Dissertations / Theses on the topic 'Folk pedagogics'

Abstract Danish Nikolai Grundtvig (1783–1872) is considered the founder of the folk high school movement. He wanted Danish young people to have a school where they could be taught knowledge and skills needed in life. Based on the results of my study, Grundtvig’s pedagogical principles, such as school for life, living word and interaction, still have a relevant role in folk high schools. The aim of this study was to evaluate the implementation of folk high school pedagogics in the Jämsä, Reisjärvi and Ranua Christian Folk High Schools. The survey was done to obtain information for the development of these schools. The focus was on teachers’ and students’ views of the schools as educational institutions and boarding schools. The goals listed by the teachers were regarded as indicative of what they considered important in folk high school pedagogics. Their goals highlighted life skill guidance, their own pedagogic skills as well as instruction and ways to develop it. The life skill goals included support to students’ intellectual growth, personal values and identification of their personal strengths. The goals pertaining to pedagogic skills focused on the development and maintenance of teacherhood. The goals for instruction and its development included the need to inspire students’ interest in school subjects and the development of folk high school pedagogics. The majority of teachers felt that they had been able to accomplish their goals well and hence to work in line with the principles of folk high school pedagogics. The listed weaknesses included scarcity of special student support, occasional absences from class and heterogeneous student groups. For the students, the year spent in a folk high school meant that they developed new friendships, their values deepened, and they acquired cognitive and practical abilities. They said they felt more confident about the future, and their view of the world widened in the international environment. The students’ social and language skills as well as their self-confidence also seemed to improve. They considered the boarding school environment and the leisure activities a significant part their overall pedagogic experience. The things they listed as obstacles to learning and studying included occasional restlessness in the dorms and being tired in the morning<br>Tiivistelmä Kansanopistoliikkeen perustajana pidetään tanskalaista Nikolai Grundtvigia (1783–1872). Hän halusi perustaa maansa nuorille koulun, jossa heille opetettaisiin elämässä tarvittavia tietoja ja taitoja. Tutkimukseni tulosten pohjalta Grundtvigin pedagogisilla periaatteilla, kuten koulu elämää varten, elävä sana ja vuorovaikutus, on kansanopistoissa yhä merkityksensä. Tutkimuksessani on kyse kansanopistopedagogiikan arvioinnista Jämsän, Ranuan ja Reisjärven kristillisissä kansanopistoissa. Arvioinnin tarkoituksena oli saada opistojen kehittämistyötä varten tietoa siitä, miten opettajat ja opiskelijat kokivat kyseiset kansanopistot oppilaitoksina ja internaatteina. Opettajien tavoitteiden katsottiin heijastavan sitä, mitä he pitivät tärkeänä myös kansanopistopedagogiikassa. Tavoitteissa korostuivat kasvatus ja oma ammattitaito sekä opetus ja sen kehittäminen. Kasvatuksellisissa tavoitteissa nähtiin merkityksellisiksi opiskelijoiden henkisen kasvun tukeminen, arvokasvatus ja omien vahvuuksien tunnistaminen. Omaa ammattitaitoa koskevissa tavoitteissa pidettiin tärkeinä opettajuuden kehittämistä ja ylläpitoa. Opetuksen ja sen kehittämisen tavoitteissa tähdennettiin kiinnostuksen herättämistä omaan oppiaineeseen ja kansanopistopedagogiikan kehittämiseen. Suurin osa opettajista katsoi, että heidän tärkeät tavoitteensa olivat toteutuneet hyvin. Opetusta heikensivät aika ajoin opiskelijoiden erityistuen riittämättömyys, ajoittaiset poissaolot oppitunneilta ja heterogeeniset opetusryhmät. Opiskelijoille opistovuosi merkitsi ystävien ja kavereiden saamista, arvojen syventymistä sekä tiedollisten ja taidollisten asioiden oppimista. Opiskelijoiden mukaan heidän luottamuksensa tulevaisuuteen vahvistui ja maailmankuvansa kansainvälisessä ympäristössä avartui. Vaikuttaa siltä, että opiskelijoiden sosiaaliset taidot ja kielitaidot vahvistuivat samoin kuin heidän itseluottamuksensa. Opiskelijat pitivät opiston internaattiluonnetta merkittävänä liittäen siihen myös vapaa-ajan. Opiskelun esteiksi opiskelijat mainitsivat asuntoloiden ajoittaisen levottomuuden ja aamväsymyksen

This study aims to investigate how dance teachers who are educated in Swedish folk dance are reflecting and thinking over the body and the use of bodily self-awareness in their teaching. Furthermore it wants to examine whether the use of somatic principles can act as a tool to support the ideas which dance teachers express. Four folk dance teachers have been interviewed as qualitative empirical material. These interviews have been transcribed and analyzed using codes and categories. The result of the study provides an image of the body as it is seen in folk dance today and points out similarities between that picture and somatics. Folk dance and somatics treat the whole body as a single unit and strive towards a relaxed and functional way of moving. Since folk dance and somatics have these similarities the possibility of using somatic principles in folk dance, such as training to gain consciousness of the body and its different parts to be able to relax actively, is discussed. However the result of this study shows how a rather small part of folk dance teachers think, since it only provides the opinions of four different teachers.

Pedagogic folk-tale therapy at the lessons of informal education Summary One of he most urgent problem in the Lithuanian contemporary educational, basing itself on the humanist education principles, is the psychological climate at school, influencing pupils’ motivation to state of pupil. Supplementary education classes could have a large influence on the improvement of psychological climate. ,,The Supplementary Education Concept” is a list of the possibilities, grouped ant called functions, including: cognitive, communication, pragmatic and self-reakiztion. The mentioned concept does not include the innovative function of supplementary education, used to preserve emotional health and to improve the emotional state of a child. In essence this function is ,,social treatment” by art, also known as art therapy. ,, The Supplementary Education Concept” addresses the problems, arising in the course of after-class activity in a mainstream school. This is related to poor search for new working forms and methods, forgotten training and insufficient requalification tasks, and too little attention paid to the children’s socialization process, etc. We studied the documents, regulating supplementary education, articles of researchers and teachers on this work and formulated the problem for investigation, namely: too little attention is paid to the important issue for pupil’s socialization and creativity-planning, and organizing of systematical recreational work, used to eliminate... [to full text]

