Faculty of education department of english language and literature

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  piano
  
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  guitar
  
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  banjo
  
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  mandolin /‘mændəlɪn/
  
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  violin
  
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  cello /^'ʧɛləʊ/ 
  
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  double bass
  
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  harp
  
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  trumpet
  
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  clarinet /klærɪ‘nɛt/
  
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  flute
  
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  saxophone /‘sæksəfəʊn/
  
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  tuba
  
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  oboe /‘əʊbəʊ/
  
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  bassoon /bə‘suːn/
  
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  recorder
  
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  accordion /ə‘kɔːdjən/
  
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  xylophone /‘zaɪləfəʊn/
  
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  bell
  
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  cymbal /‘sɪmbəl/
  
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  triangle
  
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  claves /kl‘ʌve(ɪ)z/ or /kleɪvz/
  
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  drum (drum set)
  
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  gong /‘gɒŋ/
  
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  tambourine /ˌtæmbə‘riːn/
  
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  castanets /ˌkæstə‘nɛts/
  
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  timpani /‘tɪmpəni/
  
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  kazoo /kə‘zu:/
  
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  harmonica /hɑː‘mɒnɪkə/
  
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  cimbalom /‘sɪmbələm/
  
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  organ
  

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2. 
   The pictures are then showed again and individual students are called out to provide their English equivalents.
   
3. 
   Students are divided into two groups again. A student from the first group is shown a picture of an instrument. He or she has to draw the musical instrument on the board (1-minute time limit) and the rest of his or her group guesses the name. Then a student from the other group draws a different instrument, etc. The winners can choose a song which the losers have to sing.
   

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3. Focus on speaking

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  Aims: learners practice describing musical instruments; learners practice speaking; learners learn fast and accurate speaking; learners practice the correct pronunciation
  
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  Language focus: vocabulary in the table 1.L.; musical instruments
  
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  Language skills: speaking
  
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  Time: 30 minutes
  
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  Preparation: cards with names of musical instruments
  
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  Procedure:
  

1. 
   Brainstorming vocabulary: Students work in small groups. They think of words, phases or sentences which can be used to describe a musical instrument. The vocabulary is then written on the board in an organized way (e.g. according to categories like nouns, adjectives, phrases, verbs, etc.). The vocabulary should be visible for all the students during the following activity.
   
2. 
   Game: The class is divided into two groups which compete against each other. The teacher (or students) prepares slips of paper with a name of a musical instrument on each. A member of the first group comes upfront and chooses a slip of paper. He or she has a 1-minute time limit to describe the musical instrument to their group using the above vocabulary (miming should be avoided in order to encourage speaking). If the group’s guess is right, the same student pulls out a different musical instrument and continues explaining until the time limit is over. Then comes a member of the other group. The groups take turns until there are no slips left. The winning team chooses a task for the team which lost.
   

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  1.L. Expressions for describing a musical instrument
  Adjectives: long short big small thin large round square colours materials	Nouns: chordophone aerophone idiophone membranophone electrophone parts : body neck bow strings keys holes frets	Phrases: made of similar to looks like sounds like	Sentences: It is played by being struck with… It is played by shaking It is played with a bow/plectrum… It has strings/keys/holes… It has a round body and a short neck You sit/stand when you play it It was used in the soundtrack of… Etc.

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3. Focus on writing

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  Aims: learners revise English sentence structure; learners practice creating questions; learners learn to create a mock test; learners learn to write a short description of musical instruments; learners revise vocabulary; learners reflect on their learning progress
  
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  Language focus: vocabulary from previous activities
  
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  Language skills: writing, speaking
  
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  Time: 45 minutes
  
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  Preparation: teacher prepares cards with some random names on them and pictures of musical instruments
  
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  Procedure:
  

1. 
   Students pair up and each pair gets five cards with a word or phrase written on each. The cards were prepared before this activity by the teacher or by students. Each pair has to crate the longest sentence possible using all the five words.
   
2. 
   Students prepare mock tests for one another. Each student creates at least 5 items of the test based on the texts 1.A. to 1.E. – it can be open questions (e.g. How is sound made in aerophones? In which century did electrophones develop?) or unfinished sentences (e.g. Idiophones are made of… ). Students swop the tests in pairs and write the right answers.
   
