Comenius Faculty SárospatakComenius Faculty Sárospatak Compulsory reading: Forrai Miklós: Ezer...

Comenius Faculty Sárospatak

Course title: Elementary choral conducting Code: NBB_EN414G2

Credits: 2

Type (lecture/seminar/practice/consultation) and number of contact hours: seminar, 30

Evaluation method (end-term exam mark/ term mark / other): term mark

Suggested semester: both

Frequency of availability:

Language: English

Prerequisites (if any): -

Description

Aims: To develop skills in the fundamentals of choral conducting. Topics to be addressed:

gesture technique, literature, repertoire for music education in primary school, methods.

Competences to develop:

1. Continued development of the various physical components of the body involved in

conducting.

2. Developing fluency in various beat patterns and meters.

3. Getting control in conducting various dynamics and tempo.

4. Getting control and proper use of the left hand in conducting.

5. Developing effective body and facial language.

6. Combining all the above elements into dynamic conducting.

Course content and schedule:

1. Differences between time-beating and conducting.

2. Proper body and hand positions.

3. Connection between music and the characters in beating.

4. Upbeat and cut-off.

5. Simple and compound meters.

6. Downbeats in different parts of the meter. Fermata.

7. Conducting patterns in duple, triple and quadruple meters. Simple and compound

supple metres.

8. Simple changes of meters.

9. Using left hand.

10. Conducting canons.

11. The most common marks of expression.

12. Conducting legato, staccato and tenuto.

Education management: as given in NEPTUN

Asessment::

method of assessment: weekly attendance and contribution to classes;

mid-term requirement: to rehearse and conduct in concert 5 music pieces of learned

oral exam topics (if any):-


Compulsory reading:

Forrai Miklós: Ezer év kórusa. Editio Musica, Budapest. 1977.

Optional reading:

Kata Ittzes: English-Hungarian Dictionary of Musical Terminology. Jazz Oktatási és

Kutatási Alapítvány, Budapest, 2001.

Supporting (compulsory/optional) digital materials:-

Person in charge of program: Dr. Kelemen Judit associate professor

Person in charge of the course: Hegyesi-Hudik Margit associate professor

Instructor: Dr. Kelemen Judit associate professor

Instructor’s office hours: Tuesday, 10-11.30

Preferred contact details: e-mail – [email protected]

Online communication method: by e-mail


Course title: Music in Preschool Code: NBC_OV113K2

Credits: 2

Type (lecture/seminar/practice/consultation) and number of contact hours: lecture

Evaluation method (end-term exam mark / term mark / other): end-term exam mark


Frequency of availability: every semester

Language: English


Description

Aims: to provide comprehensive methodical knowledge on teaching music between 3-7

years in kindergarten.


students know the possibilities and methods of music education in kindergarten;

students are capable to select music pieces for music education in kindergarten

properly;

students are capable to plan and realize music education in kindergarten.

Course content and schedule: all topics with learning rhymes, singing games and songs.

1. Basic principles of Zoltan Kodaly. How to adapt his concept? The goals of music

education. General principles of music education. The role of music education in

aesthetic education. The effect of music education on the child’s general

development.

2. Music education in general curriculum. Effectiveness of instruction and

contemporary learning styles. Types of organization. The framework of

implementation. Teaching materials. Diversity of techniques. The child’s musical

development before and after the kindergarten years.

3. Materials for teaching singing. Rhymes. Songs for using in kindergarten. Songs

unsuitable for use in kindergarten.

4. Applying the principles of music education in the kindergarten. Principles of musical

development by age group. Formally planned and informal activities in music

education.

5. The development of musical skills. Singing. Singing is tune. The child with poor

musical ability.

6. Development of the rhythmic sense. Regular beat. Rhythm and melody. Tempo.

Movement and dance for children. Awareness of musical form.

7. Ear training. Distinguishing high and low tones. Distinguishing loud and soft.

Awareness of tone color. Development of inner hearing. Care and development of the

child’s voice.