Master of Music<br>Department of Music, Theater, and Dance<br>Virginia Houser<br>Folk songs are songs of unknown authorship passed down orally generation to generation, and often found in variants of words and tunes in different parts of a country or in different countries. They often represent the culture, the tradition, the life style and the music style in their era. Although there are many folk songs are still popular, they are rarely played during the piano lessons in Taiwan. In today’s piano lessons, the teaching mainly focuses on Western music and theory, like the major-minor system. The student begins to learn piano by the methods such as John Thompson or Nancy & Faber Piano Adventures. These methods build the foundation of their playing technique and the music theory. As their level goes up, they might have some opportunities to play the folk songs that are sung in different countries, such as the Hungarian folk music arranged by Bela Bartok. In the meantime, the piano teacher in Taiwan should not forget that they may have the responsibility to help the next generation to preserve the folk songs which present their culture. My research consists of an examination and performance of sixteen Chinese and Taiwanese folk songs in two collections: Piano Pieces on Chinese Folk Tunes for Children by Shui-Long Ma and Piano Pieces on Taiwanese Folk Tunes by Ching-Yi Lin. Each piece will be carefully graded into five levels: Elementary; Late Elementary/Early Intermediate; Intermediate; Upper-Intermediate; and Advanced. The features of each level will be discussed as well as the historical background and pedagogical aspects in particular piece of each level.

Syftet med denna studie har varit att undersöka upplevelsen av delaktighet, inflytande och självbestämmande hos individer som har intellektuell funktionsnedsättning och som är deltagare i daglig verksamhet enligt LSS (Lag om stöd och särskild service till vissa funktionshindrade). Resultatet har analyserats med inspiration från den hermeneutiska analysmetoden samt utifrån teorin om empowerment. Genom kvalitativa, semistrukturerade intervjuer med sex deltagare samt deltagande observationer av deras dagliga verksamheter har studien kunnat belysa det som mycket av tidigare forskning inom domänen redan påvisat, nämligen den komplexitet som föreligger i att praktiskt tillämpa vissa av de rättigheter som framgår i LSS. Utsagorna från studiens deltagare som har påvisat att de inte tycks ha de förutsättningar som krävs för att fullt ut leva upp till det samhälleliga idealet som en självständig och fri medborgare. Detta trots att individerna enligt LSS ska betraktas som just det. Samtidigt har majoriteten av deltagarna i denna studie inte i någon större utsträckning gett uttryck för att de upplever sina begränsade möjligheter som något problematiskt, utan att de i många avseenden betraktar vardagliga företeelser på de dagliga verksamheterna som självklarheter.<br><p>Godkännande datum: 2017-06-05</p>

The starting-point of the thesis was that teachers to a large extent teach on the basis of intuitive theories. This creates a tendency that a number of frequent conceptions, pedagogical and didactic theories, experiences of one's own school days etc. become parts of a more fragmentary structure of ideas, rather than a coherent theory of teaching. With the aim of creating a deeper understanding of questions related to teaching and learning, two dominating perspectives were described initial. By putting the intuitive ideas in relation to basic paradigmatic assumptions a picture was given of what the teacher has to know in order to thoroughly understand a certain perspective. In addition, examples of pedagogical theories were presented that can be referred to the perspective in question, which teachers can adopt to qualify their understanding. A critical discussion of the paradigmatic assumptions paved the way for a third perspective, where thoughts occurring in the other two were partly combined. Here a theoretical basis was also presented to explain why the use of mental tools of thinking, especially such that are linked to knowledge theory may lead the teacher to a more reflective way of dealing with questions of teaching and learning. The third perspective was illustrated, first with four examples of how teaching can be performed, and then also in the form of in-service training for teachers. In the empirical section and in the final conclusion the perspectives were illustrated, discussed and examined critically. On the basis of questionnaires answered by upper secondary school teachers, interviews and observations, assumed examples of intuitive theories were presented. The empirical material was also analysed from the same starting-points as the formulation of the perspectives. Ten teachers' systems of intuitive theories about teaching and learning could thus be constructed. Five of these were presented and a comparison with the perspectives was made. Some analyses, however, turned out to agree best with a further perspective, which had not been focused on in the thesis. It was also found that teachers' practice can be enriched by being confronted with scientific knowledge. The value of such knowledge was illustrated through the evaluation of an inservice programme for teachers.

<p>Teching aid in form of schoolbooks plays an importent role. The teacher uses schoolbooks as a tool in its tutoring. I have examined how and whether the pictures in the schoolbooks are presenting people and ethnic minorities biased and stereotypical. The material I have examined consisted of a series of schoolbooks (So-direkt 1-3, samhällskunskap av Bonnier 2003).</p><p>To find out if that is the case I have used a theory by Stuart Hall, his theory is about people and how they are represented in different types of media, like pictures and text. I studied it by using the method of image analysis where I investigated and interpreted the denotation and konnontation of the pictures. Through image analysis I have looked at, examined and interpreted pictures that shows people in rich or poor contexts. From that I discoverd that people does not depict stereotypicaly in the pictures, but i did find myself seeing that people are positivly and/or negatively depicted depending on who are shown in the picture. Ethnic minorities are underrepresented in this series of books. Pictures which are depicting ethnic minorities are only shown in a total of nine pictures. In the way that these books are presenting Swedes they are only showing one typ of Swede. That Swede is nearly always light-skinned and has either blond or brown hair. The diversity that exist in reality is not representet in these schoolbooks. These schoolbooks tend to present certain people more positively then others through the pictures they depict. When it comes to show the environment and people it is done by showing the swedish population living in wealth. Swedish people are seen consuming and producing commodities, you can also see a variety of technological machines as tv:s, cellphones, phones, cars, computers, airplanes and trains surrounding them. Other people who are dark-skinned tend to be presented in a poor enviroment and in a negativ way in pictures.</p>

