Composition Pedagogy in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F24%3A73624083" target="_blank" >RIV/61989592:15410/24:73624083 - isvavai.cz</a>

Výsledek na webu

<a href="https://academic.oup.com/edited-volume/55824/chapter-abstract/436613600?redirectedFrom=fulltext" target="_blank" >https://academic.oup.com/edited-volume/55824/chapter-abstract/436613600?redirectedFrom=fulltext</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1093/oxfordhb/9780197574874.013.36" target="_blank" >10.1093/oxfordhb/9780197574874.013.36</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Composition Pedagogy in the Czech Republic

Popis výsledku v původním jazyce

This chapter focuses on the current state of composition pedagogy in the Czech Republic. Based on the recent research and professional literature, it presents historical starting points and methodology of individual artistic composition pedagogy and general music-oriented group composition pedagogy. It describes their different goals, objectives, and methodology. Influential historical composers’ schools have been contrasting with a lack of teaching books for the individual artistic composition pedagogy. Methodological texts on group composing are contrasting with the absence of separate composition activities in curricular materials for general music education. These conditions determine two main streams of Czech composition pedagogy and the roles and functions of artistic and general music education. The expanding meaning of the term “composition” offers new possibilities for composing in general music education and non-formal education. It is presented on the methodology of the Different Hearing program. Practical stimuli for group composing and best practice activities by educators and composers are concluding this chapter.

Název v anglickém jazyce

Composition Pedagogy in the Czech Republic

Popis výsledku anglicky

This chapter focuses on the current state of composition pedagogy in the Czech Republic. Based on the recent research and professional literature, it presents historical starting points and methodology of individual artistic composition pedagogy and general music-oriented group composition pedagogy. It describes their different goals, objectives, and methodology. Influential historical composers’ schools have been contrasting with a lack of teaching books for the individual artistic composition pedagogy. Methodological texts on group composing are contrasting with the absence of separate composition activities in curricular materials for general music education. These conditions determine two main streams of Czech composition pedagogy and the roles and functions of artistic and general music education. The expanding meaning of the term “composition” offers new possibilities for composing in general music education and non-formal education. It is presented on the methodology of the Different Hearing program. Practical stimuli for group composing and best practice activities by educators and composers are concluding this chapter.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

60403 - Performing arts studies (Musicology, Theater science, Dramaturgy)

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

The Oxford Handbook of Music Composition Pedagogy

ISBN

978-0-19-757487-4

Počet stran výsledku

22

Strana od-do

"757–778"

Počet stran knihy

968

Název nakladatele

Oxford University Press

Místo vydání

New York

Kód UT WoS kapitoly

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