PIANO PLAYING AS CLILAT PRIMARY ARTS SCHOOLS IN THE CZECH REPUBLIC.

Yesterday´s Reality and Today´s Needs From a CLIL-Teacher´s Point of View

Zdenek Vasicek(Czech Republic)

Summary:

Local primary art schools (hereinafter “PAS”) of the Czech Republic have been the venue of the project of integration of the individual subject of “piano playing” with communication in a foreign language (English or German). This integration is described from the CLIL-teacher´s point of view.

Yesterday´s reality of CLIL concerned two CLIL-projects: 1) at the Primary Arts School in Tisnov in the period 2000-2008 and 2) at the Methodological Centre of the Janacek Academy of Music and Performing Arts in Brno in the period 2004-2007. Today´s needs (approximately in the period 2008-2011) are given by the transformation of the education system in the Czech Republic and afect all the PAS.

The use of a foreign language in piano lessons is possible for PAS-teachers with compulsory levels C1 and B2 of CEFR. But this can be seen as very limiting for teachers. If the teachers had an opportunity to try the CLIL-concept in their periods of actual acquisition of a foreign-language (as it is also possible in the world) it would be possible to regard the required levels C1 and B2 as final (future) teacher´s targets in CLIL. These levels would be reachable through teacher´s work-based learning by CLIL quite in conformity with the ongoing transformation of the Czech education system.

The Czech School Inspection could become the spiritus agens of CLIL-development at PAS.

Key words:piano playing, Content and Language Integrated Learning (CLIL), primary arts schools, alternative schools, Czech School Inspection, Czech Republic, Common European Framework of Reference for Languages (CEFR), evaluation.

Target audience:piano teachers, CLIL-teachers, deputy headmasters, headmasters, school officers (inspectors), educational leaders.

Classroom scenario:piano teachers, their individual pupils/students (approximately 8-20 years old), inspections of classes.

Introduction. Primary arts schools in the Czech Republic and CLIL

Primary arts schools (PAS) are an integral part of today´s educational system in the Czech Republic. The tradition of these schools is long: it goes back to the period of the Austro-Hungarian Empire (Starek, 2005, p. 21). These schools are inspected by school officers (inspectors) and the study is based on fixed special teaching/learning plans. The PAS are no leisure-time facilities (Starek, 2005, p. 20) but elite schools sui generis because the selective entrance exams, yearly rigorous exams in front of a commission and different public performances are usual here.

There are four common art specializations in the PAS: music, art, dance and drama. Different individual and collective subjects are taught here. The individual piano playing is taught here too. The PAS organize study for pupils of first and second stages of the primary schools, for students of secondary schools and until recently partially also for adults. The PAS prepare the pupils and students for study at secondary music and art schools (conservatories) and academies of music (it means “music universities”). There are 469 PAS in the Czech Republic (Prucha, Walterova & Mares, 2003, p. 308.); with over 800 parallel classes (Prucha, 2000, p. 95) approximately with over 200 000 pupils/students (Prucha, Walterova & Mares, 2003, p. 308.) The PAS are of essential importance for each kind of study and for the quality of human life in the future (Kotasek et al., 2001, p. 55).

Further teacher training for the PAS-teachers is offered in the Czech Republic. Among others also by the Janacek Academy of Music and Performing Arts in Brno. This academy has its own Methodological Centre offering further training of piano playing for teachers of PAS, conservatories, secondary pedagogical schools and pedagogical faculties from the whole Czech Republic and from abroad, too.

The abbreviation CLIL (Content and Language Integrated Learning) represents the concept of integration of a non language subject with a foreign language. CLIL integrates a subject with a foreign language (Marsh, 2001, p. 35). The transformation of a subject into a CLIL-subject demands specific efforts of the teacher (Strasser, 2001, p. 6).

In the Czech Republic a teaching trial has been undertaken: implementation of the CLIL-concept as integration of the subject of piano playing with communication in English or German. The teaching trial proceeded 1) at the Primary Arts School in Tisnov 2000-2008 for pupils of this school and 2) at the Methodological Centre of the Janacek Academy of Music and Performing Arts in Brno 2004-2007 in the language courses named “English by piano” and “German by piano” and intended especially for teachers and their pupils at Czech PAS, partially also at Slovak PAS.

The author of this study was the CLIL-teacher for the purpose of the trial project.

1. Yesterday´s Reality (2000-2008)

The main CLIL-aims for PAS in the Czech Republic were:

1. To offer a new opportunity for communication of teachers and pupils in the above-mentioned foreign languages and

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2. To develop their foreign-language vocabulary acquired at other general education providing schools with foreign-language music technical vocabulary.