3. 
   Each student gets a picture of a musical instrument. The task is to write as much as possible about it. The teacher should write the outline on the board – each point in the outline can represent one paragraph (e.g. name and category + how the sound is made, material, shape and colour, how it is played, parts, any other information).
   

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3. Assessment, review and feedback

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  Aims: learners learn to reflect on their work and on their learning progress; learners learn to assess their knowledge and skills; learners learn some new learning strategies
  
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  Language focus: revision of the whole topic
  
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  Language skills: speaking, writing
  
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  Time: 20 minutes (+ extra time for individual testing – depending on the number of students)
  
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  Preparation: teacher prepares self-assessment sheets for students and assessment sheets for his or her own assessment; teacher prepares a short written test or pictures for oral examination
  
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  Procedure:
  

1. 
   Students are given a self-assessment sheet (see the table 1.M.) and they work on the answers individually. If they still do not understand some parts of the content or are not sure about the language, they are encouraged to ask questions. Their classmates provide the answers (if they know them). This could be done in groups or as a whole-class activity.
   
2. 
   Then, the students discuss in small groups what strategies they use while studying for a test and what helps them remember the difficult parts. They share their ideas with the whole class.
   
3. 
   One of the ways to test this topic is describing pictures. Students are tested individually so the teacher might want to prepare individual work for the rest of the class. The tested student gets a picture of one musical instrument and he or she should say as much information as possible (what it called, how it is played, which group of instruments it belongs to, what it is made of, what the parts of the instrument are called, etc.).
   

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  1.M. Self-assessment rubric:
  COOPERATIVE LEARNING
  Group contribution and cooperation			I always listen to, share with and support the efforts of others. I try to keep people working well together.			I often listen to, share with and support the efforts of others. But sometimes I am not a good team member.			I rarely listen to, share with and support the efforts of others. I am not a good team player.
  Consideration of others (respect)			I always respect ideas and opinions of others. I always praise and encourage my teammates.			I often respect ideas and opinions of others but sometimes I try to have my way by hook or by crook. Sometimes I praise my teammates.			I rarely respect ideas and opinions of others. My ideas are always the best. I do not praise or encourage my teammates.
  FOCUS ON CONTENT
  Subject knowledge	I understand the topic perfectly. I can provide complete and accurate information.			I am at ease with the topic. I do not understand only some points and cannot explain some difficult terms. I can provide accurate information.			I do not understand the topic very much. I sometimes leave out important details and provide inaccurate information.			I do not understand the topic at all. I cannot explain most of the terms and I very often provide inaccurate information.
  FOCUS ON LANGUAGE
  Vocabulary		I perfectly understand all the new words and phrases and know their Czech equivalents. My pronunciation is correct.			I understand most of the new words and phrases; sometimes I am not sure about the right translation. My pronunciation is usually correct.			I do not understand many new words and phrases and very often I do not know the Czech equivalents. I usually mispronounce the new words.			I do not understand the new vocabulary at all and I do not know how to translate it to Czech. I pronounce none of the new words correctly.
  FOCUS ON SPEAKING
  Accuracy		I can express myself very clearly and I use the correct language to do so. I hardly ever make mistakes.			I can express myself most of the times but sometimes I make small mistakes.			I often cannot express myself clearly. I usually make a lot of mistakes while speaking.			I cannot express myself at all. I make mistakes all the time.
  Fluency		I am fluent when I speak. My speaking is organized and comprehensible.			I am usually fluent in speaking. Sometimes I make pauses to organize my ideas.			I usually make pauses or stammer. I sometimes jump from one idea to another.			I make a lot of pauses and my speaking is broken. I cannot organize my ideas at all.

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3. Additional activities: Old or Interesting Musical Instruments

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  Below, there is a list of a few rather uncommon musical instruments with some interesting facts about each.¹⁸ There is also a picture or an icon accompanying the text.¹⁹ The links below each text refer to short videos of the instruments.
  
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  For the following activities, it is also necessary to find pictures of the instruments and print them out on separate sheets of paper (there are many beautiful pictures available online).
  
