<li>ear training and aural skills;<\/li>\n<li>musical memory;<\/li>\n<li>musical imagination.<\/li>\n<\/ul>\n<p><strong>7.<br \/>\n<\/strong><strong>a) Music, words, film and theater: <\/strong><\/p>\n<p>Define\/describe\u00a0 the following:<\/p>\n<ul>\n<li>melodrama,<\/li>\n<li>important works of incidental music in past and present,<\/li>\n<li>film music.<\/li>\n<\/ul>\n<p><strong> b) Cognitive development of music education:<\/strong><\/p>\n<ul>\n<li>Describe the terms: musical skills, classification, diagnosis and disorders of musical abilities.<\/li>\n<\/ul>\n<p><strong>8.<br \/>\na) Music as drama:<\/strong><\/p>\n<p>For two of the following, describe how music integrates with drama and dance to create:<\/p>\n<ul>\n<li>Opera,<\/li>\n<li>opera for children,<\/li>\n<li>operetta,<\/li>\n<li>musicals.<\/li>\n<\/ul>\n<p><strong>b) Cognitive development of music education:<\/strong><\/p>\n<ul>\n<li>Discuss two methodologies for teaching songs.<\/li>\n<li>What is the importance of vocal music in music education.<\/li>\n<\/ul>\n<p><strong>9.<br \/>\na) Music as an image or story: <\/strong><\/p>\n<ul>\n<li>What is program music? How has it been used over the musical ages?<\/li>\n<li>What are the basic conditions and apperception of program music?<\/li>\n<\/ul>\n<p><strong>b) Cognitive development of music education:<\/strong><\/p>\n<p>In terms of musical imagery, describe any two of the following:<\/p>\n<ul>\n<li>musical thinking,<\/li>\n<li>mental operations, creating musical concepts,<\/li>\n<li>learning music theory knowledge,<\/li>\n<li>knowledge.<\/li>\n<\/ul>\n<p><strong>10.<br \/>\na) Music, freedom of expression and technical progress:<\/strong><\/p>\n<ul>\n<li>Choose one song and improvise on it using various styles from the historical times (from agogics to aleatorics)<\/li>\n<li>How have developments such as electronic and electroacoustic recording impacted musical freedom and expression?<\/li>\n<li>How have electronic instruments in popular music impacted musical development?<\/li>\n<\/ul>\n<p><strong>b) Cognitive development of music education:<\/strong><\/p>\n<p>Discuss the characteristics of any two of the following:<\/p>\n<ul>\n<li>creativity and creative principles in music education, including methodology\/ development of rhythmic and melodic creativity,<\/li>\n<li>impact of foreign music education systems on music education,<\/li>\n<li>principles of creative intonation.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>STATE EXAMINATION \u2013 MUSIC EDUCATION MASTER\u2019S LEVEL 1. a) Music and Movement: What is the relationship of movement and music? What is the importance of movement and music in society? What is the connection between rhythm and metre and the physical activities of humans? Describe the history of the correlation between music and movement of [&hellip;]<\/p>\n","protected":false},"author":422,"featured_media":0,"parent":4400,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1694","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/pages\/1694","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/users\/422"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/comments?post=1694"}],"version-history":[{"count":4,"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/pages\/1694\/revisions"}],"predecessor-version":[{"id":4795,"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/pages\/1694\/revisions\/4795"}],"up":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/pages\/4400"}],"wp:attachment":[{"href":"https:\/\/pages.pedf.cuni.cz\/khv\/wp-json\/wp\/v2\/media?parent=1694"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}