At the Primary Arts School in Tisnov in the period 2000-2008 the CLIL-teaching was applied to thirty pupils of the school: most of them (22 of 30 pupils, it means 73% or 3/4) in English. The continuing task is to extend the students´ knowledge with approximately 500 foreign-language lexical units as the preliminary pupil´s maximum (it means approximately the level A1 of the Common European Framework of Reference for Languages) gradually. For CLIL at the Primary Arts School in Tisnov see also my special study (Vasicek, 2008e).

At the Methodological Centre of the Janacek Academy of Music and Performing Arts in Brno in the period 2004-2007 the language courses in CLIL (taken absolutely according to the languages taught) were taken by 83 participants: most of them (50 of 83 participants, it means 60% or 3/5) in English. The participants were of different ages (approximately: 20-65 years old), work experience (approximately: 0-40 years) and foreign-language training and certificates (approximately: from no training up to school-leaving exam or state exam). The participants had an opportunity to master simple foreign-language communication above all and could use it in their lessons at PAS immediately if their pupils were interested in CLIL. The basis of CLIL-lessons at the Centre represented model situations with two participants by the piano: the first participant simulated a teacher, the second one a pupil, and vice versa. The final examination contained the same situations for the participants. I myself as CLIL-teacher simulated a pupil. Only 19 participants – it means roughly every fifth participant – passed the final examination and obtained a certificate for CLIL. In the two-year CLIL-run 2004-2006 the two language courses were separated, in the academic year 2006/2007 it was one mixed course: “English and German by piano”. This course could be called CLIL-MIX. Within the scope of a two-hour lesson the first hour was run in English, and the second one in German. The continuing task is to extend the students´ knowledge to approximately 1.500 foreign-language lexical units as preliminary participant´s maximum (it means approximately the level A2 of the Common European Framework of Reference for Languages) gradually.

At the Primary Arts School in Tisnov and at the Methodological Centre of the Janacek Academy of Music and Performing Arts in Brno different CLIL-evaluations were carried out, also with experts from Masaryk-University in Brno and from the Research Institute of Education in Praha/Prague. There were many recommendations. The main one for me as CLIL-teacher: to study foreign languages further and more intensely.

If I could make my own SWOT-analysis (Veteska & Tureckiova, 2008, p. 104), I would seem the evaluated parameters as follows:

1. Strengths: the lessons were more interesting for the teacher and for the pupils alike

2. Weaknesses (only relatively): additional effort especially from teacher was necessary

3. Opportunities: foreign-language communication progressed especially in terms of increasing foreign-language vocabulary

4. Threats: decreased teacher´s or pupil´s (or both) motivation and the following stagnation; teacher´s or pupil´s leaving the CLIL lessons or the school (and herewith CLIL too) for different reasons.

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2. Today´s Needs (2008-2011)

2.1 General needs of transformation of the education system of the Czech Republic

It is necessary to check the European education systems from the viewpoint of foreign-language lifelong learning (Bericht ueber die Durchfuehrung des Aktionsplans ..., 2007, p. 6). It is one of the key-competencies to communicate in foreign languages, so the teacher must be able to learn the languages lifelong (Veteska & Tureckiova, 2008, pp. 62 and 146). The practical use of foreign languages is and will be supported through the (Czech) Ministry of Education, Youth and Sports (Strategie celozivotniho uceni CR, 2007, p. 66). Language skills and not (only) knowledge are the base of the language education (Veteska & Tureckiova, 2008, p. 64).

The Czech public is expecting that the schools will develop themselves with the helping hand of the (Czech) Ministry of Education, Youth and Sports (Walterova & Cerny, 2006, p. 64). It is expected that a director or a teacher identifies with the school and the school aims and overachieves up to his/her own limits (Veteska & Tureckiova, pp. 20-119). The value of work-based learning increases all the time (ibid., pp. 21 and 41).

The transformation of a subject into a CLIL-subject demands great efforts of the teacher (Strasser, 2001, p. 6). That is why the different handbooks were prepared to facilitate the teacher´s work: up to now for Czech primary schools (Baladova et al., 2007a, 2007b; Hankova, 2007, pp. 101-102) and for Czech primary arts schools – here for the subject of piano playing (Vasicek, 2008c). I prepared specialized trilingual (Czech – English – German) dictionaries of different extents with vocabulary and partial grammar which should make the work easier. I summarized my CLIL-teacher´s point of view in my thesis (Vasicek, 2007) and in several scientific studies (e. g. Vasicek, 2008e). (See also evaluation “Supplements” 2, 3 and 4 of this study.)