Syftet med studien är att undersöka hur förskolechefer upplever att de ger förskoleverksamheten möjlighet till kollegialt lärande och hur detta upplevs genereras i verksamheten. Författaren till studien beskriver hur de olika kategorierna framkommit i resultatet tillsammans med teoretiska perspektiven: socialt lärande, reflektion i grupp och kompetens. Kategorierna i resultatet benämns i studien som motivation, professionellt lärande och vägledande chef. Dessa tre kategorier diskuteras sedan av författaren och det belyses att gemensamma diskussioner är något som förskolecheferna ger pedagogerna möjlighet till som ett led i det kollegiala lärandet. Att utöka varje pedagogs kompetens via kollegialt lärande i arbetet för att gynna förskolans verksamhet anses viktigt, sett ur ett vetenskapligt perspektiv menar förskolecheferna. Slutsatsen är att förskolecheferna egentligen inte berättar vad de menar när de säger kollegialt lärande. De använder gärna begreppet kollegialt lärande tillsammans med systematiskt kvalitetsarbete. Dock tolkar jag att förskolecheferna ser kollegialt arbete som något positivt i förskolans verksamhet, men hur de vet att kollegialt lärande sker säger de inte rakt ut. Förskolan kan i sitt kollegiala lärande använda sig av de kompetenser som redan finns. I detta arbete framkommer det att nyckelpersoner är av viktig del för utveckling av förskoleverksamheten. Dessa nyckelpersoner kan också utveckla och/eller handleda förskollärare i det kollegiala lärandet för en utvecklande och kvalitetsmässig förskola i ständig utveckling.<br>The purpose of the study is to investigate how preschool leaders perceive that they give preschool organisations the opportunity for collegial learning and how this is experienced in the organisation. Together with the theoretical perspectives: social learning, group reflection and competence the study describes how the categories emerged in the result. The categories are in the study referred to motivation, professional learning and guidance manager. These three categories are then discussed and it is highlighted that a part in the collegial learning is shared discussions that the preschool managers' gives the preschool teachers opportunity for. The preschool managers' also mean that it is important from a scientific perspective to extending skills of each preschool teacher through collegial learning. The conclusion is that preschool managers do not really tell what they mean when they say collegial learning. They are using the concept of collegial learning together with systematic quality work. However, I understand that preschool managers see collegial work as something positive in preschool organisations, but how they know that collegial learning is happening they do not say. In the preschool the teachers can use the already existing competences in their collegial learning. In this study it is also found that keypersons are an important part of the development of preschool organisations. These keypersons can also develop and/or supervise preschool teachers in collegial learning for develop a preschool in constant development.

Folkloras – daugialypis, įvairiai suvokiamas ir interpretuojamas reiškinys. Modernioje visuomenėje jis vertinamas prieštaringai: iš vienos pusės suvokiama, jo kaip priemonės išreiškiančios ir palaikančios etninę tapatybę vertė, tačiau tuo pat metu jaučiama nuostata, kad tai šiuolaikinio žmogaus poreikių netenkinantis ir dėl to jam asmeniškai vertę prarandantis reiškinys. Folkloras gali būti aktualus šiuolaikiniam žmogui, jei neapsiribojama scenai skirtais pasirodymais, o folklorinėmis priemonėmis, bei jam artimomis veiklomis kuriama bendruomenė, ugdoma asmenybė. Taip sudaromos natūraliam folkloro gyvavimui artimos sąlygos, dėl kurių jis atgauna ne tik etninės reprezentacijos, bet ir kitas aktualias šių laikų visuomenei funkcijas, padeda spręsti socialines problemas. Gaivinant folklorą aktuali tampa jo sklaidos problema, kuri analizuojama šiame darbe. Sprendžiant išsikeltą užduotį remiamasi trijų sėkmingai veikiančių Kauno vaikų folkloro kolektyvų pavyzdžiais. Surinkus informaciją apie Kauno vaikų folklorinius kolektyvus, jų vykdomą veiklą, vadovų darbo metodus, palyginus vadovų veiklos principus ir metodikas, atskleidžiamos priežastys sąlygojusios kolektyvų sėkmę. Taip pat, išryškinamos problemos su kuriomis susiduria folkloro kolektyvų vadovai, bei folkloras, kaip veiklos forma, įvardijami galimi šių problemų sprendimo būdai. Plačiau supažindinama su viena iš labiausiai pasiteisinusių folkloro sklaidos priemonių – liaudies šokių vakaronėmis, bei jų teikiamomis... [toliau žr. visą tekstą]<br>Folklore is a multiple phenomenon, which can be perceived and interpreted differently. Its appreciation by modern society is controversial. On the one hand, it is seen as the value of certain medium which expresses and furthers the maintenance of ethical identification, on the other hand, it is seen as a phenomenon which does not meet the needs of humans living in the modern world and thus, becoming unvaluable. Folklore may be important to people of the modern world if it is seen as the way of educating personality or community with the help of folklore elements, but not as performance on a stage. In such a way environment for natural existence of folklore is created, which brings back to life the functions of folklore not only such as ethical representation but also some other, which are important to modern society. Also, it helps to solve social problems. One of the most important problems when refreshing folklore becomes its popularization which is analyzed in the paper. The aim of the paper was reached by taking examples of three Kaunas children‘s folklore groups. The reasons of their success were revealed with the help of the collected information about the folklore groups, their activity, working methods of the teachers and comparison of the teachers‘ activity principles and methodology. The problems that the teachers of the folklore groups and folklore itself meet are highlighted as well as the possible solutions to the problems are given. Also, a broader... [to full text]

The description of a family tradition – a hermeneutic interpretation The purpose of this thesis is to deepen the knowledge of the description of a family tradition and how it can be analysed and interpreted as well as what a family tradition can consist of. The conclusion is that it can consist of more than just dance and music. The family members’ life circumstances, the social contexts, the use of the body, and the content of the repertoire are also described as important aspects of the family tradition according to my interpretation. To fulfil the purpose of the study, I have used a hermeneutic approach to examine the content of two texts (a magister thesis and a film) in relation to the research context, in which they were made, and to my preunderstanding. The thesis contributes to the field of dance pedagogy by offering an example of how a dance pedagogue can obtain knowledge about a repertoire and/or a tradition and thereby develop their understanding of what they pass on through their teaching.

Bakgrund: Studiens bakgrund ligger i det faktum att hållbar utveckling är en allt mer relevant fråga i dagens samhälle och detta syns både i läroplanen för förskolan (Skolverket, 2018) och i politiska beslut på såväl nationell som multinationell nivå. Detta i form av ökade medel till arbetet med hållbar utveckling i Sverige samt de globala målen som tagits fram av FN (Regeringskansliet, 2019; UNDP, 2017). Tidigare forskning visar att det finns en avsaknad av forskning baserad på barns perspektiv om ämnet hållbar utveckling (Davis, 2009). Vi valde därför att intressera oss för barns tankar om ämnet och deras delaktighet i det. Syfte: Syftet med studien är att belysa vilken förståelse barn uttrycker om ekologisk hållbar utveckling, mer specifikt avfallshantering, och deras upplevelse av hur delaktiga de är i arbetet. Metod: För att besvara våra forskningsfrågor valde vi att göra en kvalitativ studie med hjälp av barnintervjuer och observationer. Som komplement har vi även valt att utföra intervjuerna i form av en sorteringsaktivitet som inspirerats av Sofkova Hashemis (2013) metodförfarande vid namn tänka-högt observation. Sju intervjuer gjordes med sammanlagt trettio barn på tre olika förskolor. Intervjuerna varade ca 28–40 minuter och dokumenterades med ljudinspelningar och fältanteckningar. Slutligen analyserades den insamlade empirin utifrån begreppen aktörskap, delaktighet och inflytande samt analysverktyget SOLO Taxonomy (Biggs, u.å; Borg, 2017b). Resultat: Resultatet visar att barn har en grundläggande kännedom om avfallshantering i form av källsortering och återvinning. Det finns även en koppling mellan hur utvecklad kännedom barnen har och deras ålder eftersom det främst är äldre barn som utvecklar sina svar och resonemang bakom handlingar och tankar. Studien visar att barnen motiverar avfallshantering med argumentet att det är viktigt att visa omsorg om djur, dock gjordes ingen vidare koppling till miljön. Vidare uppkommer det att en majoritet av barnen inte verkar vara medvetna om arbetet som sker med hållbar utveckling på förskolorna. Sammanfattningsvis visar resultatet att barns uppfattning av deras delaktighet och inflytande på förskolan sträcker sig till den fria leken och när de frågar om lov från vuxna, i övriga sammanhang -även gällande avfallshantering- är det förskollärarna som bestämmer.