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1. 
   Find a pair
   

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  Aims: learners practice asking questions; learners learn to predict; learners learn to attentively listen to sounds of musical instruments
  
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  Language focus: yes/no questions
  
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  Language skills: speaking
  
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  Time: 20 minutes
  
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  Preparation: teacher prints out the card with the facts about musical instruments and pictures of the musical instruments; teacher also needs a computer and the access to the Internet in order to play the recordings
  
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  Procedure:
  

1. 
   Half the class gets the information without the name of the instrument. The other half gets a picture of an instrument and its name. Students mingle and try to find their pair by asking questions (e.g. Is it a string/wind instrument? Is it played with a bow/a stick/a hand? Is it made of wood/metal? Does it look like a guitar/a violin/a flute? etc.). Learners can only ask yes/no questions.
   
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   Once they pair up, students discuss how they think the particular instrument is played (how is it hold; does the player stand/sit…).
   
3. 
   The teacher plays an audio recording of an instrument and students try to guess whether it is their instrument playing. Finally, the video is shown as well and students can see which instrument it is and how it is played.
   

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2. 
   Interesting presentations
   

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  Aims: learners learn to present facts in a creative way; learners learn to choose assessment criteria; learners learn to assess the work of their classmates
  
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  Language focus: various
  
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  Language skills: reading, speaking
  
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  Time: 30 minutes
  
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  Preparation: teacher prints out the cards with the facts and pictures of the musical instruments
  
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  Procedure:
  

1. 
   Students work in pairs or small groups. Each group draws one musical instrument from a pile (the short text + the picture of the instrument). They carefully read the text and watch the picture.
   
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   Each group prepares a short presentation of their musical instrument. The presentation should include some interesting facts about the instrument but the students should avoid simple stating of facts. The presentations should be as original as possible. It might also be helpful, if each group watches a video of how their instrument is played.
   
3. 
   The presentations are then assessed by students according to the rubric which was created in advance.
   

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3. 
   Graphic organizers/Posters
   

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  Aims: learners learn to work with information; learners learn to work with graphic organizers; learners learn to simplify difficult words or phrases; learners practice their short-term memory
  
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  Language focus: various
  
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  Language skills: reading, speaking, writing
  
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  Time: 45 minutes
  
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  Preparation: teacher prints out the cards with the facts and pictures of the musical instruments; teacher prepares two cardboard circles for each student
  
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  Procedure:
  

1. 
   The teacher places the pictures of the musical instruments randomly in the classroom. Students walk around and watch the pictures, after a while they are instructed to choose one picture and keep it.
   
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   Students form groups or pair according to the instructions on the other side of the pictures. In groups, students describe the pictures in as much detail as possible and then they can also discuss the following questions:
   

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   How do you think it is played/hold?
   
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   When was it played (which century)?
   
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   Where does it come from (what country or continent)?
   
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   How is the sound made?
   
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   Each group chooses only one instrument and organizes the information from the text into a graphic organizer or a poster. Each pair should also write at least two statements about their instrument on a separate cards (true or false statements)
   
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   The graphic organizers are placed on visible spots in the classroom along with the pictures of the instruments. The statements are collected by the teacher. Students walk around and read the information about each instrument. They try to remember as much as they can.
   
3. 
   The teacher might want to take down the graphic organizers before the following step. Each student is given two cardboard circles – one red and one green. The teacher reads the statements about the instruments and students decide whether the statement is true or false – they hold up a green or red circle.
   

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  ERHU string instrument sometimes called “Chinese violin” two strings played with a bow which is never separated from the strings (the bow passes between the strings) the front side of the sound box (placed at the bottom of the instrument) is covered with python skin https://www.youtube.com/watch?v=i8Q8aZ1paUw

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  GUZHENG also called “Chinese zither” 18-21 strings and movable bridges right hand plucks the strings with picks attached to the fingers, left hand makes tremolo and vibrato the sound evokes the sense of a cascading waterfall, thunder, horses’ hooves or the scenic countryside https://www.youtube.com/watch?v=ujzMHLac404

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  STEEL DRUM percussion instrument (idiophone) originated in Trinidad and Tobago in 1930s originally made from used 55-gallon oil barrels played with two straight sticks (there are rubber tips at the ends of the sticks) https://www.youtube.com/watch?v=H-bTMbePj0A https://www.youtube.com/watch?v=woBZME7sN3E