8. Listening to music. Listening materials. Opportunities for practising listening.

9. Teaching aids. Long-range planning in music education. Preparing music lessons.

Detailed planning. The relationship between the home and the kindergarten.

10. -12. Rhymes, singing games and songs.

Education management:

lessons are held in music classrooms (blackboard with staff, projector, laptop, rhythm


instruments for children)

lessons are held as given in NEPTUN (time and classroom)

Asessment:

method of assessment: oral examinations

mid-term requirement: 2 detailed plans for music lessons in kindergarten for

different age groups.

oral exam topics (if any):

1. Basic principles of Zoltan Kodaly. The effect of music education on the child’s

general development.

2. Music education in general curriculum. Types of organization. The framework of

implementation.

3. Characteristics of the teaching materials in kindergarten.

4. The child’s musical development before and after the kindergarten years.

5. Materials for teaching singing. Rhymes. Songs for using in kindergarten. Songs

unsuitable for use in kindergarten.

6. Principles of musical development by age group.

7. Formally planned and informal activities in music education. Long-range

planning in music education. Preparing music lessons. Detailed planning.

8. The development of musical skills. Singing. Singing is tune. The child with poor

musical ability. Care and development of the child’s voice.

9. Development of the rhythmic sense. Regular beat. Rhythm and melody. Tempo.

Awareness of musical form. Movement and dance for children.

10. Ear training. Distinguishing high and low tones. Distinguishing loud and soft.

Awareness of tone color. Development of inner hearing.

11. Listening to music. Listening materials. Opportunities for practising listening.

Compulsory reading:

Katalin Forrai: Music in Preschool (translated and adapted by Jean Sinor. Franklin printing

House, Budapest, 1988.

Optional reading:

Kismartony Katalin-Gállné Gróh Ilona: My first Bilingual Songbook – Első kétnyelvű

énekkönyvem. Konsept-H Könyvkiadó, 2006.

Supporting (compulsory/optional) digital materials: -

Person in charge of program: Dr. Kelemen Judit associate professor

Person in charge of the course: Dr. Kelemen Judit associate professor

Instructor: Dr. Kelemen Judit associate professor

Instructor’s office hours: Tuesday, 10-11.30

Preferred contact details: e-mail: [email protected]

Online communication method: by e-mail


Course title: Expressive creative activity Code:

NBC_TO249G3 Credits: 3

Type (lecture/seminar/practice/consultation) and number of contact hours: practise, 45

hours


Suggested semester: spring

Frequency of availability: even semesters

Language: English


Description

Aims: improving the students own personal and individual visual expression; developing their

creative abilities; inspiring their free creative works while getting acquainted with fine arts

Competences to develop: the student

a) will be able to represent visual experiences;

will be able to find one’s way in fine arts and to recognize the most important works of art

b) can manage to choose and use for expressive aims the visual marks (colours, forms, dynamics,

structure); and to take up with artistic analysis

c) will be in the possession of

- openness to several ages, cultures and styles,

- visual and technical sensitivity, experimentalism

Course content and schedule: week 1. (lessons 1-3.) artistic analysis, knowledge: fields of fine arts, genres, representation themes

(still life, landscape, portrait, conversation piece, etc.) aspects of artistic analysis

task 1. - interpretation of home essay: analysis of an artistic work chosen from the list: detailed

description in 8-12 thousand letters, with reproductions, illustrative drawings and files of pictures

(in word.doc.)

task 2. - choosing a special theme (except the contact lessons’!): the choice should contain both

creative works and interpretation/research (suggestions: metamorphosis, mimesis, portrait, etc.)

weeks 2-4. (lessons 4-12.)

task 3. [project 1.] – individual work on a famous still life painting a) reconstruction of a chosen painting in three dimensions and creating its every-sided photo gallery,

b) representations with several techniques and stand points,

c) work with several picture fields, transformations and additions

week 5. (lessons 13-15.)

task 4. [project 2.] – study visit to Sárospatak Art Gallery

study paintings, sculptures and woodcuts on the scene, copy-making of a chosen work

week 6. (lessons 16-18.)