Många unga människor lämnar idag det reguljära skolsystemet utan fullständiga betyg. Därav finns ett stort behov av vuxenutbildning. Folkhögskolor erbjuder en alternativ pedagogisk väg i förhållande till andra skolformer, då de inte är styrda av nationellt fastslagna läroplaner. Allmän kurs finns för de som vill läsa upp sin gymnasiebehörighet och som behöver läsa in kurser som de missat eller inte klarat i sin tidigare skolgång. Forskning visar att 30% av alla deltagare på allmän kurs har neuropsykiatriska funktionsnedsättningar och att denna målgrupp ofta når framgångar i sina studier på folkhögskola. Det övergripande syftet med denna uppsats är att bidra till det specialpedagogiska fältet med kunskap kring vuxenstuderande med neuropsykiatrisk funktionsnedsättning och folkhögskola. Studien har en kvalitativ ansats och empiri har samlats genom semistrukturerade intervjuer. Det sociokulturella perspektivet har utgjort studiens teoretiska ramverk och resultaten har tolkats utifrån teorins syn på lärande. Deltagare på allmän kurs på två olika folkhögskolor har intervjuats för att undersöka vad det är inom skolformen folkhögskola som bidrar till deras studieframgångar. Studien lyfter även fram vad personerna ser som de största skillnaderna mellan folkhögskola och andra skolformer de vistats i. Resultatet visar att det som har störst betydelse för deltagarnas studieframgångar inom folkhögskolan är; en flexibel och inkluderande pedagogik, relationen till lärarna, gemenskapen, internatboendet och mindre gruppstorlek. Skillnaderna från andra skolformer är ett långsammare studietempo och det psykosociala stödet som upplevs större i folkhögskolan. Resultatet har relevans för det specialpedagogiska fältet, då de faktorer som upplevs bidra till studieframgång kan lyftas fram ytterligare i utbildning av speciallärare och specialpedagoger, men även beaktas i arbetet med att utforma och organisera stöd för studerande med neuropsykiatriska funktionsnedsättningar.<br>Many adolescent students in Sweden go through the regular school system without attaining the goals for the final grade. Therefore, there is a great need for adult education.  The folk high school offers an alternative pedagogical discourse in relation to the regular school system because of its lack of nationally governed curriculums. The general course is for those students who want to complete the courses missed or failed in their prior schooling. Studies show that 30 % of all students in the general course have neuropsychiatric disabilities and that these students often succeed in their studies at folk high schools. The overall aim of this thesis is to contribute with knowledge in the area of special education regarding adult students with neuropsychiatric disabilities and folk high schools. The study was conducted as a qualitative study where the empirical result was gathered by semi-structural interviews. The theoretical framework consisted of the socio-cultural perspective and the results were analyzed with regards to the theory views on learning. Students attending the general course at two different folk high schools were interviewed with the intent of them shedding some light onto what it is within the folk high school that contributes to successful studies. The thesis will also point out what students identified as the biggest differences between folk high school and the prior school forms they have attended. The results show that the factors students find most significant for their educational progress are; flexible and inclusive pedagogics, the relationship with teachers, the fellowship, the boarding school-aspects and the smaller study groups. The differences from other types of schools that are pointed out are a slower pace in studies and a social support that is offered at a larger extent in folk high school. The result is relevant for the area of special education as the factors that are pointed out could be of more importance in the education of special education teachers, but also play a larger role in the way tutoring of students with neuropsychiatric disabilities is organized.

Syftet med denna studie är att undersöka om det finns grundläggande skillnader i undervisningsmetoder och pedagogiska förhållningssätt mellan fiolpedagoger inom genren svensk folkmusik. Jämförelsen fokuserar på lärare med respektive utan formell musiklärarexamen inom genren. Fyra kvalitativa telefonintervjuer har legat till grund för undersökningen där de med respektive utan examen representerats av två personer var. Den teoretiska utgångspunkten för studien har varit det sociokulturella perspektivet. Studiens resultat visar att det är mer som förbinder än som skiljer de fyra pedagogerna åt. Här finns ett betonande av gehörsundervisning, spelglädje och musikalisk funktion, vilket hör till traditionen i den svenska folkmusikgenren. Detta är en stor del av det sociokulturella perspektivet där tradition, sociala sammanhang och fysiska artefakter är centralt. Dock är det möjligt att se ett tydligare inslag av institutionaliserade kunskaper bland de med formell lärarexamen. Här finns ett större användande av noter och en något mer uttalad progression i pedagogiken. Här finns också en större öppenhet för genrebredd, medan de utan musiklärarexamen mer renodlat inriktar sig på svensk folkmusik och vad genrens historik grundas på.<br>The purpose of this study is to investigate whether there are fundamental differences in methodologies and pedagogical approach between violin pedagogues of the genre of Swedish folk music. The comparison focuses on teachers with and without formal music teacher education in the genre. Four qualitative telephone interviews were the basis for the study, where two people each represented those with and without a degree. The theoretical starting point for the study has been the socio-cultural perspective. The results demonstrate that there is more connecting than separating the four teachers ate. Here is an emphasis on ear training teaching, joy and musical function, which belongs to the tradition of the Swedish folk music genre. This way of working is connected to the socio-cultural perspective, where tradition, social context, and physical artefacts are in focus. However, it is possible to see a clearer part of institutionalized knowledge among the teachers with formal teaching qualification. These teachers have a greater use of notes and a slightly more pronounced progression in education. They also have a greater openness to all music, while those without a music teacher education more purely focuses on Swedish folk music and what the genre's history is based on.