2.2 Possible implementation and expansion of CLIL at PAS

As far as is known up to now there have been no CLIL-projects for most of the specializations at PAS in the Czech Republic except for piano playing. But it is recommended warmly to implement such projects in the pilot form at the European Union (Kelly, Grenfell et al., 2002, p. ii) inclusive of music specializations (Obsahovo a jazykovo integrovane vyucovanie [CLIL] v skole v Europe, 2006, p. 38). The new instruction of the (Czech) Ministry of Education, Youth and Sports (Pokyn ministra skolstvi ..., 2008) also mentions explicitly CLIL at PAS.

It is a real challenge for the teachers of PAS. (Metaphorically said: these schools impersonate – as far as the foreign-language communication concerns – a virgin waiting for a fairy prince = for CLIL.) The PAS-teachers accept it or not.

By the process of CLIL-implementation is it possible to use the same procedure as I chose (Vasicek, 2008b, 2008d), a similar one or something else. There is a typical methodical flexibility for the CLIL-concept (Marsh, 2006, pp. 32-33). The teachers themselves can construct or adapt the curriculum (Spilkova et al., 2007, p. 5). For example: they can compile an easy technical (special) vocabulary for their own needs and develop this gradually. It will be necessary to verify the practical utility of the CLIL-concept in each specialization and each

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department or subject of PAS. The Framework education programme prepared for primary arts education should ensure a gradual transformation of today´s stage in general (Starek in: Stefflova, 2006, p. 9) till September 2011 (Starek, 2006, p. 20). This graduality is also useful for the implemented CLIL-concept.

English is the world´s most expanded language and the pupils in the Czech Republic learn this language most often. For the beginning: each teacher and pupil should master CLIL at least in this language. There are two levels according to CEFR proposed for pupils of primary schools in the Czech Republic: A1 a A2 (Ramcovy vzdelavaci program pro zakladni vzdelavani, 2005, p. 21). I have preliminarily formulated it for pupils of PAS (Vasicek, 2008a, 2008b; 2008e, p. 9).

What foreign-language training for teachers is necessary (Kelly, Grenfell et al., 2002, p. 34)? There is no definite reply to this question. The authors mention the possibility to begin learning a foreign-language with pupils together (Stone, 2001, p. 102), to go on with them together (Sygmund, 2005, p. 22; Le Pape Racine, 2005, p. 111) or to practice a sure level according to Common European Framework for Reference – CEFR (Beacco & Byram, 2003, pp. 73 and 75). There is a new instruction of the (Czech) Ministry of Education, Youth and Sports for teachers of PAS: if they want to teach CLIL they have to reach the levels B2 or even C1 according to CEFR (Pokyn ministra skolstvi ..., 2008, p. 75). So far as this instruction is related at all to CLIL (see the variability of this concept below) I think it means a desirable final (future) target state rather than real possibilities of real teachers of PAS.

My personal opinion of a teacher is no legislative act. However the transformation of the Czech school system in not over yet! It would not be good if the Czech Republic was perceived as a country giving fewer opportunities for teachers than other countries (compare in: Kelly, Grenfell et al., 2002, p. 13). In general, it is recommended to respect the possibilities of the teacher and the pupil (Strategie celozivotniho uceni CR, 2007, p. 8) and to provide achievable aims and key competencies for everybody: for less talented people, for people with special educational needs and for adults (Veteska & Tureckiova, 2008, pp. 19 and 60). Why not provide it also for (a foreign-language beginning) teachers?

In conformity with the transformation described in the subchapter 1.2 of this study the teachers of PAS can learn a foreign language by their own teaching profession – by means of CLIL.

