This master's thesis examines the field of performance in general upper secondary school music education, which constitues a fundamental aspect of active music learning. It presents the learning objectives, knowledge standards, and didactic recommendations of the curriculum, as well as students’ musical abilities, skills, and preferences. Attention is focused on student motivation for learning music in secondary school and the role of the music teacher. The thesis discusses the teacher’s professional and pedagogical competencies, approaches to verbal and non-verbal communication, and various didactic aspects of planning, implementing, and reflecting on the learning process. The importance of ongoing feedback, which supports students’ musical development, is also presented.
The work also addresses the organization of the music classroom and the availability of teaching aids and classroom instruments. Various forms of using musical notation are presented, which connect formal and informal music learning, as well as possibilities for integrating contemporary music technology into the learning process. Special attention is given to the characteristics of vocal development during adolescence and the inclusion of appropriate vocal-technical exercises, as well as the characteristics of psychomotor development in secondary school students, which are important for instrumental performance. Various approaches to classroom singing, body percussion, and group instrumental performance are also discussed. The theoretical part is supplemented by examples of good practice.
The practical component of this master's thesis consists of eight vocal-instrumental arrangements representing different musical genres, forms, and historical periods. Each arrangement is accompanied by teaching recommendations for performance and suggestions for expanding performance activities. With these arrangements, we aimed to contribute to the enrichment of music materials for secondary school music education and to better align with students’ musical interests, abilities, and skills.
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