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  BODHRÁN Irish frame drum usually 35-45cm in diameter, the membrane is made of goatskin it is struck with a hand or with a stick (called tipper) the tippers were originally made of animal bones, nowadays they are made of wood https://www.youtube.com/watch?v=dMI4X8OOMOg

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  TABLA a membranophone percussion instrument used in traditional music of Afghanistan, India, Pakistan, Nepal, Bangladesh and Sri Lanka originated in India, probably around 200 BC a pair of hand drums – each drum has a different size and different sound played by fingers and palms https://www.youtube.com/watch?v=0ReRU3F4o4Q

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  SITAR string instrument popular in India, Pakistan and Bangladesh flourished in 16th and 17th century and arrived at its present form in 18th century can have 18-21 strings (only 6 or 7 are played, the rest resonates) and 20 movable frets usually about 1,2m long https://www.youtube.com/watch?v=YbhF3g4wI_w

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  ALPHORN wooden aerophone in the past, used for communication in most mountainous regions of Europe probably originated in 15th century originally from one piece of wood, nowadays from more usually 1,6-2m long (but some instruments can have up to 4 metres) https://www.youtube.com/watch?v=51XonN_Z77c

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  BALALAIKA Russian string instrument triangular body and three strings, fretted neck developed in 18th century made in six sizes (piccolo, prima, secunda, alto, bass, contrabass) – from 60 to 165 cm long the most common type (prima) is about 70cm long https://www.youtube.com/watch?v=hH5znHQ9QRY

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  LYRE string instrument used in ancient times in Sumer, Babylonia, Israel, Egypt and Greek the earliest picture of lyre dates in 1400 BC 4, 7 or 10 strings – played by a pick traditionally the body of a lyre was made of turtle shell the recitations of Ancient Greeks were accompanied by lyre playing in Middle Ages lyres were widespread in various countries in Europe https://www.youtube.com/watch?v=zX9kPR29Riw

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  ZITHER string instrument where the strings are the same length as the soundboard the oldest examples of a zither were found in China (433BC) in Europe a zither became popular folk music instrument in Bavaria and Austria at the beginning of 19th century favourite musical instrument of Empress Elisabeth of Austria (Sissi) nowadays usually 29-38 strings https://www.youtube.com/watch?v=93zJU_ZxTfU

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  MBIRA/KALIMBA also called “thumb piano” African idiophone consisting of a wooden board with attached metal tines player holds the instrument in both hands and plucks the tines with thumbs appeared on the west coast of Africa 3000 years ago (made from bamboo), first metal-tined mbiras appeared 1300 years ago https://www.youtube.com/watch?v=LOODjXhH0es

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  NYCKELHARPA traditional Swedish string instrument played with a bow the earliest painting of nyckelharpa (found in churches) are from 15th century usually 16 strings and 37 wooden keys https://www.youtube.com/watch?v=7sfBcWvVUbs

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  HURDY GURDY also called “wheeled fiddle” string instrument the sound is produced by a wheel rubbing against the strings – the wheel is turned by a crank (handle) the keys worked by the left hand produce a melody in Central and Eastern Europe: smaller wheel and 3 strings in Western Europe: bigger wheel and 6 strings https://www.youtube.com/watch?v=ypuaJLHK_LQ

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  LUTE string instrument commonly used from Medieval to Baroque eras first instruments similar to lute appeared in Mesopotamia before 3000 BC very popular in Renaissance (in secular music) the strings are arranged in courses (1 course = 2 strings), only the highest-pitched course consists of 1 string https://www.youtube.com/watch?v=broV_1gPZVE

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  PANFLUTE named after the Greek god Pan wind instrument consisting of cane pipes of different length – the pipes are tied together by wax or cord and usually closed at the bottom widespread in Neolithic cultures in South America very popular as folk instrument https://www.youtube.com/watch?v=9rECGiBzspA

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  SHAWN double-reed woodwind instrument made in Europe from the 12th century, very popular in Renaissance period probably imported to Europe from Islamic East used almost exclusively for outdoors performances (too loud to be played inside) used for military purposes (e.g. in crusades) or outdoor dancing https://www.youtube.com/watch?v=PMJ_jt209jg