I föreliggande studie presenteras vad instrumentallärare på folkhögskolor anser vara viktigt att arbeta med i sin undervisning med tanke på elevers kommande antagningsprov till musikhögskolor. För att belysa studiens forskningsområde läggs tidigare forskning fram samt annan relevant litteratur kring sociala och musikaliska aspekter på folkhögskolan och i instrumentalundervisning. Även antagningskraven för musikhögskolan inom jazzgenren presenteras. Studiens övergripande perspektiv är pragmatismen och dess metodologiska utgångspunkt är kvalitativ. En kvalitativ intervju har gjorts med fyra respondenter bestående av olika instrumentallärare inom jazzgenren på folkhögskolan. Resultatet visar instrumentallärares bild av individualisering som ett centralt verktyg i deras undervisning samt deras olika syn på aspekter som påverkar elevers utveckling, exempelvis övning, motivation och socialt samspel. Respondenterna lyfter även andra relevanta kunskaper och förmågor inför sökningen till musikhögskolan, vilka i korthet är samspel, improvisation och andra musikaliska faktorer. Studien visar att individualiseringsaspekten är en styrka på folkhögskolan. Övning, målsättning och motivation visar sig höra samman med elevers utveckling och läraren kan inta olika roller för att bidra till sina elevers motivation. Det sociala samspelet i folkhögskolans miljö verkar också vara en påverkande faktor. Avslutningsvis diskuteras bland annat musikhögskolornas sökningsinformation på hemsidorna samt huruvida folkhögskollärarnas val av undervisningsinnehåll är relaterat till lärarens egen musikaliska utbildning.<br>This study is about what instrumental teachers on folk high schools consider to be important aspects in their lessons in order to prepare their students for the admission tests on music colleges. In order to elaborate on the subject and aims of this study, background information such as relevant literature and a discussion of the social and musical aspects of studying in folk high schools and instrumental music education, is presented. A summary of the entry requirements for swedish music colleges specialising in jazz is also included. The study takes a pragmatic scientific approach and is qualitative in its methodology. As such, qualitative interviews were done with four music teachers at a folk high school specialising in jazz. The results of the research show that the teachers use individualisation as a central tool in their music lessons and that their different approaches have a significant impact on the students´ development in terms of practice, motivation, and social relations. The teachers go so far as to include interplay, improvisation and other musical factors in their lessons. The study shows that individualisation is a strength of the folk high school system. Musical exercises, aimed at setting goals and increasing motivation have an important impact on students musical development. In addition, music teachers take on various different roles to contribute to their students development. The social interplay in the environment of the folk high school is another factor that seems to contribute positively to students’ development. This study concludes with a discussion of the information needed to apply to music colleges and how the choice of content of different teachers at the folk high school is related to their own musical education.

<p>Afghanistan has a long history of Islamic education while Western type of education (<i>maktab</i>) is of more recent date. The latter type of education has expanded rapidly recently. However, girls’ enrolment remains low, around 35 per cent.</p><p>The present study examines children’s, particularly girls’, participation in the two educational systems. Throughout history three conflicting issues are apparent in Afghan education: state control over Islamic education, the role of Islam in education, and girls’ participation. A case study approach has been adopted providing an analysis of how history and the present globalisation processes affect current education, and how students, parents and teachers in two villages perceive the changes. The focus has been on capturing the meaning attached to education.</p><p>The findings indicate high expectations on education as a vehicle to peace, enhanced morals and living standards. The traditional <i>madrasas</i> have declined, other forms of Islamic education have emerged. The Mosque schools are neglected by education authorities but highly esteemed by villagers. Concerns are expressed with the amount of time in maktab and with the quality of learning. The Islamic concept of <i>farz</i> (obligation, responsibility) puts both types of education in high demand.</p><p>Dilemmas are associated with choosing between Islamic and Western type of education, applying <i>farz</i> to girls’ education and the encounter between Islam and globalisation. Two folk theories, one on globalisation and another on <i>farz</i> in education, were formulated as a basis for the further analysis. Worries are articulated about preserving Islamic values and ethics. Although ‘globalisation’ is a never heard of concept, villagers know some of its features, e.g. secularisation, individualism and consumerism, and fear these may lead to a weakened Islamic identity.</p><p>Girls’ education is generally accepted. Albeit some consider a few years enough, most consider girls’ right to education to be identical to boys’, on certain conditions. Besides security, a female teacher is the most important. However, findings from the village with a long established girl school with female teachers indicate that this is not the crucial factor. In Islamic education, girls will continuously be excluded from advanced Islamic studies since female mullahs do not exist.</p><p>Apparently, the real obstacles for girls’ education are the strictly segregated gender roles in Afghan society. Therefore, a new interpretation of <i>farz</i> is emerging, a ‘glocalised’ version. This is likely to be a decisive factor for giving girls equal access to education in both educational systems.</p>