analysing sculptures in class and town scenes – themes and style-marks


task 5. [project 3.] creating a sculpture-model to a planned by particular Sárospatak scene;

examination on the spot (drawings, photos), making up from clay or other materials, digital photo-

reconstruction (photo-illusion)

week 10. (lessons 28.)

task 6. half-term paper: checking knowledge of fine arts, and own recognitions; handling

home essay



task 7. [project 4.]

a) representation of natural sights – on outside scenes (for example school-garden, Castle-garden)

photos, paintings, drawings

b) revision in studio

(in the meantime, lessons 31.: discussion and appreciation of papers and essays)

All works should be given in by the end of 12th week lessons.

weeks 13. (lessons 37-39.)

exhibition of works, final appreciation

Education management: lessons: at room 66 (studio)

necessary fundamental/basic art materials and appliances: a) folder around 50x70 cm, b) drawing-

board around 50x70 cm, c) several pieces of paper [20-30 pc], d) watercolour, tempera, brushes,

Indian ink, pencils], e) camera

Assessment: a) 4 piece -made projects in contact lessons

b) 1 piece project outside contact lessons

b) fine arts knowledge, recognition (on paper)

c) home-essay

method of assessment:

according to duties a-b-c) – acquired 4+1+1+1=7 pc marks; term mark is their average

mid-term requirement: 1. creative attitude and regular analysis of works

2. paper: 10th week

3. deadline of home essay: 10th week.

oral exam topics (if any): -

Compulsory reading:

Gombrich, E.H.: The Story of Art. Phaidon Press

Foster, Hal: Art Since 1900: Modernism, Antimodernism, Postmodernism. London, Thames &

Hudson, 2004.

Optional reading:

Új Művészet [Art Today] (periodical)

Supporting (compulsory/optional) digital materials: repository of fine arts works and teachers ppt-s -- http://www.ckhuman.uni-eger.hu/hu/huntinf/e-

segedletek/dr-sandor-zsuzsa

Person in charge of program: Dr. György Stóka

Person in charge of the course: Dr. Zsuzsa Sándor

Instructor: Dr. Zsuzsa Sándor

Instructor’s office hours: Thuesday: 11-12 p.m., Thursday: 12,30-13,30 pm. room 59

Preferred contact details: [email protected]

Online communication method: -

http://www.ckhuman.uni-eger.hu/hu/huntinf/e-segedletek/dr-sandor-zsuzsa

http://www.ckhuman.uni-eger.hu/hu/huntinf/e-segedletek/dr-sandor-zsuzsa

mailto:[email protected]


Tantárgy neve: Kötelező angol Kódja: II. TÓ

Angol B1

27-es Kreditszáma:

A tanóra típusa (ea./szem./gyak./konz.) és száma: gyakorlat

Az értékelés módja (kollokvium/gyakorlati jegy/egyéb): aláírás

A tantárgy tantervi helye (hányadik félév): 4.

Meghirdetés gyakorisága: Minden félévben

Oktatás nyelv (ha nem magyar):angol

Előtanulmányi feltételek (ha vannak): -

Tantárgyleírás

Course description

This course is intended to provide students with an introduction to the ESL. After some review of the

basic grammar structures, the course will focus on a variety of practical issues. Topics including:

basic grammar structures, oral topics, improving writing skills etc.

Our main focus is:

Conditional (0,1,2,3)

Passive

Reported Speech

Relative Clause / Pronoun

Letter writing (formal-informal letters)

Mock Exams

Various Language Examination tasks

Situational exercises

Picture description

Oral topics:

Family and Friends

Education Learning Languages

Earning a Living Jobs

Holidays and Celebrations

Fashion and Clothes

Daily Routine

Health and Illness

Housing and flats

Environment

Course requirements


Students will write 5 vocab tests on the various oral topics discussed. The final project for the course

will be a test paper. A final term test will be taken in December (plus a full mock exam) on all the

grammar structures and oral topics up to that point. These are all course requirements and failing to

complete any of these will result in a fail grade.