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  TROMBA MARINA a triangular string instrument played with a bow used in medieval and Renaissance Europe it has only 1 string (monochord) it can be 1,2 – 2,1m long fell into disuse in the first half of 18th century https://www.youtube.com/watch?v=lXhdTBtOLbc

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  THEORBO ­plucked string instrument a lute with a very long neck developed during the late 16th century in Italy, used until 18th century usually 14 strings 6 strings running along the fretted fingerboard (70-90cm long) 8 bass strings running off the fingerboard (150-180cm long) both sets of strings have separate pegboxes https://www.youtube.com/watch?v=qeUcGD4rRRc

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  THEREMIN original name: etherphone electronic musical instrument controlled without physical contact named after its Russian inventor Léon Theremin – patented in 1928 two metal antennas sense the positions of the players hands – one hand controls volume, the other controls pitch https://www.youtube.com/watch?v=KgFsgkNmMg0

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  STYLOPHONE electronic keyboard instrument invented by Brian Jarvis in 1967 a metal keyboard is played by touching it with a stylus was largely produced from 1968 to 1975, mostly as children’s toy https://www.youtube.com/watch?v=R_pdzSKIg7c

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  CRWTH archaic string instrument in the past played widely in Europe became very popular in Wales – played from Middle Ages to about 1800 originally plucked, from 11th century played with a bow 6 strings, fretless fingerboard https://www.youtube.com/watch?v=GcdXN7Wl0fY

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  JEW’S HARP a plucked idiophone consists of a metal tongue (or reed) which is attached to a frame the instrument is placed into a player’s mouth and the tongue is plucked with a finger to produce sound one of the oldest musical instruments in the world it has no connection to Jews or Judaism usually about 5-8cm long https://www.youtube.com/watch?v=_EZrhYg8O_U

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  HARDANGER FIDDLE (HARDINGFELE) string instrument similar to violin played with a bow traditional instrument used to play music of Norway usually 8 strings – 4 are played, other 4 resonate (sympathetic strings) it is very often highly decorated invented in the late 17th century https://www.youtube.com/watch?v=jQgAPIsWn_U

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  CAJON a box-shaped percussion instrument played by fingers and hands (sometimes also by sticks) originally from Peru – played by African slaves in Peru the player sits astride the box while playing and hits the front side of the box (called “tapa”) often used by bands instead of full drum kit https://www.youtube.com/watch?v=-uLsM9vp3dw

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  DIDGERIDOO wind instrument from Australia played by Aboriginals very old (probably more than 1500 years) usually around 1,2m long (but can be up to 3m long) made from hardwoods, especially eucalyptus (the central parts of the branches are removed by termites) traditionally played only by men during ceremonial occasions https://www.youtube.com/watch?v=9g592I-p-dc https://www.youtube.com/watch?v=cLu9GmV2vF0

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  TIN WHISTLE simple wind instrument made of metal and plastic six holes typical instrument in Irish traditional music also called “a penny whistle” because it was cheap (could be bought for a penny) https://www.youtube.com/watch?v=vFz_ozWHKo0

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  PIPA sometimes called “Chinese lute” plucked string instrument 4 strings, fretted neck (12-26 frets) while playing, it is held vertically on the player’s thigh there were silk strings in the past – played usually with bare fingers, nowadays metal strings – played with finger picks a modern pipa is about 100 cm long https://www.youtube.com/watch?v=Rg_iZhUlyRE

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  BAGPIPES wind instrument have been played for centuries in Europe, the Caucasus, around the Persian Gulf, Northern Africa and North America construction: air supply – either by blowing into a blowpipe, or by bellows bag – a reservoir of air, made of animal skin (goat, dog, sheep) chanter – the melody pipe played with two hands at least one drone – a pipe which is not fingered, it produces a constant note the Great Highland bagpipe (Scotland) – the world’s most commonly played bagpipe, native to Scotland https://www.youtube.com/watch?v=Ef1K3wYf1cM https://www.youtube.com/watch?v=20J_ioae26k

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2. Framework Education Programme for Elementary Education (RVP ZV)