Fitness of CLIL concept for this use:

1. The requested ligature between education and employment (Strategie celozivotniho uceni CR, 2007, p. 11) and (finally!) an opportunity to learn something new for the teachers by their teaching (Rydl, 2003, p. 59) – this is real teacher´s work-based learning by CLIL

2. Temporary compensation of further teacher training: in the concept of lifelong learning in the Czech Republic further teacher training is the less developed part today, the middle age group older than 45 do not virtually participate in it at all (Strategie celozivotniho uceni CR, 2007, pp. 45-46)

3. The possibility to reach recognition of partial qualification obtained outside the educational system – according to the new act of 1st August 2007 (Strategie

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celozivotniho uceni CR, 2007, p. 53; Uznavani vysledku neformalniho vzdelavani a informalniho uceni, 2008)

4. All the CLIL-activity (except of foreign-language handbook and perhaps also photocopies) is free of charge.

The implementation of CLIL-concept in a PAS is facilitated through:

1. The already existing CLIL-teaching in a school: this makes imitation more possible (compare a general table in Vasicek, 2006, p. 15, or “Supplement 1” of this study)

2. In detail described particular method by “Piano playing as CLIL” and special three-language (Czech – English – German) dictionaries in the university handbook of CLIL (Vasicek, 2008c). It is possible to adapt the handbook for other music subjects and for singing. Different procedures are also possible. What does an ideal solution for CLIL in a PAS in the future look like? Anybody can begin anytime, anywhere and anyhow to get up to wherever he/she likes – ideally up to the descriptors of the C-level of CEFR (Vasicek, 2005c, p. 334)

3. Some interest of teachers and pupils on CLIL. The CLIL-reports inform that just part of teachers is willing to change a standard subject into a CLIL-subject (compare Bueeler, Stebler, Stoeckli & Stotz, 2001, p. 52; Nieminen, 2006, p. 24). The limits of “Piano playing as CLIL” in the Czech Republic are still the determined by the foreign-language barrier and lacking motivation (Vasicek, 2008d, p. 268)

4. Non-militant strategy of school administration (inspection) (Veteska & Tureckiova, 2008, p. 39)

5. External pressure from general education schools. For example, the cross curriculum is already implemented at the Czech primary schools (Akcni plan vyuky cizich jazyku pro obdobi 2005 – 2008, 2005, p. 10). A pupil of a primary school can ask a question: “Why does it not function at my primary arts school, if it does at my primary general education school?”

The variability of CLIL-concept capacitates the chosen foreign language

1. For incorporation, anytime, in the progress of any school year and any single lesson

2. For use in subject-methodical, language-methodical or cross-methodical way

3. For real language base or a „group of partial language drops“. In the first case the native language (Czech) serves only as a “helping hand”. Of course, the CLIL-concept is defined as a swap of two languages – of the native one and the foreign one (Le Pape Racine, 2005, p. 113)

4. For necessary individual teaching programmes (Kapralek & Belecky, 2004, p. 9) “tailored” for individual pupils and curricula (Petty, 2002, p. 364)

5. For the aims wished by individual pupils.

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As far as CLIL (and its development) is concerned it would not be good to forget the recommendation that the teaching lessons should give double or triple profit (Comenius, 1657, new edition 1913, p. 288) and the special four-language vocabulary (Comenius, 1685, new edition 1985) by which the teaching lessons could give quadruple one. Such new, and old at the same time, multilingual solution is the desirable way of CLIL for the future (Vasicek, 2005b, p. 39).

2.3. Challenges of Czech School Inspection by evaluation of CLIL at PAS

The exact criteria for evaluation of teacher´s work were missing until recently (Manak, 2003, p. 93). These criteria are still missing for evaluation of CLIL-teachers in PAS today. It will be probably necessary to overwork the temporarily accepted evaluation criteria. This should be done without hesitation: “it is quite natural for a disciple to begin his/her work with defects; who ever do not spoil the things that ever do not know how” (Comenius, 1657, new edition 1913, p. 254). So – in this spirit – be read this subchapter.

This subchapter is a topic for Czech School Inspection (below “CSI”) from the teacher´s point of view. Why? If the inspector should change from a clerk into a propagator of the education systems´ transformation in the Czech Republic (Simickova, 2005, p. 296), all right, then it would be possible for CSI also to became spiritus agens of CLIL-development at PAS.

CSI by evaluation in PAS can (among other things):

1. Confirm that there is correspondence of the taught lesson and the subject matter in the standard subject and in the CLIL-subject

2. Confirm that the foreign-language communication between the teacher and the pupil (and vice versa) with use of special foreign-language vocabulary really functions; it is possible to claim the “added value” (Ramcovy projekt monitorovani a hodnoceni vzdelavani, 2003, p. 7)

3. Reformulate the “tailored“ descriptors for CLIL (compare Spolecny evropsky referencni ramec pro jazyky, 2002, pp. 5 and 24)

4. Certify the CLIL-subject (Spolecny evropsky referencni ramec pro jazyky, 2002, p. 6), for example in form of bilingual clause. This clause does not give any access privileges (Konzepte fuer den bilingualen Unterricht …, 2006, p. 20). The further warrantors of the clause should be teachers of foreign languages from associated primary schools (Vasicek, 2008b, p. 38)

5. Authorise (accredit) the CLIL-subject at PAS.

A referential evaluation system is necessary (Souhrnne poznatky Ceske skolni inspekce …, 2006, p. 7). It is possible to use preliminarily the content of a structured vocabulary for CLIL (compare for example in: Vasicek, 2008c).

