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Czech-Republic:Teaching and Learning in Conservatoires (Arts Education)

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Contents

Czech-Republic:Political, Social and Economic Background and Trends

Czech-Republic:Historical Development

Czech-Republic:Main Executive and Legislative Bodies

Czech-Republic:Population: Demographic Situation, Languages and Religions

Czech-Republic:Political and Economic Situation

Czech-Republic:Organisation and Governance

Czech-Republic:Fundamental Principles and National Policies

Czech-Republic:Lifelong Learning Strategy

Czech-Republic:Organisation of the Education System and of its Structure

Czech-Republic:Organisation of Private Education

Czech-Republic:National Qualifications Framework

Czech-Republic:Administration and Governance at Central and/or Regional Level

Czech-Republic:Administration and Governance at Local and/or Institutional Level

Czech-Republic:Statistics on Organisation and Governance

Czech-Republic:Funding in Education

Czech-Republic:Early Childhood and School Education Funding

Czech-Republic:Higher Education Funding

Czech-Republic:Adult Education and Training Funding

Czech-Republic:Early Childhood Education and Care

Czech-Republic:Organisation of Programmes for Children under 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children under 2-3 years

Czech-Republic:Assessment in Programmes for Children under 2-3 years

Czech-Republic:Organisation of Programmes for Children over 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children over 2-3 years

Czech-Republic:Assessment in Programmes for Children over 2-3 years

Czech-Republic:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Czech-Republic:Single Structure Education (Integrated Primary and Lower Secondary Education)

Czech-Republic:Organisation of Single Structure Education

Czech-Republic:Teaching and Learning in Single Structure Education

Czech-Republic:Assessment in Single Structure Education

Czech-Republic:Organisational Variations and Alternative Structures in Single Structure Education

Czech-Republic:Upper Secondary and Post-Secondary Non-Tertiary Education

Czech-Republic:Organisation of Upper Secondary Education

Czech-Republic:Teaching and Learning in Upper Secondary Education

Czech-Republic:Assessment in Upper Secondary Education

Czech-Republic:Organisation of Conservatoires (Arts Education)

Czech-Republic:Teaching and Learning in Conservatoires (Arts Education)

Czech-Republic:Assessment in Conservatoires (Arts Education)

Czech-Republic:Organisation of Follow-up and Shortened Study

Czech-Republic:Teaching and Learning in Follow-up and Shortened Study

Czech-Republic:Assessment in Follow-up and Shortened Study

Czech-Republic:Higher Education

Czech-Republic:Types of Higher Education Institutions

Czech-Republic:First Cycle Programmes

Czech-Republic:Bachelor

Czech-Republic:Short-Cycle Higher Education

Czech-Republic:Second Cycle Programmes

Czech-Republic:Programmes outside the Bachelor and Master Structure

Czech-Republic:Third Cycle (PhD) Programmes

Czech-Republic:Adult Education and Training

Czech-Republic:Distribution of Responsibilities

Czech-Republic:Developments and Current Policy Priorities

Czech-Republic:Main Providers

Czech-Republic:Main Types of Provision

Czech-Republic:Validation of Non-formal and Informal Learning

Czech-Republic:Teachers and Education Staff

Czech-Republic:Initial Education for Teachers Working in Early Childhood and School Education

Czech-Republic:Conditions of Service for Teachers Working in Early Childhood and School Education

Czech-Republic:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Czech-Republic:Initial Education for Academic Staff in Higher Education

Czech-Republic:Conditions of Service for Academic Staff Working in Higher Education

Czech-Republic:Continuing Professional Development for Academic Staff Working in Higher Education

Czech-Republic:Initial Education for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Management and Other Education Staff

Czech-Republic:Management Staff for Early Childhood and School Education

Czech-Republic:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Czech-Republic:Education Staff Responsible for Guidance in Early Childhood and School Education

Czech-Republic:Other Education Staff or Staff Working with Schools

Czech-Republic:Management Staff for Higher Education

Czech-Republic:Other Education Staff or Staff Working in Higher Education

Czech-Republic:Management Staff Working in Adult Education and Training

Czech-Republic:Other Education Staff or Staff Working in Adult Education and Training