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  5.7.1 HUDEBNÍ VÝCHOVA
  
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  Vzdělávací obsah vzdělávacího oboru
  
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  1. stupeň
  

  Očekávané výstupy – 1. období žák zpívá na základě svých dispozic intonačně čistě a rytmicky přesně v jednohlase rytmizuje a melodizuje jednoduché texty, improvizuje v rámci nejjednodušších hudebních forem využívá jednoduché hudební nástroje k doprovodné hře reaguje pohybem na znějící hudbu, pohybem vyjadřuje metrum, tempo, dynamiku, směr melodie rozlišuje jednotlivé kvality tónů, rozpozná výrazné tempové a dynamické změny v proudu znějící hudby rozpozná v proudu znějící hudby některé hudební nástroje, odliší hudbu vokální, instrumentální a vokálně instrumentální Očekávané výstupy – 2. období žák zpívá na základě svých dispozic intonačně čistě a rytmicky přesně v jednohlase či dvojhlase v durových i mollových tóninách a při zpěvu využívá získané pěvecké dovednosti realizuje podle svých individuálních schopností a dovedností (zpěvem, hrou, tancem, doprovodnou hrou) jednoduchou melodii či píseň zapsanou pomocí not využívá na základě svých hudebních schopností a dovedností jednoduché popřípadě složitější hudební nástroje k doprovodné hře i k reprodukci jednoduchých motivů skladeb a písní rozpozná hudební formu jednoduché písně či skladby vytváří v rámci svých individuálních dispozic jednoduché předehry, mezihry a dohry a provádí elementární hudební improvizace rozpozná v proudu znějící hudby některé z užitých hudebních výrazových prostředků, upozorní na metrorytmické, tempové, dynamické i zřetelné harmonické změny ztvárňuje hudbu pohybem s využitím tanečních kroků, na základě individuálních schopností a dovedností vytváří pohybové improvizace

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  Učivo
  
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  VOKÁLNÍ ČINNOSTI
  

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  pěvecký a mluvní projev – pěvecké dovednosti (dýchání, výslovnost, nasazení a tvorba tónu, dynamicky odlišený zpěv), hlasová hygiena, rozšiřování hlasového rozsahu
  
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  hudební rytmus – realizace písní ve 2/4, 3/4 a 4/4 taktu
  
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  dvojhlas a vícehlas – prodleva, kánon, lidový dvojhlas apod.
  
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  intonace, vokální improvizace – diatonické postupy v durových a mollových tóninách (V., III. a I. stupeň, volné nástupy VIII. a spodního V. stupně apod.), hudební hry (ozvěna, otázka - odpověď apod.)
  
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  záznam vokální hudby – zachycení melodie písně pomocí jednoduchého grafického vyjádření (např. linky), nota jako grafický znak pro tón, zápis rytmu jednoduché písně, notový zápis jako opora při realizaci písně
  

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  INSTRUMENTÁLNÍ ČINNOSTI
  

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  hra na hudební nástroje – reprodukce motivů, témat, jednoduchých skladbiček pomocí jednoduchých hudebních nástrojů z Orffova instrumentáře, zobcových fléten, keyboardů apod.
  
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  rytmizace, melodizace a stylizace, hudební improvizace – tvorba předeher, meziher a doher s využitím tónového materiálu písně, hudební doprovod (akcentace těžké doby v rytmickém doprovodu, ostinato, prodleva), hudební hry (ozvěna, otázka – odpověď), jednodílná písňová forma (a – b)
  
• 
  záznam instrumentální melodie – čtení a zápis rytmického schématu jednoduchého motivku či tématu instrumentální skladby, využití notačních programů
  

• 
  HUDEBNĚ POHYBOVÉ ČINNOSTI
  

• 
  taktování, pohybový doprovod znějící hudby – dvoudobý, třídobý a čtyřdobý takt, taneční hry se zpěvem, jednoduché lidové tance
  
• 
  pohybové vyjádření hudby a reakce na změny v proudu znějící hudby – pantomima a pohybová improvizace s využitím tanečních kroků
  
• 
  orientace v prostoru – utváření pohybové paměti, reprodukce pohybů prováděných při tanci či pohybových hrách
  

• 
  POSLECHOVÉ ČINNOSTI
  

• 
  kvality tónů – délka, síla, barva, výška
  
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  vztahy mezi tóny – souzvuk, akord
  
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  hudební výrazové prostředky a hudební prvky s výrazným sémantickým nábojem – rytmus, melodie, harmonie, barva, kontrast a gradace, pohyb melodie (melodie vzestupná a sestupná), zvukomalba, metrické, rytmické, dynamické, harmonické změny v hudebním proudu
  
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  hudba vokální, instrumentální, vokálně instrumentální, lidský hlas a hudební nástroj
  
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  hudební styly a žánry – hudba taneční, pochodová, ukolébavka apod.
  