Grading policy

In-class vocab test: 25% (5x5); midterm: 20%;, final test (written form): 55%. 60 or below: fail.

In-class vocab test: 50% (5x10); midterm: 20%; final test (written form): 30%. 60 or below: fail.

Additional information

Most readings are available online or in PDF format from the teachers.

Extra grammar exercises will be available online.

Kötelező irodalom:

Bajnóczi Beatrix - Haavisto Kirsi, Kérdések és válaszok angol nyelvből - Szóbeli

nyelvvizsgára és érettségire készülőknek, Maxim, Budapest, 2012.

Raymond Murphy, English Grammar in Use, 3rd Edition, Cambridge University Press,

2007.




Szakfelelős:

Tantárgy felelőse: Takács Attila

Tantárgy oktatásába bevont oktató:

Az oktató fogadóórájának időpontja, helye es a bejelentkezes módja: Office hours: by

appointment (ROOM 6 [email protected])

Az oktató által előnyben reszesített elerhetőseg: [email protected],

[email protected]

http://www.libri.hu/szerzok/bajnoczi_beatrix.html

http://www.libri.hu/szerzok/haavisto_kirsi.html




A csoportos online kommunikáció módja es helye: Facebook csoport


Tantárgy neve: Kötelező angol Kódja: II.TÓ, Cs

Angol A2 Kreditszáma:


Az értékelés módja (kollokvium/gyakorlati jegy/egyéb): aláírás


Meghirdetés gyakorisága: Minden félévben



Tantárgyleírás

Course description

This course is intended to provide students with an introduction to the ESL. After some review of the

basic grammar structures, the course will focus on a variety of practical issues. Topics including:

basic grammar structures, oral topics, improving writing skills etc.

Our main focus is:

Conditional (0,1,2,3)

Passive

Reported Speech

Relative Clause / Pronoun

Letter writing

Oral topics:

Family and Friends

Education Learning Languages

Earning a Living Jobs

Holidays and Celebrations

Fashion and Clothes

Course requirements

Students will write 5 vocab tests on the various oral topics discussed. The final project for the course

will be a test paper. A midterm test will be taken in December on all the grammar structures and oral

topics up to that point. These are all course requirements and failing to complete any of these will

result in a fail grade.

Grading policy


In-class vocab test: 50% (5x10); midterm: 20%; final test (written form): 30%. 60 or below: fail.





Bajnóczi Beatrix - Haavisto Kirsi, Kérdések és válaszok angol nyelvből - Szóbeli

nyelvvizsgára és érettségire készülőknek, Maxim, Budapest, 2012.

Raymond Murphy, Essential Grammar in Use, 3rd Edition, Cambridge University Press,

2007.




Szakfelelős:






[email protected]

A csoportos online kommunikáció módja es helye:

http://www.libri.hu/szerzok/bajnoczi_beatrix.html

http://www.libri.hu/szerzok/haavisto_kirsi.html




Tantárgy neve: Amerikai Civilizáció (VMT) Kódja: LBB_AN109G2 Kreditszáma: 2


Az értékelés módja (kollokvium/gyakorlati jegy/egyéb): gyakorlati jegy


Meghirdetés gyakorisága: Minden II. félévben



Tantárgyleírás

Course description

The purpose of this class is to improve students’ command of English and to provide them with an introduction

to American culture and society. Some of our core topics in this class will include American geography and

regionalism, basic concepts of American government and politics, the Native issues, United States legal system

and the Constitution, religious diversity, social issues, the American media landscape, and other related issues.

We will investigate these issues through a number of current articles, excerpts from TV programs, and other

resources.

Requirements

Attendance and active class participation (25%)

As this is a discussion-based class, attendance is mandatory. Moreover, it is imperative that you are prepared

for class discussions and have completed all your readings. Should it become necessary over the course of the

semester, unannounced plot quizzes may be used to test whether you have done your reading. Lack of

preparation will be counted as an absence for that class period. If there is an urgent reason for why you could

not prepare for class, please contact me beforehand, and we can try to arrange an alternative solution.