The CLIL-subject can become part of the school education programme at PAS after a successful evaluation (see in details: Ramcovy vzdelavaci program pro zakladni vzdelavani, 2005, p. 116).

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Conclusion

It is an important mark of transformation that all things are in move. The teachers can perceive it as an opportunity rather than as a threat.

In future, the prepared complex evaluations at PAS in the Czech Republic in cooperation with CSI should accept the CLIL-projects as alternative school educational programmes. If the result of each of these evaluations is positive rather than negative, it would be good news for other music schools, other music subjects and their teachers and pupils.

Many experts of the Council of Europe believe that the CLIL-concept should be one of the leading streams of education. This is a mere ideal in the meantime. The PAS-teachers with their pupils will decide about whether the above-mentioned ideal can be materialised in the Czech Republic (at least in the subject of piano playing as CLIL).

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=Common European Framework of Reference for Languages (2001).http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Starek, J. (2006) Ramcovy vzdelavaci program ZUV [Frame Educational Programme of Primary Arts Education]. In: Talent – Mesicnik pro ucitele a priznivce ZUS, roc. 9, prosinec, p. 20.

Starek, J. (2005) ZUS je skola – nikoliv zajmove vzdelavani. [A Primary Arts School is a Serious School – It Does Not Represent a Hobby Education]. Talent: Mesicnik pro ucitele a priznivce ZUS. Roc. 7, January, pp. 20-21.

Stefflova, J. (2006) Jak si ZUS modeluji svuj ramcovy vzdelavaci program [How are the Schools Modeling their Frame Educational Programmes?], in Ucitelske noviny, roc. 109, c. 44, pp. 8-9.

Stone, F. (2001) Not macht erfinderisch oder Vorrat an Sprachlehrern? [Necessity is the Mother of Invention or Supply of Language Teachers?], in M. Claluena (Ed.) XII. Internationale Tagung der Deutschlehrerinnen und Deutschlehrer: Konzepte und Thesen. Luzern: Der Internationale Deutschlehrerverband, p. 102.

Strasser, L. (2001) Report on Bilingual Teaching Based on Experiences at AGI (Akademisches Gymnasium Innsbruck/Austria). Innsbruck: AGI.http://www.euroclic.net/inhoud/cfiles/pdf/austria1.pdf

Strategie celozivotniho uceni CR [Longlife Learning Strategy in the Czech Republic] (2007) Praha: Ministerstvo skolstvi, mladeze a telovychovy Ceske republiky.http://www.uiv.cz/soubor/3322

Sygmund, D. (2005) Reflections on Content and Language Integrated Learning (CLIL), in T. Janik (Ed.) Intensive Programme TiFoLa: Teaching in Foreign Languages. Brno: Paido, pp. 18-26.

Uznavani vysledku neformalniho vzdelavani a informalniho uceni [Validation of Non-formal Education and Informal Learning Outcomes] (2008).http://www.univ.nuov.cz/index.php?c=657

Vasicek, Z. (2005a) CLIL, Deutsch, Englisch und das Sachfach „Klavierspiel“ [CLIL, German, English and Content Subject of “Piano Playing”], in B. Sorger (Ed.) XIII.

11

Internationale Tagung der Deutschlehrerinnen und Deutschlehrer: Thesenband. Graz: Der Internationale Deutschlehrerverband, pp. 145-146.Full text in:http://www.idt-2005.at/beitraege/detail.php?id=483

Vasicek, Z. (2005b) Hra na klavir integrovana s komunikaci v cizim jazyce (anglicky nebo nemecky) [Piano Playing Integrated with Communication in a Foreign Language (English or German)], in Komensky (= Comenius): Odborny casopis pro ucitele zakladni skoly, roc. 129 (2004-2005), c. 5 (kveten), pp. 36-42.

Vasicek, Z. (2008a) Hra na klavir jako CLIL na ZUS Tisnov z pohledu SERRPJ [Piano Playing as CLIL at the Primary Arts School in Tisnov: From the viewpoint of CEFR], in Komensky (= Comenius): Odborny casopis pro ucitele zakladni skoly, roc. 133 (2007-2008), c. 1 (zari), pp. 37-38/39.

