The purpose of this study was to investigate preservice music educators' perceptions of collegiate large ensemble experiences. The researcher created and tested a survey designed to explore how preservice music educators perceived their large ensemble experiences may impact their pedagogy skills and musicianship skills. Local (n = 101) and national (n = 77) respondents answered agreement statements about ensemble experiences, course enrollment questions, and a ranking question. An exploratory factor analysis on data from the instrument yielded four factors: Conducting Gesture Growth, Musical Skills and Pedagogy Skills, Repertoire and Literature Selection, and Other with a Cronbach's alpha of .92. Composite score results indicated that there was a statistically significant difference for one factor by primary teaching identity. Preservice music educators observed the most musical skills growth for their conducting gesture. Participants gave the highest pedagogy skills ratings for statements about large ensembles preparing them for a career in music education, improving their teaching effectiveness, and ensemble experiences altering their perceptions of music teaching.

The topic of the diploma thesis is the use of musical activities in the development of graphomotoric skills of preschool children. The theoretical section is focused on harmonising of music and movement on the level of gross and fine motoric skills. This diploma thesis analyses the musical aspect of the Czech version of the Good Start Method. The practical section presents new lessons developing graphomotoric skills with a central focus on musical and instrumental activities. The thesis provides a report on the aims, methods and progress of the field research in the preparatory classes of primary school. Part of the process is basic research into the received tempo of two songs from the Good Start Method. KEYWORDS Good Start Method, musical activities, musical skills, graphomotoric skills, gross motoric skills, fine motoric skills, rhythmic feeling

Tato diplomová práce se zabývá rozvojem hudební tvořivosti žáků pěveckého kroužku prvního stupně ZŠ. Věnuje se nejprve problematice obecné tvořivosti a jejímu významu a důležitosti pro život člověka. Dále podrobněji specifikuje téma tvořivého myšlení, od něhož odvozuje termín hudebně tvořivého myšlení. Neopomíjí nepostradatelnou roli učitele hudební výchovy, navrhuje systematický metodický postup a nabízí rovněž několik konkrétních typů cvičení vhodných k rozvoji hudební tvořivosti žáků. V rámci výzkumné části pak zkoumá a porovnává úroveň rozvoje tvořivých schopností žáků pěveckého kroužku prvního stupně ZŠ v Čerčanech (ve školním roce 2017/2018 a 2018/2019) v souvislosti s osvojovanými písněmi (jejich obsahy a hudebně výrazovými prostředky). Cílem práce bylo především potvrzení skutečnosti, že výuka s využitím hudebně tvořivých prvků má zásadní vliv na rozvoj hudebních schopností žáků - včetně schopností tvořivých.

The subject of this thesis is the use of recorders in the hands of teachers in the implementation of the entire spectrum of musical activities in kindergarten. The theoretical part outlines the history of the recorder and its types. This part contains the musical development of a child aged 3 to 6 and its musical skills and abilities in this area, according to the Framework Education Program for Preschool Education and the curriculum formerly used. It also includes information on how current secondary pedagogical schools and higher vocational school of pedagogical are engaged in the education of future kindergarten teachers as for playing the recorder. The practical part describes action research in order to create a clear description of several musical units verified in practice. The first phase of the research covers the preparation and implementation of activities already published Mgr. Milena Kmentová, Ph.D. and MgA. Eva Nevoralová with final revision. Further, I will deal with developing and testing my own lessons in practice again with final reflection.