Presentation (25%)

Each student is expected to give a short 15-minute introductory presentation. The purpose of the presentation is

to introduce key terms and concepts to the rest of the class and to raise questions for in-class discussion.

Please note that you will be required to consult with me at least one week before your scheduled presentation

date. I expect you to have a ready presentation by that time. If you do not consult with me, you will not be

allowed to present in class and your presentation will be graded an automatic fail.

Possible Presentation Topics

1. The Making of a Nation

2. Regionalism vs. Americanization (Globalization…?)

3. The U.S. Economy

4. The Urbanization of America

5. Law, Crime, and Justice

6. Minorities (special focus on Native issues, misconceptions)

7. The Changing Role of Women

8. The Political System

9. America’s Global Role

10. Education

11. Religion

12. The Arts

13. Sports


14. Media

The above mentioned topics are just guidelines and available from our required book. Please feel free to choose

one (expect those who have an extra task from the previous semester – they need to choose two presentation

topics)

Reading Test (25%)

Vocab tests based on O. Henry’s The Gift of the Magi. (Plus Poe’s short story)

Final exam (25%)

The final exam will be comprehensive in nature and cover all the topics we have discussed in class. It will

include term identifications and short essay questions, in which you will be asked to contextualize and discuss

important issues.

Reading: Reading assignments will be discussed on a week-by-week basis. We will also discuss recommended

secondary resources in the first session. The America in Close-up is available from my office room 6. Feel free

to take it and photocopy.

Plagiarism policy: There will be absolutely no tolerance for any kind of plagiarism or academic dishonesty.

All forms of plagiarism will result in an automatic failure of the class.

Grading: Grades will be calculated according to the following matrix: 0-59%: fail (1), 60-69%: poor (2), 70-

79%: average (3), 80-89%: good (4), 90-100: excellent (5).

Further Rules

If you must miss a class, please let me know, and make arrangements to complete any work missed. Students

are kindly requested to contact their tutor at least a day before class if they are to make a presentation but

cannot attend. If you do not turn up on occasions when course assignments (presentation, quizzes) are due and

you fail to notify the tutor you will lose all the credit points on the particular assignment.

There is no excuse not to come to class when the end-term is due.

Academic dishonesty and plagiarism

(failure to acknowledge and note the use of another writer’s words and ideas) is both unethical and illegal and

will result in a failure of the course. If you have a compelling reason for arriving late or leaving early, speak

with your instructor about the problem. If you regularly cut the beginning and/or the end of class sessions, it

can add up to unexcused full-class-time absences.





Readings

The basic textbooks for the course is the America in Close-up (copy is available at room 6)


Maryanne Datesman, JoAnn Crandall and Edward M. Kearny, American Ways. An Introduction to American

Culture (New York: Longman, 2005)

Pintér Károly, Szántó Ildikó, Jancsó Daniella, Suba Ferenc and Surányi Emőke, Cultural Relations. Brit,

ausztrál, amerikai és kanadaiországismereti nyelvkönyv (Budapest: Akadémiai Kiadó, 2001).

Other readings, handouts will be distributed in class.




Szakfelelős:






[email protected]

A csoportos online kommunikáció módja es helye: gmail group




Course title: Elementary Geometry Code: Credits: 5

Type (lecture/seminar/practice/consultation) and number of contact hours: 4

Evaluation method (end-term exam mark/ term mark / other): end-term exam mark

Suggested semester: second term (autumn)

Frequency of availability: every odd term

Language: English

Prerequisites (if any): good English knowledge

Description

Aims: This course is designed to emphasize the study of the properties and applications of

common geometric figures in two and three dimensions. Inductive and deductive thinking

skills are used in problem solving situations, and applications to the real world are stressed.

Competences to develop: Students will develop their ability to construct formal, logical

arguments and proofs in geometric settings and problems.

Students will improve their English terminology in topics concerning geometry.

Students will learn teaching methods in geometry.