Vasicek, Z. (2008b) Hra na klavir jako CLIL: Retrospektiva a perspektiva na ZUS Tisnov [Piano Playing as CLIL : Retrospective and Perspective at the Primary Arts School in Tisnov], in D. Vrabcova & T. Svatos (Eds) Pedagogicky vyzkum jako podpora promeny soucasne skoly: 16. konference CAPV: Sbornik anotaci [CD-ROM]. Hradec Kralove: Univerzita Hradec Kralove, Pedagogicka fakulta, p. 30 [12 pp.].

Vasicek, Z. (2008c) Hra na klavir s komunikaci v cizim jazyce (anglicky nebo nemecky) cili CLIL: Zaklady [Piano Playing with Communication in a Foreign Language (English or German) or CLIL: Fundamentals] I. dil. [1st Part.] (University handbook.) Brno: Janackova akademie muzickych umeni v Brne, 110 pp.

Vasicek, Z. (2008d) Ke konceptu hry na klavir jako CLIL na ZUS (2000-2007) [On the Concept of Piano Playing as CLIL at Czech Primary Arts Schools (2000-2007)], in Pedagogika, roc. LVIII, c. 3, pp. 258-274.

Vasicek, Z. (2008e) Piano Playing as CLIL at the Primary Arts School in Tisnov (Czech Republic) 2000-2007. (15 pp.)http://www.factworld.info/czech/(The Forum for Across the Curriculum Teaching, October 2008)

Vasicek, Z. (2007a) Predmet hra na klavir jako CLIL (2000-2007) [The Subject Piano Playing as CLIL (2000-2007)], in R. Jandova (Ed.) Svet vychovy a vzdelavani v reflexi soucasneho pedagogickeho vyzkumu: 15. konference CAPV s mezinarodni ucasti: Sbornik anotaci [CD-ROM]. Ceske Budejovice: Jihoceska univerzita, Pedagogicka fakulta, p. 29 [12 pp.].

Vasicek, Z. (2005c) Predmet hra na klavir na ZUS integrovany s komunikaci v cizim jazyce (anglicky nebo nemecky) [The Subject of Piano Playing at Primary Arts School Integrated with Communication in a Foreign Language (English or German)], in J. Vastatkova, (Ed.) Pedagogicky vyzkum: Reflexe spolecenskych potreb a ocekavani?: 13. konference CAPV: Sbornik prispevku. Olomouc: Univerzita Palackeho, Pedagogicka fakulta, pp. 331-334.

Vasicek, Z. (2007b) Predmet hra na klavir na ZUS integrovany s komunikaci v cizim jazyce (anglicky nebo nemecky) cili CLIL [The Subject of Piano Playing at Primary Arts School Integrated with Communication in a Foreign Language (English or German) or CLIL]. Doctoral dissertation. Ostrava: Ostravska univerzita. PC-version, 285 pp.

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Vasicek, Z. (2006) Predmet hra na klavir na ZUS integrovany s komunikaci v cizim jazyce (anglicky nebo nemecky): Nova autoevaluace z pohledu ucitele ZUS a VS [The Subject of “Piano Playing” at Primary Arts School Integrated with Communication in a Foreign Language (English or German): A New Autoevaluation from the Point of View of Teacher of the Primary Arts School in Tisnov and of the Janacek Academy of Music and Performing Arts in Brno], in M. Kocurova (Ed.) Soucasne metodologicke pristupy a strategie pedagogickeho vyzkumu: 14. konference CAPV: Sbornik anotaci [CD-ROM]. Plzen: Zapadoceska univerzita, p. 52 [15 pp.].Full text in:http://www.kpg.zcu.cz/capv/HTML/122/122.pdf

Vasicek, Z. (2005d) Subject “Piano Playing” in the Primary Arts School Tisnov integrated with communication in a foreign language (English or German). (5 pp.)http://www.ped.muni.cz/weduresearch/texty/Vasicek_CLIL.doc

Veteska, J. & Tureckiova, M. (2008) Kompetence ve vzdelavani [Education competencies]. 1. vyd. Praha: Grada.

Walterova, E. & Cerny, K. (2006) Vzdelavaci potreby pro 21. stoleti [Education Needed for 21st century], in E. Walterova, et al. (Eds) Orbis scholae 1/2006. Praha: Univerzita Karlova v Praze – Pedagogicka fakulta, Centrum zakladniho vyzkumu skolniho vzdelavani, pp. 60-76.http://www.ped.muni.cz/weduresearch/publikace/os06.pdf

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Supplement 1.

