Subjects of Preschool teacher, teaching-developing (differentiating) specialisation, further education

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1 Subjects of Preschool teacher, teaching-developing (differentiating) specialisation, further education Distance learning Subjects Animation-computer graphics I. C Animation-computer graphics II. C Art therapy C Ceramics-sculpture I. Ceramics-sculpture II. Ceramics-sculpture special Chamber music C Children's game Choir direction Cinematic art Collective observation Compulsory and optional Computer graphics special Culture of Italian renaissance Differentation in certain development and progress areas Differentiated supervision of the individual teaching process Descriptions Content: In all subjects in different grades, in dyslexia reeducation, in acalculia reeducation, in integrated class, at schools where differentiation works at school level, at educational guidance centre, in such a practice area where the selected subject can be studies at least in 10 hours. Content: Difficulties in learning the mother tongue. Learning difficulties in mathematics. Difficulties in learning music and drawing. Organoleptic traumas in integrated classes. Reeducation of behavioural disorders. Treatment of mild speech impediments. Dyslexia reeducation. Acalculia reeducation. Heading integrated classes. Guidance of differentiation at school level. Content: The shall teach the basics of special needs education and the specifics of the differentiation subject with regard to all subjects taught at the first stage. Within the frame of the basics of special needs education it will comprise the most important elements of dyslexia, dysgraphia and acalculia reeducation, the specifics of heading inductive (receiving) classes, the basics of pedagogy for the learning disabled, and the possibilities of cooperation with the pedagogue specialised in this area/the teacher of handicapped children. Content: Ascertainment of the actual individual maturity. Guidance of the individual learning process. Work in pairs and differentiation. Work in groups and differentiation. Preparation, assistance, coordination, supervision and evaluation of differentiated learning guidance in groups.

2 Engilsh Fine art creation camp Folk crafts (braiding of straw, basketry) C Folk crafts C Forest pedagogy C Graphology Graphology I. ANTIXXC2250 Introduction to graphology. Multimedia presentation. Concept, subject, application areas of graphology. Examinable personality characteristics subdomains. Attitudinal basis of graphologic interpretation. Scientific background of handwriting analysis. Rules of taking writing specimens. History of graphology. Conditions of writing. Standard handwritings. Structure of handwriting, learning about components of writing and letters. Basics of writing physiology, the development of writing in relation to age. Spatial symbolism of graphology. System theory of handwriting examination. Main structural domains of writing. Macrostructural examinations; position of writing block, text block. Margins, proportions, address. The signature as "Our personality's stamp" Mezostructural examinations; Zone theory, proportion of zones, their meaning. Size of writing. Infrastructural examinations. Ovals, loops. Distance, direction, form of lines. Ways of joining, dominant and subdominant ductus forms. Slant of the writing. Microstructural examinations; crossing out, accent, first and end line EXAMINATION: TEST. Graphology II. Handicraft I. C Handicraft II. C Handicraft special History of music C

3 Instrumental music C Instrumental music special Introduction to differentiating pedagogy Learning guidance prachtice Lectures on contemporary art I. Litography I. C Litography II. C Litography special I. C II. C special Media graphology Mixed chorus Optional -unit (2credit) Optional cuorse-unit 1 credit Optional cuorse-unit (2 credit) Optional subjects Orchestra Organising and planning differantiation Content: Sensation and perception and their roles in the learning process: the role of organoleptic experience in the learning process at school age (lower grades). The process of movement development: the distinctive role of kinetic learning at school age (lower grades). The process of emotional development: behavioural disorders as symptoms of stoppage and/or traumatisation of emotional development. Neurotic symptoms at school age (lower grades). Relationship between the teacher and the children traumatised in their emotional development: possibilities of school reeducation, the practice of educational guidance, psychotherapy for children, cooperation of the teacher and the psychologist. The process of cogitation development, its connection with the characteristics of school learning in the lower grades, the relationships between learning difficulties and cogitation development. Evolution and development of drawing. The abilities necessary for learning speech, reading and writing, and their development. Content: Either in one subject in all grades or in all subjects in one grade, or in several subjects in several grades, and at least 10 hours in the selected special field. Content: The material to be discussed will on the one hand give a brief summary of the ideas related to the interpretation of 'otherness' and its handling within the educational system, and will thoroughly deal with the main dimensions (cognitive style and personality characteristics, socio-economic status, regional and habitational differences, gender differences, subcultural differences) of the educational inequalities on the other hand.

4 Painting-graphics I Painting-graphics II Painting-graphics special Prevention graphology Physiological basics of developing Psychological basics of differentiation Reasons and symptoms of peculiar personality organisation Self-knowledge and/or case discussion group Spanish (Optional) Symbols of humankind During the presentation of the problems caused by differences which are be handled by pedagogy, the shall describe the historical roots of differentiation in details, the possible levels and content of realisation of differentiation (levels of system, institution, class) as well as the organising and designing questions of differentiation in class. The presentation, analysis and reflective approach of one's own practice shall be emphasised during the seminars. Content: Organisation of different functions in the nervous system, consequences and outward forms of certain traumas in behaviour and psychic functions. Content: Sensation and perception and their roles in the learning process: the role of organoleptic experience in the learning process at school age (lower grades). The process of movement development: the distinctive role of kinetic learning at school age (lower grades). The process of emotional development: behavioural disorders as symptoms of stoppage and/or traumatisation of emotional development. Neurotic symptoms at school age (lower grades). Relationship between the teacher and the children traumatised in their emotional development: possibilities of school reeducation, the practice of educational guidance, psychotherapy for children, cooperation of the teacher and the psychologist. The process of cogitation development, its connection with the characteristics of school learning in the lower grades, the relationships between learning difficulties and cogitation development. Evolution and development of drawing. The abilities necessary for learning speech, reading and writing, and their development. Content: Organisation of talent, its reasons and conditions (hereditary and environmental influences, and their relationship). Symptoms, syndromes, learning difficulties (types, manifestation), reasons of their emergence: hereditary and acquired injuries. Emotional and behavioural disorders, their manifestation, reasons of their emergence: social and psychic injuries. Objective: This is connected with the history of religion, religions, cultural theory, philosophical studies, partly as a synthesising but possibly also as a preparatory subject (depending on the credit system). The students should learn about the human ability of symbolmaking (animal symbolicum), its epistemological and psychological foundation, the community upholding function of

5 Textil arts Thesis Thesis consultation Voice production C Women's choir Workshop in philosophy the symbolic universe. They should learn the most important (and relevant to all humanity, present and functioning everywhere) symbols: the significance and possible ambivalence (e.g., ambiguity of chthonic character, dialectics of symbols) of holy elements, the symbolism of light and dark. The will acquaint the students with the symbol system of flora and fauna in different cultures, the astral symbols, the linguistic symbols, particularly in the case of names. Cultural traditions such as the symbolic significance of colours and numbers and their survival in folklore (ethnographic connections) will also be discussed.