У дослідженні здійснено теоретичне узагальнення та вирішено наукове завдання щодо підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. З’ясовано, що актуальність розглянутої проблеми підтверджується змінами вимог суспільства до особистості вчителя фізичної культури, який має бути активним, творчим, прагнути до самовдосконалення. Обґрунтовано основні принципи, закономірності й методологічні підходи підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Уточнено сутність поняття «підготовка майбутніх учителів фізичної культури» як процесу, що передбачає формування професійної спрямованості особистості, засвоєння нею сукупності теоретичних знань, формування практичних умінь і навичок, накопичення досвіду, результатом якого є готовність майбутніх учителів фізичної культури до професійної діяльності. Встановлено, що готовність майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності – це інтегральне особистісне утворення, що містить знання сутності народної хореографічної діяльності, характеризується зацікавленістю студентів та їх активною участю у творчій діяльності, застосуванням необхідних професійно-педагогічних умінь та навичок. Обґрунтовано структуру готовності майбутніх вчителів фізичної культури до використання засобів народного хореографічного мистецтва в єдності її компонентів: мотиваційно–ціннісного, когнітивного і діяльнісного. Ураховуючи напрацювання науковців і компонентний склад готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва, визначено критерії її сформованості, зокрема: особистісний, змістовий і творчий. Диференційовано рівні (високий, середній, низький) готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Проведено діагностику аналізованого процесу визначено й науково обґрунтовано педагогічні умови, спроектовано модель підготовки майбутніх учителів до використання засобів народного хореографічного мистецтва (лексика народного танцю, хореографічні композиції, рухи народних танців, музика). Ураховуючи результати аналізу наукової літератури, досвіду роботи закладів вищої освіти, результатів констатувального етапу експерименту щодо підготовки майбутніх учителів до використання засобів народного хореографічного мистецтва, визначено педагогічні умови: формування позитивної мотивації майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності; удосконалення змісту підготовки майбутніх учителів фізичної культури на основі впровадження міждисциплінарного спецкурсу «Танцювальний хортинг»; використання інноваційних методів навчання у підготовці майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Теоретично обґрунтовано авторську модель підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у єдності її складових: цільової, теоретико-методологічної, організаційно-змістової та діагностично-результативної. У цільовому блоці моделі відображено соціальне замовлення суспільства на підготовку конкурентоздатних і висококваліфікованих учителів фізичної культури, мета і завдання освітньої діяльності. Теоретико-методологічний блок містить методологічні підходи (культурологічний; компетентнісний; системний; особистісний; діяльнісний; аксіологічний (ціннісний); міждисциплінарний, етнопедагогічний) і принципи організації підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. В організаційно-змістовому блоці моделі конкретизовано зміст, форми, методи і організацію підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Діагностично-результативний блок моделі репрезентує очікувані результати впровадження педагогічних умов шляхом виявлення рівнів (високий, середній, низький) готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності; а також результат цього процесу – позитивну динаміку готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. За результатами формувального етапу експерименту підтверджено дієвість запропонованих педагогічних умов підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Його методика охоплювала сукупність комплексних і системних педагогічних заходів впливу на майбутніх учителів фізичної культури з метою поетапного формування в них усіх компонентів готовності до використання засобів народного хореографічного мистецтва у професійній діяльності. Статистичну значущість виявлених у результаті аналізу змін у рівнях готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності експериментальної і контрольної груп підтверджено відповідною математичною обробкою одержаних даних за допомогою критерію кутового перетворення Фішера φ*. Доведено, що впровадження педагогічних умов підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності сприяло статистично значущим змінам. Удосконалено навчально-методичне забезпечення підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності, зокрема розроблено: авторський спецкурс «Танцювальний хортинг»; методичні рекомендації «Ритміка і хореографія: методичні вказівки до вивчення дисципліни та самостійної роботи для студентів спеціальностей 014.11 «Середня освіта (Фізична культура)» і 017 «Фізична культура і спорт»». Для підвищення кваліфікації вчителів фізичної культури та забезпечення урізноманітнення практики викладання у закладах середньої освіти укладено методичний посібник «Методика вивчення варіативного модуля «Танцювальний хортинг» для закладів загальної середньої освіти, розроблений авторським колективом і схвалений Міністерством освіти і науки України (Протокол № 2 від 01. 07. 2019р.), варіативний модуль «Танцювальний хортинг» для загальноосвітніх навчальних закладів 10 –11 класів (рівень стандарту); навчальну програму для гуртків фізкультурно-спортивного та оздоровчо-прикладного спрямування загальної середньої освіти «Народний танець», схвалену для використання Міністерством освіти і науки України; методичний посібник для закладів загальної середньої освіти для вивчення варіативного модуля «Танцювальний хортинг», розроблений у співавторстві.<br>The research makes theoretical generalization and accomplishes the scientific task in training future Physical Training teachers for using means of folk choreographic art on professional activities. It is elucidated that applicability of the examined problem is justified by changes of demands of the society to the personality of a Physical Training teacher who is supposed to be active, creative, striving forself-improvement. The research substantiates the main principles, consistent patterns and methodological approaches of training future Physical Training teachers for using means of folk choreographic art in professional activities. Itclarifies the essence of the concept “training of future Physical Training teachers” as the process that provides professional orientation of a personality, their acquiring of accumulated theoretical knowledge, formation of practical skills, gaining experience resulting in readiness of future Physical Training teachers for professional activities. It is determined that readiness of future Physical Training teachers for using means of folk choreographic art in professional activities is an integral personal entity comprising knowledge of the essence of folk choreographic activity and is characterized with application of necessary professional and pedagogical skillsand means of their usage. The research substantiates the structure of readiness of future Physical Training teachers for using means of folk choreographic art in integrity of its components:motivational and axiological, cognitive and activity-oriented. Taking into consideration best practices of scientists and composition of the readiness of future Physical Training teachers for using means of folk choreographic art, there were determined criteria of its formedness including incentive, content-related and creative.There were differentiated the levels (high, medium, low) of readiness of future Physical Training teachers for using means of folk choreographic art in professional activities. There was made the diagnosis of the analyzed process,were identified and scientifically grounded pedagogical conditions and was designed the model of training future Physical Training teachers for using means of folk choreographic art (lexis of a folk dance, choreographic compositions, movements of folk dances, music). Taking into consideration the results of the analysis of scientific literature, work experience of higher educational institutions, results of the ascertaining stage of the experiment concerning training of future Physical Training teachers for using means of folk choreographic art, there were determined the following pedagogical conditions: formation of positive motivation of future Physical Training teachers for using means of folk choreographic art in their professional activities; updating of the contents of educational and instructional materials of the educational process of future Physical Training teachers and implementation of an interdisciplinary special course “Dancing khorting”; usage of innovative methods of training future Physical Training teachers for using means of choreographic art in their professional activities. There was theoretically grounded an authoring model of training futurePhysical Training teachers for using means of folk choreographic art in unity of its components: target, theoretical and methodological, organizational and content, diagnostically resultative. The target block of the model reflects social demand of the society for training competitive and highly qualified Physical Training teachers, aims and tasks of educational activities. Theoretical and methodological block comprises methodological approaches (cultural; competency-based; system; personality-oriented; activity-oriented; axiological; interdisciplinary; ethno-pedagogical) and principles of organizing the process of training future Physical Training teachers for using means of folk choreographic art in their professional activities. Organizational and content block specifies content, forms, methods and organization of training future Physical training teachers for using means of choreographic art in professional activities. Diagnostically-resultative block of the model represents the anticipated results of implementation of pedagogical conditions by identifying the levels (low, medium, high) of formednessof future Physical Training Teachers for using means of folk choreographic art in their professional activities as well as the result of this process which is positive dynamics of readiness of future Physical Training Teachers for using means of folk choreographic art in their professional activities. According to the results of the forming stage of the experiment, there was confirmed the efficacy of the suggested pedagogical conditions of training of future Physical Training teachers for using means of folk choreographic art in their professional activities. Its methodology encompasses combination of complex and system pedagogical measures of influence on future Physical Training teachers aiming at their gradual formedness of all the components of readiness for using means of folk choreographic art in their professional activities. Statistical importance of the discovered changes in the levels of formedness of readiness of future Physical Training teachers for using means of folk choreographic art in their professional activities of the experimental and reference groups was validated by corresponding mathematical processing of the received data via linear discriminant Fisher’s criterion φ*. It was proved that implementation of pedagogical conditions of training future Physical Training teachers for using means of choreographic art in their professional activities contributed to statistically significant changes. There were elaborated educational and instructional materials for training future Physical Training teachers for using means of folk choreographic art in their professional activities including the special course “Dancing khorting”; methodological recommendations “Eurhythmics and Choreography”: methodological recommendations for teaching the discipline and independent study of students of the specialty 014.11 “Secondary Education (Physical Training)” and 017 “Physical Training and Sport”. In order to improve the skills of physical education teachers and to diversify teaching practices in secondary education, a manual "Methods of studying the variable module" Dance Khorting" for institutions of secondary education was developed by the authoring team and approved by the Ministry of Education and Science of Ukraine (Minutes № 2 from 01. 07. 2019), there was worked out the variable module "Dance Khorting" for secondary schools of 10-11 grades (standard level); the curriculum for clubs of physical education and sports with health and applied orientation of general secondary education "Folk Dance" was approved for use by the Ministry of Education and Science of Ukraine; the handbook for general secondary education institutions for studying the variable module "Dance Khorting" was developed in co-authorship.