ON THE IMPLEMENTATIONOF COMMUNICATION IN A FOREIGN LANGUAGE (ENGLISH OR GERMAN)

AND OF INTEGRATED EDUCATIONAL RESEARCHINTO THE SUBJECT OF “PIANO PLAYING”

IN THE SUBSYSTEM OF PRIMARY ARTS SCHOOLSIN THE CZECH REPUBLIC (2000-2007).

A ROUGH OUTLINE

Progress from general to specific

→What should be implemented

Communi-cation in a

foreign language

(English or German)

Educationalresearch

action(internal)research

expert(external)*

research

Type

of t

he le

vel

micro-level the levelof the

teaching

the subsystemof

piano classes

the piano classof the teacher

Z.V.in Primary Arts

School in Tisnov

implemented implemented implemented **

medium-level 1 the levelof a school

the subsystemof the Primary Arts Schools

in theCzech Republic

the piano classes of someof the teacher

of someof the Primary Arts Schools

in theCzech Republic

implementedgradually

still notimplemented

(use ofa new web site?)

still notimplemented

(use ofa new web site?)

medium-level 2 the levelof a school

the subsystemof the

universitiesand academies

in theCzech Republic

Janacek Academy

ofPerforming Arts

in Brno-

language classesfor the teacherof the Primary Arts Schoolsin the Czech

Republic

implemented implemented implemented ***

macro-level the levelof the

educational policy

the school systemin the

Czech Republic

integration withcommunication

in a foreignlanguage

implemented implemented implemented

The table above is just a working paper. It follows and varies the more general table by Janik (2004, s. 65).

Explanation note: * the evaluation and/or the complex evaluation as the solution** since 26 May 2006*** since 24 June 2006

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Supplement 2. CLIL Paper Form I – Piano Playing A.

SUBJECT MATTER: PIANO PLAYING AS CLIL. LESSON Nr. ....................

Pupil´s surname and first name:Class: Degree:

Serialnumber

of asubjectmatter

Quantity Quality

1.Potential

2.Claimed

3.Real 1-2-3-4-5-6-7-8 Mean

1. Technical exercise:………………………….......…………………………....... …. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

2. Scale:………………………….......…………………………....... …. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

3. Chord:………………………….......…………………………....... …. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

4. Étude:………………………….......…………………………....... …. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

5. Representational composition:………………………….......………………………….......

…. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

6. Four-handed composition:………………………….......…………………………....... …. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

7. Other chamber composition:………………………….......…………………………....... …. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

8. Compositionfor playing at sight:………………………….......………………………….......

…. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

9. Improvisation:………………………….......………………………….......

…. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

10. Other:………………………….......………………………….......

…. = 100% …. = ….% ..-..-..-..-..-..-..-.. …

Mean: ….%In Likert scale: ….

Mean: …In Likert scale: …

General assessment in Likert scale:

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Supplement 3. CLIL Paper Form II – Piano Playing B.

SUBJECT MATTER: PIANO PLAYING AS CLIL. SCHOOL YEAR .....................

Pupil´s surname and first name:Class: Degree:

Quantity

Potential Claimed Real

in number in %

1. Technical exercises

2. Scales

3. Chords

4. Études

5. Representational compositions

6. Four-handed compositions

7. Other chamber compositions

8. Compositions for playing at sight

9. Improvisation

10. Other

11. Public appearance

Mean……………………..

Items……………………..……………………..……………………..…………………….. (= ….

in Likert scale)

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QualityM

arks

Lessons

Public appearances

Final exam (write the won marks three times!)

Mean(= ….

in Likert scale)

General assessment in Likert scale

Quantity

Quality

Mean

Quality.Complementing informations – Marks of school report

Semester I. II.

Piano playing

Doctrine of music

Chamber music

Other

General record(verbally)

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Supplement 4. CLIL Paper Form III – Foreign Language (English or German).(A trilingual solution: English – German – Czech. Czech language is simplified.)

SUBJECT MATTER: PIANO PLAYING AS CLIL. SCHOOL YEAR ....................

