Secondary School Teacher Training in Arts and Visual Creative Works

By studying the master's degree, the graduate gains the necessary competencies that will allow him to critically consider the use of pedagogical and psychological knowledge in the practice of a primary or secondary school teacher. The graduate is fully qualified to pursue a teacher's profession. He is ready to base his professional conduct on well-structured knowledge and skills from his approbation fields (content knowledge). The effectiveness of his / her professional conduct is conditioned by his didactic (didactic knowledge of content) and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education and training, knowledge of educational and educational practices, knowledge of education and education actors, etc.).

The study develops analytical and comparative skills, which enable to understand a diverse pedagogical reality and to use professional, pedagogical, psychological publications for planning, realization and reflection of educational activities. Develops communication skills relevant to communication and collaboration with pupils / clients, colleagues at the workplace, with parents of students / practitioners and practitioners. An important benefit of the study is the development of self-reflective skills that provide space for the development of attitudes to one another, to educated individuals and to the profession: the perception of the responsibility of the teaching profession, the acceptance of the moral obligations of the helping profession and its ethics.

The study emphasizes the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects); the principle of sequence and gradation of themes and subjects, from more general to more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept reflects pedagogical practice. The principles of reflection on practice and self-reflection are related both to practice and other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-cutting theme (supported by a separate subject).

Study program Secondary School Teacher Training in Arts and Visual Creative Works is a fundamental support for the development of creative thinking, it can be studied at three levels within the curricula: major (major), secondary (minor) and single-subject (compleus). The main aim is to aim at a balanced development of practical artistic activities of art with theoretical knowledge in the field of art history, aesthetics, sociology of culture, art theory and art technologies. The teaching materials and other work of the department are designed so that the study simultaneously develops didactic, coordinating, curatorial, organizational and self-presentation skills, thanks to which the graduate is able to present the results of his work as well as the work of his pupils in a way that corresponds to the parameters gallery operation.

At the same time, the concept of study aims at developing the long-term specifics of the Brno workplace, which focuses on the issue of mediating art and developing the pedagogical abilities of working with children in elementary schools and with secondary school students directly in the gallery before the original originals. Thus, the study offers a comprehensive professional pathway to the development of creativity, methodical work and own creative artistic activities.

After successfully completing his/her studies the graduate is able to:

• plan, implement and reflect their own teaching at an appropriate level of established professional competencies;
• to use the basic professional terminology and information sources of pedagogical and school psychology in describing, analyzing, interpreting and evaluating typical teaching situations;
• to use basic methods and tools of pedagogical diagnostics in practice and to obtain data available for individual pupil / client support and data for working with the group, class college;
• describe and explain on a specific example from their portfolio individually specific learning processes;
• to reflect on the experience of own pedagogical practice in the professional community and to use reflection and self-reflection as a tool of professional learning;
• to explain and to reflect the principles of inclusive education at the level of school culture, politics and practice in their educational and educational activities; create an inclusive classroom environment;
• to apply balanced proportions of practical skills and theoretical knowledge as well as methodological and methodological experience;
• to synthesize the basic concepts and concepts of (different) approaches to the subject under consideration, both aesthetic and sociological;
• to apply the knowledge gained to specific artistic expressions as well as pedagogical material; to take his / her own, experienced and thoughtful opinion on the subject and to argue in his / her favor;
• to decide independently on the appropriateness and character of the artistic processes and artistic activities used and to connect the practical activities with the theoretical lessons to the age of pupils and students;
• to use the experience of contact with works of art and to lead his interest in culture and art in a lively and understandable way;
• to orientate themselves in current art with personal interest and to offer pupils and students access to their own creation as well as to gaining the follow-up experiences of both theoretical and historical knowledge;
• to orientate itself in the main development stages of aesthetics, to interpret the basic knowledge of the history of aesthetics and to process them as a theoretical background for the teaching of art education.

The graduates of this study programme are fully qualified to pursue the profession of art teacher at primary and secondary school and at the appropriate level of multi-year gymnasiums. In addition, he is qualified to work in out-of-school (eg leisure-time) institutions. She is ready to start her professional career on well structured knowledge and skills in the field of art. The effectiveness of his / her professional conduct is conditioned by his / her didactic knowledge of the content of art education at elementary schools as well as the specifics of schools by medium and broader general pedagogical and psychological knowledge and skills (knowledge of the broader foundations of education and training, knowledge of educational and educational practices, knowledge of education and education actors, ).

The graduates of a one-dimensional study plan of a so-called teacher program, which takes into account the dominance of professional authorship (artistic and pedagogical performance), have increased artistic competencies with specialization in elementary art schools, secondary art schools and higher vocational schools. Graduates can compete with graduates of art colleges. Our graduates of the present combination of Art / Visual Creativity are excellently applied not only to these types of schools but also as creative personalities with pedagogical education also in other institutions with a focus on art education.

The post-graduate master's program of art education is designed so that the graduate gains after his / her studies the necessary competencies that will allow him to work as a teacher according to § 20 of Act No. 563/2004 Coll., On Teachers, as amended.

• Teacher of the second level of primary school
• Secondary school teacher
• Teacher of artistic vocational subjects at PSA, SVS and conservatory
• Higher vocational school teacher

Practices are conceived as a coherent and graduating system with an emphasis on interconnection with theory and reflection and self-reflection of the student as a teacher.

The aim of the teaching practice is to acquire the professional competencies necessary in the daily work of the teacher, to get acquainted with the roles in which the teacher enters his / her work, to become aware of his / her own professional needs and gradually to take responsibility for the planning, implementation and evaluation of the teaching. Throughout the course, students get a real idea of what the teacher's everyday work involves.

Practice forms a coherent system of successive subjects. In the follow-up master's programs, these are subjects of teaching practice 1 (1st semester), teaching practice 2 (2nd semester) of teaching practice 3 (3rd semester). In total, these practices are in the range of 280 hours (two-level study), followed by a seminar on teaching practice. Seminar on teaching practice students enroll during the study twice (in the first and second semesters). The aim of the reflection is to provide students with a space for sharing and reflecting experiences from their own pedagogical practice and helping them to deepen reflective and self-reflective skills.

The system of practice is regularly evaluated both through closed and open questions, both by students and accompanying teachers. Reflective seminars are also evaluated.

Master's diploma thesis can be considered in two ways:

1. as a theoretical work (65 standard pages, ie 117,000 characters including spaces)

2. as an artistic or artistic-pedagogical realization (at least 43 standard pages, ie 77,400 characters.

In both cases, it is necessary to focus on the field theory, especially the theory of art education and its interdisciplinary overlap to the history of art, art theory and other related disciplines. That is why the master's thesis, which is based on practical artistic performance, must be accompanied by a text in which the theoretical contexts adequately related to the presented artwork are adequately investigated. And because artistic expression is not conceivable without an increased role of subjective approach and originality, we also expect original author solutions in the art and text part of the diploma thesis. Practical performances are also suitable for authors' presentation in the form of a separate exhibition, participation in an exhibition or other form of publication.

The guidelines for the master's thesis have been modified since January 2016 by the Standards of the Department of Fine Arts for the finalization of the thesis, following the Dean's Instruction No. 1/2015. To implement the final papers (Bachelor's, Diploma, Rigous and Final Works).

After completion of the Master's studies, it is possible to continue in further studies in the Doctoral degree programme (after satisfying the admission requirements). At the Faculty of Education students can apply for admission to a follow-up doctoral degree in Theory of Art and Gallery Education.