Avhandlingen syftar till att undersöka folkhögskoledeltagares sociala representationer om högskola och universitet. Enligt teorin om sociala representationer är folkhögskoledeltagarnas sociala representationer om högskola och universitet något som skapas socialt och förändras beroende på deltagarnas erfarenheter av högskola och universitet. Avhandlingen syftar också till att undersöka dessa sociala representationers ursprung och framväxt, liksom om de har påverkats av andra sociala representationer exempelvis dem om folkhögskolans särart. För att identifiera folkhögskole­deltagarnas sociala identitet och sociala representationer har jag använt mig av empiriska data insamlat genom fria associationer och intervjuer med folkhögskoledeltagare och före detta folkhögskoledeltagare. För att undersöka representationernas ursprung har jag genomfört en dokument­studie på folkhögskolelärarnas tidskrift. Resultaten visar att folkhögskolans företrädare genom hela folkhögskolans historia har förhållit sig till två huvudidéer, den om folkhögskolans särart och den om att folkhögskolan är en institution som anpassar sig efter det omkringliggande samhället och dess krav. Dessa båda idéer förklarar varför olika sociala identiteter och olika sociala representa­tioner existerar bland folkhögskoledeltagarna. Grundidén att folkhögskolan har en särart leder till representationer om folkhögskolan som ett alternativ till annan utbildning och högskola och universitet som något som inte är likt folkhögskola. Den andra grundläggande idén om folkhögskolan som en institution som ständigt anpassar sig leder till representationer om folkhögskolan som en andra chans och högskolan som mål.<br>The thesis aims to investigate folk high school participants’ social representations of university. According to the theory of social representa­tions, folk high school participants’ social representations of university are created socially and change depending on their experiences of university. The thesis also aims to investigate the origins of these social representations and how they have developed over time, as well as whether and how these rep­resent­ations have been affected by other social representa­tions, such as those of the distinctive character of folk high school. In order to identify folk high schools participants’ social identities and social rep­resenta­tions, I have made use of empirical data collected through free associa­tions and interviews with folk high school participants and former folk high school participants. To discover the origin of the representations and how they developed over time, I conducted a document study of an important folk high school teacher magazine. The results show that throughout the history of folk high schools, the institution has remained true to two basic ideas. These two fundamental ideas explain why different social identities and different representa­tions exist among the participants. The idea of folk high school as something different and special, leads to representations of folk high school as an alternative to other forms of education and to representations of university as some­­thing unlike folk high school. The second idea – that folk high school must adapt to the surrounding community – leads to representations of folk high school as a second chance and social representations of university as a goal.

abstract: The profession known as industrial design is undergoing a transformation. Design thinking and strategy are replacing form giving and styling. Critics are calling for curricular reform to meet the changing needs of practice, yet surprisingly little knowledge is available about how and why design teachers do what they do. In an effort to frame the problem of (re)designing design education, this study provides a framework for understanding the pedagogical beliefs and preferences of design students and educators utilizing Bruner’s four folk pedagogies. This study also provides evidence that the practices of industrial design teachers exhibit what Cross (2006) has described as ‘designerly ways of knowing.’<br>Dissertation/Thesis<br>Doctoral Dissertation Design 2020

This diploma thesis, titled Czech Folk Song in Violin Pedagogy, discusses the use of folk songs in classes of playing the violin. It presents general information about Czech folk songs, describes their characteristics, examines the forms of their existence in the present times, and thinks about their future. The practical part surveys the problems of their use in improving musical and performance skills and introduces violin instructive literature of arrangements of folk songs. The final part shows the results of the research, through the answers of the questionnaires, the goal of which was to find if violin pedagogues of these days use folk songs during their teaching and how much they use the potential of these songs for the formation of skills of playing the violin. Keywords playing the violin, folk song, violin pedagogy, collections of folk songs

The thesis concerns practical possibilities how to work with folk-songs not only for building-up the musical skills of pre-school children but also for the influence of their overall personal development. The theoretical part describes the folk-song development in RVP PV, particular musical activities working with songs and this part also mentions the devolepment of pre- school child(e)ren abilities and shortly describes the personality of pre-school pedagogue. The practical part concerns how to work with the folk-song in practice. The concrete example (set of songs) shows how is possible to develop children's personality via musical activities. Songs contain practial topics according to defined aims, which are realised in the concrete nursery school. Subsequently are recorded children's reactions at implemented activities. Key words instrumental activity, folk song, singing activity, motion activity, listening activity, preschool age

This dissertation deals with comprehensive analysis of contemporary Albanian piano pieces. There have been selected compositions with artistic and educational value for these purposes. The pieces also represent different genres of Albanian piano music. Genres are exceptionally important in this view; the stylish range was reduced, in recent past. The reason was based not on cultural field, but on strict ideological rules. Piano music is embedded in a broader historical context that allows to stress the peculiarities of the Albanian musical language and thereby to clarify the uniqueness and value of selected compositions for the educational needs. Keywords Piano; album, folk-music; neoclassical style; analysis; pedagogical interpretation

