Annexes B
University Documents (strategy and evaluation)
No. Title Format
B01 Long-term plan of JAMU 2016 - 2020 documented
B02 Annual report on activities, Annual management report of JAMU 2018 documented
B03 Self-Evaluation Report of JAMU, 2017 documented
B04 Self-Evaluation Report of JAMU, 2018 documented
B05 Report on the Internal Evaluation of Quality of Educational, Creative and
Related Activities o JAMU for 2017
documented
B06 Addendum to the Report on the Internal Evaluation of Quality of
Educational, Creative and Related Activities o JAMU for 2018
documented
Annex B01: Long-term plan of JAMU 2016 - 2020
LONG-TERM PLAN
OF EDUCATIONAL AND CREATIVE ACTIVITIES
OF JANÁČEK ACADEMY OF MUSIC AND PERFORMING ARTS IN BRNO (JAMU)
FOR THE PERIOD OF 2016-2020
Considered by the Management Board of JAMU on 2 October 2015
Considered by the Arts Council of JAMU on 13 October 2015
Approved by the Academic Senate of JAMU on 14 October 2015
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BASES OF THE LONG-TERM PLAN
The Long-Term Plan of Educational and Creative Activities of Janáček Academy of Music
and Performing Arts in Brno (JAMU) is the key strategic document defining the main
objectives and planned actions in the period of 2016-2020.
The Long-Term Plan of JAMU is based on:
 The Long-Term Plan of JAMU for the period of 2011-2015,
 The long-term plan of educational, scientific, research, development, innovation,
artistic and other creative activities of universities for the period of 2016-2020 (the
MEYS),
 The findings and recommendations of the individual implemented national projects, in
particular Q-RAM, KVALITA (QUALITY), KREDO and EFIN.
The Long-Term Plan is based on the vision and mission of JAMU as an art university and on
the assessment of realistic possibilities of JAMU in the field of personnel, material, space
capacity and financing of its activities.
The bases for the preparation of the Long-Term Plan of JAMU at international level were, in
particular, the following documents:
 Tuning Document Theatre Education (Prospero, the Theatre Section of the ELIA,
European League of Institutes of the Arts in the framework of the inter artesthematic
network, strand 2),
 Documents of AEC (Association Européenne de Conservatoires, Académies de
Musique et Musikhochschulen etc.),
 Documents of the OP EU for the new programming period both in the area of the ESF
and the ERDF, especially OP3V.
MISSION OF JAMU
JAMU is responsible for the development of the tradition of art university education in the
Czech Republic through its teaching, artistic, research and development activities. It is the
bearer of values – ethical as well as aesthetic – and is able to pass them on to all those who are
willing to listen.
The main mission of JAMU is education in the field of music and dramatic arts via accredited
study programmes. JAMU contributes to the forming of standards of art education in the
Czech as well as international environment and actively participates in research and
development processes. Together with other art universities in the Czech Republic, it strives
for the recognisability of outcomes of artistic creation as activities equal to research activities.
JAMU values its associates, graduates, students and its reputation, and respects all rights and
freedoms arising from the principles of academic education.
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JAMU stimulates and supports the artistic and research activities of its students and teachers,
and places emphasis on experiment, the individual personality of the artist and the team nature
of music and theatre work fulfilled only at the moment of communication with the audience.
It promotes the quality of art, culture and life in the region and the entire Czech Republic in
direct connection to the environment of the European Union. It is aware of its essential role in
the development of individual creativity and promotion of the artistic level and ethics of
creative activities.
It is open to cooperation with a broad spectrum of partners and itself can be a reliable and
stable partner.
JAMU as an art university develops the artistic abilities and talent of its students and
interconnects art education, artistic creation and research of art as well as research through art
as various forms of the process of getting to know the world and cultivating the society. It
does so, among other things, through the activities of its teachers, who are actively involved
in the artistic sphere, and through the creative activities of its students.
JAMU aims to educate top art personalities who will co-determine the form of Czech,
European and global music and dramatic arts in a broad scope of application – from working
at official professional art institutions to free types of creative expression in the spirit of free
artistic creation across art types and genres.
Education at JAMU is available to all applicants; however, the prerequisite for admission is a
demonstrable talent for the chosen field of study and personality requirements for its
development. The numbers of admitted students are also affected by the need to ensure the
conditions for a highly specialised individual education on the one hand and team creative
activities during the studies on the other.
The objective of education at JAMU is to train students to be able to seek opportunities in the
labour market on various creative positions after graduation and enter into many kinds of
employment and copyright relationships as currently enabled and required by the diverse
scope of activities in the area of artistic creation.
In addition to education, artistic and other creative activities, another, no less important, role
of JAMU is its direct social involvement. JAMU contributes to the dissemination of
knowledge and values in the society in many different ways and pursues expert activities in
the field of its work. Together with other personalities and partners, it co-creates an
environment for public debate and significantly contributes to its openness, seriousness,
professionality and cultivation.
The exclusive position of JAMU is due to the fact that it is the only art university providing
education in all fields of music and dramatic arts in a three-tier system of study in Moravia
and, at the same time, is one of two art universities in this area in the Czech Republic.