Some of the topics covered include definitions, postulates, and theorems regarding angles,

segments and lines, arcs, parallel and perpendicular lines, planes, distances. Polygons,

convex polyhedral, regular solids. Constructions. Triangles, congruent triangles, similar

triangles, and right triangle trigonometry. Special quadrilaterals, circles. Transformations.

Measurements, area and volume formulas.

Education management: - Two double lessons are held weekly preferably in classroom 46 at Comenius Faculty

of Eszterházy Károly College in the historic town Sárospatak. - Students are expected to be in front of the classroom approximately 5 minutes

before the lessons start with a notebook and a writing tool. - Computer use is allowed, but not required. - Teaching and learning assistive tools are allowed. - Minimum 5 students must take part actively in the lessons.

Asessment::

1. method of assessment: oral exam at the end of the term

2. mid-term requirement: taking part in lessons actively during the term and giving a

small presentation on how to teach primary school children in some geometric topic.

3. oral exam topics (if any):

1. Basic concepts of geometry, elementary geometric knowledge of spatial

elements, the mutual position of spatial elements, teaching methods.

2. Angles and straight lines, definitions, angles and angular measurement, point

sets, angle of spatial elements and the distance between them. Concepts of

perpendicular and parallel planar and spatial elements. 3. Convex and concave polygons. Convex polyhedra, regular solids.

4. The concept of Euclidean construction. The general schedule of constructions. The

role of drawing in illustration.


5. Triangles. Types of triangles, angle properties of triangles, Pythagoras’ theorem,

properties of isosceles triangles, properties of equilateral triangles, congruent triangles,

similar triangles, areas of similar triangles, trigonometry.

6. The circle. Angles in circles, cyclic quadrilaterals, chords, tangent propertiesof a circle,

Thales’ theorem, constructing tangents.

7. Quadrilaterals and other polygons. The parallelogram, the rhombus, the rectangle, the

square the trapezium, the kite, other polygons, symmetry of regular polygons. Grouping

rectangles. Dissections of polygons, Bolyai Farkas’ theorem.

8. Transformation geometry. Translation. Transformations of the plain. Congruency

transformations. Translation, reflexion. Reflexion in the x-axis, reflexion in the y-axis,

properties of reflections and those of translations, symmetry, enlargements and other

transformations in primary education.

9. Rotation, finding the centre of rotation, the inverse of a rotation, properties of rotation,

glide reflection. Production of congruencies of the plain by reflections.

10. Spatial congruency transformations.

11. The goal of teaching geometry. Advisable order of teaching geometry.

12. Measurements in geometry; Measurement of lengths, areas, volumes, and angles.

Measurements in the lower classes with casual and standard units of

measurement.

Compulsory reading:

E. Gyöngyösi Wiersum, (2010) GCSE Workbook I-IV.

E. Gyöngyösi Wiersum, (2012) The Fun of Mathematics – GCSE Workbook I-II.

Optional reading:

A. Greer (1989): A Complete GCSE Mathematics Higher Course – Second Edition,

Supporting (compulsory/optional) digital materials: -

Person in charge of program: Erika Gyöngyösi-Wiersum, PhD

Person in charge of the course: Erika Gyöngyösi-Wiersum, PhD

Instructor: Erika Gyöngyösi-Wiersum, PhD

Instructor’s office hours: see in Neptun

Preferred contact details: in person in office hours or email otherwise

Online communication method: via email or Neptun system


Course title: La marionnette

á la maternelle Code: CK_2NO Credits: 2

Type: practice

Evaluation method: term mark

Suggested semester: 30/ semestre

Frequency of availability: tous les semestres impaires

Language: francais


Description

Aims:

Les objectifs est de former de futurs professionnels de l’enseignement, spécialisés

dans l’interprétation et la mise en jeu des formes spécifiques des arts de la marionnette, ayant

cette capacité d’invention, de proposition qui permet de dépasser la seule connaissance de la

technique.

L’ « éducation » (l’art appliqué), s’adresse à ceux qui souhaitent s’ouvrir aux modes

d’expression artistique, en acquérir les différents langages, en s’approprier les outils pour

mieux exercer leurs propres missions pédagogiques.