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  hudební formy – malá písňová forma, velká písňová forma, rondo, variace
  
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  interpretace hudby – slovní vyjádření (jaká je to hudba a proč je taková)
  

• 
  
  
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  2. stupeň
  

  Očekávané výstupy žák využívá své individuální hudební schopnosti a dovednosti při hudebních aktivitách uplatňuje získané pěvecké dovednosti a návyky při zpěvu i při mluvním projevu v běžném životě; zpívá dle svých dispozic intonačně čistě a rytmicky přesně v jednohlase i vícehlase, dokáže ocenit kvalitní vokální projev druhého reprodukuje na základě svých individuálních hudebních schopností a dovedností různé motivy, témata i části skladeb, vytváří a volí jednoduché doprovody, provádí jednoduché hudební improvizace realizuje podle svých individuálních schopností a dovedností písně a skladby různých stylů a žánrů rozpozná některé z tanců různých stylových období, zvolí vhodný typ hudebně pohybových prvků k poslouchané hudbě a na základě individuálních hudebních schopností a pohybové vyspělosti předvede jednoduchou pohybovou vazbu orientuje se v proudu znějící hudby, vnímá užité hudebně výrazové prostředky a charakteristické sémantické prvky, chápe jejich význam v hudbě a na základě toho přistupuje k hudebnímu dílu jako k logicky utvářenému celku zařadí na základě individuálních schopností a získaných vědomostí slyšenou hudbu do stylového období a porovnává ji z hlediska její slohové a stylové příslušnosti s dalšími skladbami vyhledává souvislosti mezi hudbou a jinými druhy umění

• 
  Učivo
  
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  VOKÁLNÍ ČINNOSTI
  

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  pěvecký a mluvní projev – rozšiřování hlasového rozsahu, hlasová hygiena, hlasová nedostatečnost a některé způsoby její nápravy, mutace, vícehlasý a jednohlasý zpěv, deklamace, techniky vokálního projevu (scat, falzet apod.), jejich individuální využití při zpěvu i při společných vokálně instrumentálních aktivitách
  
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  intonace a vokální improvizace – diatonické postupy v durových a mollových tóninách, improvizace jednoduchých hudebních forem
  
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  hudební rytmus – odhalování vzájemných souvislostí rytmu řeči a hudby, využívání rytmických zákonitostí při vokálním projevu
  
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  orientace v notovém záznamu vokální skladby – notový zápis jako opora při realizaci písně či složitější vokální nebo vokálně instrumentální skladby
  
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  rozvoj hudebního sluchu a hudební představivosti – reprodukce tónů, převádění melodií z nezpěvné do zpěvné polohy, zachycování rytmu popřípadě i melodie zpívané (hrané) písně pomocí grafického (notového) záznamu
  
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  reflexe vokálního projevu – vlastní vokální projev a vokální projev ostatních, hledání možností nápravy hlasové nedostatečnosti (transpozice melodie, využití jiné hudební činnosti)
  

• 
  INSTRUMENTÁLNÍ ČINNOSTI
  

• 
  hra na hudební nástroje – nástrojová reprodukce melodií (motivků, témat, písní, jednoduchých skladeb), hra a tvorba doprovodů s využitím nástrojů Orffova instrumentáře, keyboardů a počítače, nástrojová improvizace (jednoduché hudební formy)
  
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  záznam hudby – noty, notační programy (např. Capella, Finale, Sibelius) a další způsoby záznamu hudby
  
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  vyjadřování hudebních i nehudebních představ a myšlenek pomocí hudebního nástroje – představy rytmické, melodické, tempové, dynamické, formální
  