FINAL EXAMINATION

ABSCHLUSSPRUEFUNG

ZAVERECNA ZKOUSKA

I. BASIC DATA / GRUNDANGABEN / ZAKLADNI UDAJE

Pupil´s surname and nameVorname und Name des SchuelersJmeno a prijmeni zaka

Drawed music materialAusgelostes MusikmaterialVylosovany hudebni material

Foreign languageFremdspracheCizi jazyk

English–German*Englisch–Deutsch*Anglictina–Nemcina*

* underline the used language / unterstreiche die verwendete Sprache / podtrhni pouzity jazyk

Notes / Bemerkungen / Poznamky…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..…………………………………………………………………………………………………..

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II. RECORD / AUFZEICHNUNG / ZAZNAM

ItemPostenPolozka

Record**Aufzeichnung**

Zaznam**

POSITIVEFEATURES

POSITIVEMERKMALE

POZITIVA

NEGATIVE FEATURES

(MISTAKES)

NEGATIVEMERKMALE(FEHLER)

NEGATIVA(CHYBY)

1.Foreign-language receptionFremdsprachige RezeptionCizojazycna recepce

Prod

uctio

n / P

rodu

ktio

n / P

rodu

kce

2.Foreign-language vocabularyFremdsprachiger WortschatzCizojazycna slovni zasoba

3.Foreign-language fluencyFremdsprachige FluessigkeitCizojazycna plynulost

4.Foreign-language pronunciationFremdsprachige AusspracheCizojazycna vyslovnost

5.Foreign-language grammarFremdsprachige GrammatikCizojazycna gramatika

6.Use of a Czech word ***Verwendung einestschechischen Wortes ***Pouziti nejakehoceskeho slova ***

** 1 positive/negative feature = 1 dot / 1 positives/negatives Merkmal = 1 Punkt / 1 pozitivum/negativum = 1 tecka*** 1 Czech word = 1 mistake / 1 tschechisches Wort = 1 Fehler / 1 ceske slovo = 1 chyba

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III. MEASURING / BEWERTUNG / MERENI

ItemPostenPolozka

Number of recordsAnzahl der Aufzeichnungen

Pocet zaznamu

POSITIVEFEATURES

POSITIVEMERKMALE

POZITIVA

NEGATIVE FEATURES

(MISTAKES)

NEGATIVEMERKMALE(FEHLER)

NEGATIVA(CHYBY)

1.2.3.4.5.6.

Total / Summe / Celkem

POSITIVE FEATURES MINUS NEGATIVE FEATURES (do the calculation!)POSITIVE MERKMALE MINUS NEGATIVE MERKMALE (ausrechnen!)

POZITIVA MINUS NEGATIVA (proved vypocet!)

Number of remaining recordsAnzahl der uebriggebliebenen AufzeichnungenPocet zbyvajicich zaznamu

= In Likert scale / = In Likert-Skala / = V Likertove skale

= Mark / = Zensur / = Znamka

Measuring made by / Bewertung durchgefuehrt von / Mereni provedl

Signatures / Unterschriften / Podpisy..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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Contacts:

Institutional Affiliation:Primary Arts School, Dvorackova 316, 666 01 Tisnov I, CZE-mail: zus.tisnov@worldonline.czPhone: +420 549 410 655

Private Address:Vrchlickeho 449, 666 01 Tisnov I, CZE-mail: zdenek.vasicek@c-box.czPhone: +420 549 413 269Mobile phone: +420 739 908 783

MgA. et MgA. Zdenek Vasicek, Ph. D. (born in Brno, Czech Republic, in 1961) has graduated from Academy of Performing Arts in Prague (Faculty of Music) in 1988 with a MgA. in organ playing and music theory and from Masaryk University in Brno (Faculty of Arts) in 2001 with a Ph. D. in musicology. He has worked as music teacher at Primary Arts Schools in Brno and Tisnov in the years 1991-2007. He investigated the CLIL-concept since 1993. He has used the concept as a regular teacher at the Primary Arts School in Tisnov (2000-2008) and as an external teacher at the Methodological Centre of the Janacek Academy of Music and Performing Arts in Brno (2004-2007). He has been member of the (Czech) Association of Germanists and Teachers of German since 2000 and member of the Czech Educational Research Association (CERA) since 2001. He has participated actively at different international conferences in Austria (1995, 2005), the Czech Republic (2001-2007), Hungary (2002), and Switzerland (2001). For the subject “Piano playing as CLIL” he worked out three-language (Czech – English – German) and partly four-language (Czech – English – German – Italian or Russian) dictionaries of different extents (from only 1 page with 17 lexical units up to 2000 pages with 30.000 lexical units in each language). Further two doctoral dissertations and one two-part university handbook. Interests: music, CLIL, educational research.

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