Acquérir une discipline de travail par une approche instrumentale de l’art des marionnettes.

Maîtriser la marionnette à gaine.


Le théâtre et la marionnette sont généralement utilisés en tant qu' outils pour

l'acquisition de la langue, des connaissances et du savoir-faire. Or la marionnette peut être

utilisée en tant qu' objet plastique et permet de développer des compétences d'éducation au

regard, et faire acquérir aux élèves certains codes de la représentation théâtrale et de la

manipulation. À la fin de la semestre l'étudiant sera en mesure :

de maîtriser diverses formes et applications du jeu et de l'interprétation, de la

scénographie et de la mise en scène liées à la dramaturgie;

de connaître diverses avenues de recherches théoriques et pratiques du théâtre de

marionnettes;

d'exercer sa pratique à travers divers processus de création interdisciplinaires;

de concrétiser, par une activité de synthèse, sa vision et sa démarche artistique

de s’initier à l’ensemble des étapes qui mènent du texte à la représentation


Techniques de base de la manipulation, projection de l’acteur dans l’objet manipule :

- Apprentissage des fondamentaux au travers de la marionnette à gaine

- Initiation à d’autres techniques (tringle, pantin sur table, objets…)

- Exercices d’interprétation derrière castelet, ou à vue

- Technique du corps-castelet (le corps du comédien dessinant l’espace de jeu de la

marionnette)

Le jeu de l’acteur-marionnettiste:

- Les bases de l’interprétation

- Le travail de répétition

- Du texte à la scène: le devenir d’une dramaturgie

Travail corporel:

- Training spécifique en relation avec la marionnette et les fondamentaux de la manipulation.

Travail vocal:


- le chant, le souffle, l’articulation.

Creation plastique:

- Construction d’une marionnette à gaine.

- Initiation aux techniques de fabrication (terre, plâtre, latex…)

- Création d’un personnage en fonction d’une écriture, d’une dramaturgie, d’un espace de

jeu.

Scenographie:

- Initiation à la scénographie. Approche des problèmes spécifiques aux arts de la

marionnette.


Lieu et l’heure des cours: classe 55. departement Comenius I. 14. 40-16.15h mardi

Asessment:


Évaluation des scenarios, création et interprétation individuelle de sketchs 2 fois par

semestre, et évaluation le spectacle final par une échelle d’appreciation de 1-5.

mid-term requirement:

Fabriquer des marionnettes simples (à partir des illustrations d'un roman, en collant

les personnages sur un bout de bâton; des ombres chinoises; des personnages

dessinés sur des sacs de papier brun)

Transcription du scénario,

Présentation à un public formé d'autres étudiants et des groupes des enfants

Compulsory reading:

ABAD, Isabelle. Quels apprentissages pour les 3-4 ans ? - Education enfantine.-Mars 2006,

n°1078.

FAYARD, Colette. La marionnette á l'école: jeux et enjeux. Lyon:C.R.D.P.,1988, [Arts et

pédagogie].

JOUBERT Jeanine. - Les marionnettes et l’enfant. Fernand Nathan, 1978. Optional reading:

La sensibilité, l'imagination, la création (maternelle) – Education artistique (élémentaire).

C.N.D.P., 2003.

JEANJEAN, Marie-Françoise et MASSONNET Jacqueline. Pratiques de l’oral en

maternelle. - RETZ, 2001. Le Théâtre / Scène Nationale de Narbonne. - Marionnettes et Théâtre d’objets. – Dossier

pédagogique.- Décembre 2006.

Supporting (compulsory/optional) digital materials:

GOURAT D., 2013, L’enfant, l’art, l’artiste, www.cafepedagogique.net

MATHÉ, Brigitte. Une mascotte en maternelle,

http://maternelle89.ac-dijon.fr/IMG/pdf/Une_mascotte_en_maternelle.pdf

www.culturecommunication.gouv.fr

Person in charge of program:

Person in charge of the course:

http://www.cafepedagogique.net/

http://maternelle89.ac-dijon.fr/IMG/pdf/Une_mascotte_en_maternelle.pdf

http://www.culturecommunication.gouv.fr/


Instructor: Varga-Novákovits Zsuzsanna

Instructor’s office hours: les jeudi 13.30-14.30 h. ch. No 54. Comenius I.