Policies of widening participation and internationalisation in Australian universities have escalated student numbers and increased the proportion of diverse and ‘non-traditional’ students. Newer students and their educators are challenged by aspects of this new diversity, particularly the divide between the literacy practices of ‘non-traditional’ students entering tertiary education and those required for success in academic and professional worlds. This challenge is compounded by diversification of textual resources in institutional and life-world contexts through global and digital connectivity. In spite of these momentous trends, traditional university curricula and pedagogies retain literacies based in elite social-structural positions, which exclude the literacy practices and life-worlds of ‘non-traditional’ students, potentially disadvantaging them in their learning. In a case study using practitioner Action Research, this thesis examines the possibilities and constraints that emerge when students’ literacy practices are utilised as assets for learning, and elite academic codes are made explicit, in university curriculum and pedagogy. These asset-oriented pedagogic approaches were enacted over two cycles of research in a Bachelor of Social Work undergraduate program in an Australian University, providing basic research to illuminate wider consideration in other disciplinary areas of the contemporary university. Participating students responded to questionnaires and focus groups, educators were interviewed and the researcher maintained a field journal throughout to examine the possibilities and constraints that emerged from the curriculum and pedagogies that were introduced. It is argued that these curricular and pedagogic practices offer possibilities to amplify learning for all students, and bridge socio-cultural divides that tend to disadvantage ‘non-traditional’ students. The research confirmed the potential of such practices to create effective bridges between the literacies of ‘non-traditional’ students and the acquisition of disciplinary knowledge, facilitating the successful participation of all students. At the same time, institutional arrangements - governed by economic, cultural and socio-political conditions besetting tertiary education - constrained these potentials. It is argued that these constraints need to be negotiated and challenged to enable broader application that might contribute to a more equitable tertiary education system.

Перепелкіна С. В. Патріотичне виховання дітей старшого дошкільного віку засобами народних традицій : кваліфікаційна робота магістра спеціальності 012 «Дошкільна освіта» / наук. керівник О. М. Байєр. Запоріжжя : ЗНУ, 2021. 80 с.<br>UA : Робота викладена на 80 сторінках друкованого тексту. Перелік посилань включає 93 джерела. Об’єкт дослідження: процес патріотичного виховання дітей старшого дошкільного віку. Предмет дослідження: педагогічна система з патріотичного виховання дітей старшого дошкільного віку засобами народних традицій. Мета дослідження: теоретичне обґрунтування, розроблення та експериментальна перевірка педагогічної системи з патріотичного виховання дітей старшого дошкільного віку засобами народних традицій. Теоретичне значення роботи полягає в науковому обґрунтуванні проблеми патріотичного виховання дітей старшого дошкільного віку засобами народних традицій. Практичне значення полягає в розробленні, апробації та впровадженні в освітній процес закладу дошкільної освіти педагогічної системи з патріотичного виховання дітей старшого дошкільного віку засобами народних традицій.<br>EN : The work is presented on 80 pages of printed text. The list of links includes 93 sources. Object of research: the process of patriotic upbringing of older preschool children. Subject of research: pedagogical system of patriotic upbringing of older preschool children by means of folk traditions. The purpose of the study: theoretical justification, development and experimental verification of the pedagogical system of patriotic education of older preschool children by means of folk traditions. The theoretical significance of the work lies in the scientific substantiation of the problem of patriotic upbringing of older preschool children by means of folk traditions. The practical significance lies in the development, testing and implementation in the educational process of the preschool educational institution of the pedagogical system for patriotic upbringing of older preschool children by means of folk traditions.

My thesis is about traditional celebrating of feasts and holidays during ecclesiastical year. It introduce us art techniques which is connected with these dates. At the start we familiarize us folklore and folk art and it shows us differences between folk art and city art. Next chapter is about ecclesiastical year and about important dates in church. At the next part we can read about time of pubescence, its characteristics and progress what the teenager has to go through, and with the typical behaving and work of these young people. The practical part leads us through the innovative art techniques and introduces us traditions and customs on our villages. We can also read here some facts about celebrating feasts in other parts of Europe and World.

The main benefit of my work is in mapping the content of the current accredited Czech music education textbooks for the first stage of primary school, in mapping the occurrence of foreign nations in their content, the representation of the countries and cultures and on the basis of the found, finding a suitable equivalent in Czech culture as one of appropriate ways to link educational content through linking the content of subjects taught. In the second part I deal with the categorization of songs according to their musical character, setting in the environment of the time and searching for the equivalent in Czech music. The thesis concludes with a personal recommendation for enriching musical categories within contemporary Czech music education textbooks for primary school pupils.

Черв’як О. П. Моральне виховання молодших школярів на основі народних традицій : кваліфікаційна робота магістра спеціальності 013 «Початкова освіта» / наук. керівник Л. М. Корольова. Запоріжжя : ЗНУ, 2021. 109 с.<br>UA : Робота викладена на 109 сторінках друкованого тексту. Перелік посилань включає 94 джерела. Об’єкт дослідження – процес морального виховання молодших школярів. Предмет дослідження – педагогічні умови морального виховання молодших школярів на основі народних традицій. Мета дослідження полягає у теоретичному обґрунтуванні й експериментальній перевірці педагогічних умов морального виховання молодших школярів на основі народних традицій. В роботі проаналізовано стан дослідженості проблеми морального виховання молодших школярів на основі народних традицій в працях науковців та педагогічних дослідженнях; відстежено наукову дискусію щодо основних понять дослідження; висвітлено теоретичні засади морального виховання молодших школярів на основі народних традицій; визначено педагогічні умови морального виховання молодших школярів на основі народних традицій; охарактеризовано критерії, показники та рівні сформованості моральної вихованості молодших школярів на основі народних традицій.<br>EN : The work is presented on 109 pages of printed text. The list of links includes 94 sources. The object of research is the process of moral education of junior schoolchildren. The subject of research - pedagogical conditions of moral education of junior schoolchildren on the basis of national traditions. The purpose of the research is to theoretically substantiate and experimentally test the pedagogical conditions of moral education of junior schoolchildren on the basis of folk traditions. The paper analyzes the state of research of the problem of moral education of junior schoolchildren on the basis of folk traditions in the works of scientists and pedagogical research; the scientific discussion on the basic concepts of research is traced; the theoretical bases of moral education of junior schoolchildren on the basis of national traditions are covered; pedagogical conditions of moral education of junior schoolchildren on the basis of national traditions are defined; criteria, indicators and levels of formation of moral education of junior schoolchildren on the basis of national traditions are characterized.

This thesis deals with the theme of folk baroque. The aim of this thesis is to introduce this theme to pupils of secondary school in vivid and entertaining form and thus achieve bigger efficiency of educational process and acquisition of newly acquired information. As the best form of teaching i have considered watching a documentary video. The theoretical part of this thesis describes the history and formation of folk baroque, the most important areas in South Bohemia and also the life and work of Master bricklayer Jakub Bursa. This thesis also summarizes the history of documentary videos, its individual categories, the basics of film language, but also the essential aspects of the usage of video as a methodological aid for teaching. The practical part of this thesis deals with the implementation of an educational documentary video with the theme of folk baroque. The thesis also describes the creation of a supplementary animation program, which is completed by an artistic output in the form of artistic techniques of frottage.