Czech-Republic:Quality Assurance

Czech-Republic:Quality Assurance in Early Childhood and School Education

Czech-Republic:Quality Assurance in Higher Education

Czech-Republic:Quality Assurance in Adult Education and Training

Czech-Republic:Educational Support and Guidance

Czech-Republic:Special Education Needs Provision within Mainstream Education

Czech-Republic:Separate Special Education Needs Provision in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Early Childhood and School Education

Czech-Republic:Guidance and Counselling in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Higher Education

Czech-Republic:Guidance and Counselling in Higher Education

Czech-Republic:Support Measures for Learners in Adult Education and Training

Czech-Republic:Guidance and Counselling in a Lifelong Learning Approach

Czech-Republic:Mobility and Internationalisation

Czech-Republic:Mobility in Early Childhood and School Education

Czech-Republic:Mobility in Higher Education

Czech-Republic:Mobility in Adult Education and Training

Czech-Republic:Other Dimensions of Internationalisation in Early Childhood and School Education

Czech-Republic:Other Dimensions of Internationalisation in Higher Education

Czech-Republic:Other Dimensions of Internationalisation in Adult Education and Training

Czech-Republic:Bilateral Agreements and Worldwide Cooperation

Czech-Republic:Ongoing Reforms and Policy Developments

Czech-Republic:National Reforms in Early Childhood Education and Care

Czech-Republic:National Reforms in School Education

Czech-Republic:National Reforms in Vocational Education and Training and Adult Learning

Czech-Republic:National Reforms in Higher Education

Czech-Republic:National Reforms related to Transversal Skills and Employability

Czech-Republic:European Perspective

Czech-Republic:Legislation

Czech-Republic:Institutions

Czech-Republic:Bibliography

Czech-Republic:Glossary

Curriculum, Subjects, Number of Lessons

The Education Act has brought a new concept of curricular documents, which are developed on two levels – national (framework education programmes – FEPs) and school (school education programmes – SEP). The FEPs for courses of conservatoires were developed by the National Institute for Technical and Vocational Education (nowadays the National Institute for Education) and published by the Ministry of Education, Youth and Sports in 2010. The schools prepared the SEPs and started teaching according to them from 1 September 2012 at the latest. The structure of the FEPs is similar to that of specialised courses of upper secondary schools (see part on Teaching and Learning in Upper Secondary Education). For more information about the reform, see the chapter on Current state of the Curricular Reform.


Six-year Courses

Study in six-year programmes includes general as well as vocational training, the vocational component prevails. The instruction of Czech language and foreign language is organised in the SEP in such a way so that the pupil would be able to take the school-leaving examination (maturitní zkouška) in these subjects. General education includes also ICT education. Vocational training consists of a common vocational basis, vocational training according to the specialisation and vocational teaching training. At minimum two weeks of the vocational practice and at minimum 30 lessons of the vocational teaching practice must be included.in the SEP. Cross-curricular topics are integrated into the general as well as the vocational component of education. The number of lessons per week is 15 at minimum and 40 at maximum. The total number of lessons depends on the specialisation.

An example of a framework curriculum timetable of Music is seen below.


Eight-year Dance Course

The FEP for the Dance course was prepared with regard to the Framework Education Programme for Basic Education (see Teaching and Education in Single-Structure Education) as the first four years are equivalent to the second stage of the basic school (základní škola). However, the content of education and the number of lessons for the educational areas are different in some aspects, namely a large part of the taught time is devoted to the arts education. 

In upper four years, the vocational component usually prevails. Several general subjects are also taught to allow pupils to complete their upper secondary education (Czech language, foreign language, education in information and communication technologies etc.), on the other hand, science education, mathematics and fine art are taught only or mainly at the lower secondary level. Art teaching practice is taught in upper grades. Cross-curricular topics are integrated in the general as well as the vocational component of education. 

The number of lessons per week is 39 at minimum and 40 at maximum and considerably exceeds the number of lessons at the second stage of the basic school (28-32 lessons, see more in the chapter on Organisation of the Single-structure Education) and also in the majority of the four-year programmes of the upper secondary schools (střední školy) (usually 35 lessons at maximum). The total number of teaching hours per week for the whole study ranges from 318 to 320.