Preferred contact details: [email protected]

Online communication method: e-mail


Course title: CHILDREN’S LITERATURE

ELT MEHODOLOGY PRACTICE Code: NBC_TA150G2

Credits: 2

Type and number of contact hours: seminar, 2/week




Language: English


Description

Aims:

to explore a variety of children's literature through various genres which include

songs, rhymes, stories, folk and fairy tales.

to understand and examine the history of children’s literature and how it impacts the

development of young learners

to survey the range of literature and materials available to and /or published for

children between 6-12


Upon completion this course students will be able to:

analyse the role of children's literature in the development of children

develop a lesson plan for young learners

model method of sharing and enjoying poetry with young learners

brainstorm ideas and plan activities to build a literacy awareness support reading


Understanding the role of children’s literature in English language teaching. Literary genres.

Different types of rhymes (nursery rhymes, chants, action, counting etc.)

Folklore and literary tales to promote language learning.

Poetry in the young learners’ classroom.

The role of illustrations in children’s books.

The rationale of using songs in the classroom.

Designing activities and planning a lesson base on different works of children’s literature.

Students’ presentation and microteaching.


Assessment:


Participation: students will be graded on participating in class discussion and their two

papers during the term.



this will be a paper on what we have studied up to the midterm point in the semester

oral exam topics (if any):

Compulsory reading:

Slattery, Mary, Willis J. 2001 English for Primary Teachers. Oxford.OUP

Paul, David 2007 Songs and Games for Children Oxford:MacMillan

Optional reading:

Annamaria Pinter 2009 Teaching Young Language Learners. An accessible guide to

the theory and practice of teaching English to children in primary education. OUP

p.192


Power point presentations made by the lecturer

Elementary course-books


Person in charge of the course: Márta Vinnaine Vékony

Instructor: Márta Vinnaine Vékony

Instructor’s office hours: Monday 10-11, Thursday 9-10

Preferred contact details: e-mail

Online communication method: e-mail: [email protected]


Course title: ELT Methodology 1 Code:

NBC_TA149G3 Credits: 3

Type and number of contact hours: seminar 2/week




Language: English


Description

Aims:

to develop the knowledge and practical skills which are required to teach EFL to

young learners

to provide practical ideas on how to approach and plan for young learners

to prepare trainees for the specific challenges of working with young learners


By the end of this course, participants will be able to

selectively apply a wide variety of stimulating and age-appropriate materials tailored

to learners’ needs and interests

effectively apply strategies for both motivating and managing classroom-based

language activities for young learners,


The course provides a solid foundation using appropriate methods and techniques for

teaching young learners.

The characteristics of young learners, language acquisition, physical, social and cognitive

development.

Teaching vocabulary, speaking, reading, listening and writing to young learners.

The rationale of grammar teaching in the young learners’ classroom.

Using a course-book, course-book evaluation.

Classroom management, the importance of group-work.

Teaching and practicing pronunciation.

Planning for effective teaching of young learners.


Asessment::


Participation: students will be graded on participating in class discussion and their two

papers during the term.


this will be a paper on what we have studied up to the midterm point in the semester


Compulsory reading:

Slattery, Mary, Willis J. 2001 English for Primary Teachers. Oxford.OUP

Moon, Jayne 2006 Children Learning English Oxford: Macmillan

Optional reading:

Fidge, Louis 2006 Reading Skills Series Oxford: MacMillan

Fidge, Louis 2006 Writing Skills Series Oxford:MacMillan


Power point presentations made by the lecturer.

Elementary course-books


Person in charge of the course: Márta Vinnaine Vékony

Instructor: Márta Vinnaine Vékony

Instructor’s office hours: Monday 10-11, Thursday 9-10

Preferred contact details: e-mail

Online communication method: e-mail: [email protected]

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