• 
  tvorba doprovodů pro hudebně dramatické projevy
  

• 
  HUDEBNĚ POHYBOVÉ ČINNOSTI
  

• 
  pohybový doprovod znějící hudby – taktování, taneční kroky, vlastní pohybové ztvárnění
  
• 
  pohybové vyjádření hudby v návaznosti na sémantiku hudebního díla – pantomima, improvizace
  
• 
  pohybové reakce na změny v proudu znějící hudby – tempové, dynamické, rytmicko-metrické, harmonické
  
• 
  orientace v prostoru – rozvoj pohybové pamětí, reprodukce pohybů prováděných při tanci či pohybových hrách
  

• 
  POSLECHOVÉ ČINNOSTI
  

• 
  orientace v hudebním prostoru a analýza hudební skladby – postihování hudebně výrazových prostředků, významné sémantické prvky užité ve skladbě (zvukomalba, dušemalba, pohyb melodie, pravidelnost a nepravidelnost hudební formy) a jejich význam pro pochopení hudebního díla
  
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  hudební dílo a její autor – hudební skladba v kontextu s jinými hudebními i nehudebními díly, dobou vzniku, životem autora, vlastními zkušenostmi (inspirace, epigonství, kýč, módnost a modernost, stylová provázanost)
  
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  hudební styly a žánry – chápání jejich funkcí vzhledem k životu jedince i společnosti, kulturním tradicím a zvykům
  
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  interpretace znějící hudby – slovní charakterizování hudebního díla (slohové a stylové zařazení apod.), vytváření vlastní soudů a preferencí
  

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1^ The National Education Association (NEA) is the United States labour union. It represents teachers and other school personnel.

2^ See e.g. www.openschool.cz

3^ Think-pair-share is a cooperative discussion strategy developed by Frank Lyman and his colleagues; it is a three-stage action: think (students think about the question) + pair (students pair up and discuss their answers) + share (students share their answers with the rest of the class) (Lyman)

4^ Turn and talk is a similar strategy to get all the students speaking. Teacher asks question and sets time for discussion. Students pair up according to a system set up beforehand. The timer is set and students start discussing the question in pairs (“Turn and Talk”)

5^ Triad teams. Students work in groups of three; two students complete the task and the third provides a support role by observing and feeding back on his or her group’s efforts. The feedback should be only positive. (“Triads”)

6^ Národní institut pro další vzdělávání

7^ Metodický portál RVP (clanky.rvp.cz); Obsahově a jazykově integrované vyučování na 2.stupni základních škol a nižším stupni víceletých gymnázií (clil.nidv.cz)

8^ CEFR

9^ English for Teachers

10^ See chapter 1.3.

11^ Rámcový vzdělávací program

12^ Rámcový vzdělávací program pro základní vzdělávání

13^ Školní vzdělávací program

14^ E.g. English through Music by Anice Paterson and Jane Willis for younger learners (4-12 years old) and lower levels of English (A1-A2) or Music and Song by Tim Murphey for older learners (secondary education)

15^ For example, while talking about hypothetic situation, modal verbs can be pre-taught; while making predictions, students might be reminded to use future tense with “will”, etc.

16^ The description of all the activities in the Appendix is shortened. In order to fully understand the activities and how to use the materials in the Appendix, the readers should read the detailed description in the second part of this thesis (Practical part).

17^ Most of the facts in this activity was taken from the following sources (with some modification from the author):britannica.com

encyclopedia.com

infoplease.com/encyclopedia

wikipedia.com

18^ The information about the musical instruments in this activity is taken from the following resources (modified by the author):Brouček, Stanislav, and Richard Jeřábek. Lidová Kultura: Národopisná Encyklopedie Čech, Moravy a Slezska. Praha: Mladá Fronta, 2007. Print

Spencer, Robert. “Chitarrone, Theorbo and Archlute.” Early Music 4.4 (1976): 407-23. Web. 1 Jan. 2016.

britannica.com

www.cs.dartmouth.edu/~lsa

encyclopedia.com

hurdygurdy.com

musicoftheorient.com

nyckelharpa.org

pan-flute.com

stylophonica.com

wikipedia.com

19^ The pictures were taken from openclipart.org