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State exam - Music education Tisk
Napsal Administrator   
Pátek, 04. leden 2013

 

STATE EXAMINATION – MUSIC EDUCATION

MASTER’S 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 humans.

       b) Cognitive development of music education:

  •  What is the foundation and development of music perception and cognition?
  •  Describe the development of musical listening and understanding from a historical perspective.
  • Describe the relationship between perception and listening.

  

       2.    

       a) Music and Nature:

  • How have musical styles been influenced by nature?
  • Explain how onomatopoeia is used as a specific form of music.
  • What are the characteristics of musical expressiveness in nature with reference to harmony and melody?

       b) Cognitive development of music education:

  • What are the stages of development of musical abilities, with specific reference to sensorimotor learning?
  • How is the ability to create an accompaniment, orchestration and instrumentation developed?

 

       3.

       a) Musicality (music and sensitivity):

  • What is the role of music in the media? Describe the musical characterics with similarities and differences to other art forms.
  •   Define the term: soulpainting as a specific form of musical phraseology.
  • Define the terms: emotion, style and musical expression in the various historic times of music (from tonal music to expressionism).

      b) Cognitive development of music education:

  • Define the term rhythmic sensibility and explain what it means in relation to cognitive development of music education
  • Outline a methodology for the development of the individual components of  rhythmic sensibility

 

      4.

      a) Music and the human voice:

Describe two of the following:

  •  unison singing throughout musical history and the present,
  •   polyphony and its basic types (imitative and non-imitative),
  •  vocal polyphony in past and present,
  • song as a means of vocal speech.

      b) Cognitive development of music education:

  • Describe the psychosomatic conditions of singing.
  • Describe a methodology of vocal education at the secondary school level.
  • Outline what is meant by the term voice change, and describe how beliefs about the changing voice have changed throughout history.

 

      5.

      a) Music and musical instruments:

  •  What is the importance of instrumental counterpoint in relation to musical thinking?
  • Describe the development of any 3 musical instruments.
  • Outline the developmental changes in orchestra and chamber music throughout history.

      b) Cognitive development of music education:

  •  What does the term musical imagination mean?
  •  What is meant by tonal and harmonic sensibility?
  • Outline the diagnostics and methodology  of musical imagination, tonal and harmonic sensibility

 

      6.

      a) Music and ceremony:

  • What is the function and ritual importance of religious music?
  •  What role did  Gregorian chant play in sacred music?
  •  Outline the historical developments and reforms in liturgical music.
  • How is music perceived in current ceremonies in folk culture?

     b) Cognitive development of music education:

Describe the development of the following:

  • ear training and aural skills,
  • musical memory,
  • musical imagination.

 

      7.

      a) Music, words, film and theater:

Define/describe  the following:

  • melodrama,
  •  important works of incidental music in past and present,
  • film music.

      b) Cognitive development of music education:

  • Describe the terms: musical skills, classification, diagnosis and disorders of musical abilities.

 

      8.

      a) Music as drama:

For two of the following, describe how music integrates with drama and dance to create:

  • Opera,
  • opera for children,
  • operetta,
  • musicals.

      b) Cognitive development of music education:

  • Discuss two methodologies for teaching songs.
  • What is the importance of vocal music in music education.

 

      9.

      a) Music as an image or story:

  • What is programmatic music? How has it been used over the musical ages?
  • What are the basic conditions and apperception of program music?

      b) Cognitive development of music education:

In terms of musical imagery, describe any two of the following:
  • musical thinking,
  • mental operations, creating musical concepts,
  • learning music theory knowledge,
  • knowledge.

      10.

      a) Music, freedom of expression and technical progress:

  • Choose one song and improvise on it using various styles from the historical times (from agogics to aleatorics)
  • How have developments such as electronic and electroacoustic recording impacted musical freedom and expression?
  • How have electronic instruments in popular music impacted musical development?

      b) Cognitive development of music education:

Discuss the characteristics of any two of the following:

  • creativity and creative principles in music education, including methodology/ development of rhythmic and melodic kreativity,
  • impact of foreign music education systems on music education,
  • principles of creative intonation.

 

 

 

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