Language Education

The instruction of one foreign language is compulsory in the fields of Music and Music and Drama. Two foreign languages are compulsory in the fields of Singing and Dance. The level of acquired language competences should be, according to the Common European Framework of Reference for Languages, on the level B1 for the first language at the end of studies. It is considered as minimal language acquisition for completion of the common part of the school-leaving examination. In order to obtain the graduate examination certificate, education in the first foreign language should lead to the level B2. For another foreign language, the minimal level is set on A2. More information about the instruction of foreign languages can be found in the part on Teaching and Learning in Upper Secondary Education, section Vocational Education


Legislation and Bibliography

Education Act

Framework educational programmes for vocational upper secondary education



Example Framework Curriculum Timetable of a Course

Example Framework Curriculum Timetable of a Course n. 82 – 44 – M/01 Music according to FEP

Duration and form of education: 6 years, day form
Educational Areas and Contents
Minimum number of teaching hours during the study
Weekly
Total

Language education and communication
-  Czech language

- Foreign language



5 160
12 384
Humanity and social education 5
160
Aesthetic education 5
160
Education for health 8
256
Education in information and communication technologies 4
128
Specialization Playing a musical instrument
Others Playing a musical instrument
Others
Common professional basics 30 35 960 1 120
Professional training according to specialisation 20-30 35 640-960 1 120
Art-teaching training 8 8 256 256
Disposable teaching hours 33-44 54 1 056-1 408 1 728
Total 130-151 171 4 160-4 832 5 472


The minimum number of teaching hours in individual grades is 15.

Notes:

  1. The framework curriculum timetable of the educational content is the basis for the development of the SEP. The subjects created on the basis of the educational areas and contents set by the FEP are included into the SEP timetable. Set educational areas and contents and the minimum number of teaching hours are binding; the observance of these in the SEP must be demonstrable. 
  2. The need of individual preparation of pupils, taking place outside the school according to the teacher’s directions, is taken into account in the timetable. 
  3. Disposable teaching hours are intended for creation of the specialization of the SEP, for implementation of the cross-curricular themes, strengthening of the time allocation to individual educational areas and contents, for support of the interest orientation of pupils and implementation of another foreign language teaching. 
  4. The minimum number of weekly teaching hours for the specialization of playing a musical instrument is 130 – 151 for the whole period of education. For other specializations (conducting, composition, etc.), it is 171 teaching hours. The maximum number of weekly teaching hours is 240 for the whole period of education. 
  5. As for the range of the minimum weekly teaching hours in the specialization of playing a musical instrument, specific needs of playing a concrete musical instrument during the whole period of education are taken into account and included in the SEP. These specifics result especially from the extent of necessary individual preparation of pupils outside the school according to the teacher’s directions. For the subjects taught and included in the timetable, a fixed number of weekly teaching hours in all the grades of education must be stated according to set range. 
  6. To make the education successful, it is necessary to set up conditions for acquirement of required practical skills and activities in the form of practical professional training and artistic practice. For the purpose of practical professional training artistic practice and art teaching practice, the pupils may be divided into groups according to valid legal regulations. Individual teaching of pupils is organised in accordance with the needs of the subject specialization. The content of practical activities is based on the educational areas and contents of the FEP. 
  7. The minimum time of artistic practice is two week for the whole period of education; it must be included in the SEP. The artistic practice is organised in accordance with valid legal regulations. 
  8. The minimum time of art teaching practice is 30 teaching hours for the whole period of education; it must be included in the SEP. 
  9. It is advisable for the school to provide conditions for improving the quality of language skills of pupils and for teaching of other foreign languages according to the interest and skills of pupils.



Teaching Methods and Materials

The school education programme can be formed as a standard one (classic) i.e. based on the teaching subjects and curriculum or as a modular one.

Framework education programmes set out basic methods and teaching requirements; however, the choice of actual educational methods is in the competence of the school and individual teachers. Schools have to describe the total educational concept and educational strategy of individual subjects/modules in their school education programmes. According to the Education Act one of the principles of education is the wide use of effective modern teaching methods and approaches.

At conservatoires individual or small group teaching is preferred for professional training.

Exercises are part of the subjects which enhance vocational education and training of pupils. The exercises take place in special classrooms. Exercise can also be included in some theoretical subjects.

Artistic practice takes place at school or at other type of school facility or at the workplaces of individuals or companies. Artistic practice is usually carried out in weekly blocks. Pupils also take part in an artistic-pedagogical practice.

For requirements on teaching texts and documents, see Teaching Methods and Materials in upper secondary education.

There are no regulations relating to pupils' homework.