JAMU also promotes an equal position of arts in general elementary and secondary education
and secondary vocational education also in the area of informal education.
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KEY STRATEGIC OBJECTIVES OF JAMU IN THE PERIOD OF 2016-2020
 Maintain and develop high standards of quality of all education, artistic and other
creative activities with the objective of preparing graduates as well as possible for the
needs of art and teaching practice, artistic creation and research. Maintain and further
develop the high-quality standard of education and creative activities.
 When planning the number of applicants admitted, use the demographic evolution and
needs of education and teaching practice as well as the financial situation of JAMU in
order to ensure that the quality of the activities performed will be maintained and
developed. Communicate with key actors from among potential employers with the
objective of predicting their requirements for field-specific focus.
 In the education offer, reflect the needs, interests and possibilities of all talented
students regardless of their social and economic backgrounds, age and nationality and,
where the nature of the study fields permits it, also special needs caused by
disabilities.
 Support, by all means possible, teachers as the key prerequisite for high-quality
education.
 Support continuous generation variation of teachers, focus on acquiring new teachers
from among graduates of doctoral studies and personalities from the art practice.
 Promote the openness of education in all forms: long-term and short-term reciprocal
mobility of students and academic employees, study programmes taught in foreign
languages, especially English, permanent positions of guest professors and experts
from practice, international festivals, national and international competitions and
exhibitions, workshops, national and international summer schools, interpretation
courses, doctoral and scientific international conferences, internships abroad etc.
Promote openness towards potential employers of graduates as well as the academic
sphere and the general public, seek other forms of that openness.
 Strive for the recognition of arts as a full-fledged method of getting to know the world
besides science, support the idea of equality and further improvement of the quality of
art education as part of general elementary and secondary education and secondary
vocational education. Support all levels and forms of education in the field of art.
 Conceive creative activities as the content and objective of education and consider the
presented artistic, artistic-teaching and artistic-managerial outcomes of teaching as the
main quality indicators.
 Be in close and mutually open contact with partners (art, academic and science
institutions, institutions of lower levels of education, the non-profit and private
sectors, public administration etc.) at all levels and in various forms of cooperation.
 Promote the presentation of education and creative activities to the public.
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 Support international cooperation in a broad scope of possibilities offered, seek new
options and forms.
 Focus on an effective management of JAMU so that it complies with the requirements
for institutional accreditation.
 To secure the budget of JAMU, use all possibilities of multi-source financing
including funds from operational programmes (OP3V). Strive for an analogous form
of institutional support of art such as the institutional support of research.
 Maintain and develop the existing infrastructure (including the school stage and
faculty concert halls and stages) and, in the development of technology needed for
teaching and artistic and research creative activities, keep the implementation of
current trends.
PRIORITY OBJECTIVES OF THE LONG-TERM PLAN OF JAMU FOR THE
PERIOD OF 2016-2020
I. Education
JAMU is an art university that provides a comprehensive offer of study fields in music and
dramatic arts in a wide range of fields from fundamentally artistic to artistic-technical,
artistic-managerial and artistic-teaching.
The thematic scope of education includes the basic theoretical knowledge and skills of the
relevant art fields and related art and scientific disciplines, utilisable in the theory and practice
of music or dramatic arts.
The practical and conceptual basis for education within the individual fields is separate and
distinct and at the same time mutually interconnected. Dramatic and music arts are not
defined as a fixed and unchanging system of knowledge and skills. Respecting the variety,
diversity and dynamics is the basic prerequisite for free artistic creation and free development
of the students’ talent. The area of education and artistic creation can be found in the range
between conventional methods and traditional procedures on the one hand and continuous
updates and seeking new forms on the other.
Objective 1: JAMU is a sought-after art university, offering a comprehensive range of fields
and providing practical as well as theoretical knowledge necessary for the performance of
the occupation.
Activities
1. According to the developments in art practice, expand the offer of study fields.
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2. In the area of teaching and research, develop various forms of cooperation across
fields and faculties and utilise the possibilities of inter-university cooperation.
3. Attend to the development of the theoretical basis of education, also in terms of
improving the students’ soft skills. Develop study plans using OP3V so that they, in
cooperation with activities in the field of art research and research through art, follow
and reflect the latest trends in all areas of professional activities including the training
of teachers in arts.
4. Further support joint inter-field and inter-faculty student creative projects.
5. Promote the development of study fields and courses and use other sources of
financing including OP3V in order to update the contents and methods of education
and increase their quality.
Objective 2: JAMU admits students on the basis of their talent and study abilities.
Activities
1. Keep the admission procedure (talent entrance exams) as specifically focused on the
chosen field of study, based on personal contact with the applicant and assessment of
his/her individual talent and study abilities by committees composed of renowned
teachers in the field.
2. In the number of students admitted, use the actual assessment of personnel, spatial,
material and financial capacities of the faculty and the entire school in order to
guarantee a high quality of all activities. Take into account the fact that individual
form of teaching the basic courses is predominant in many fields.
3. Respect the limits of the number of financed students resulting from the rules of
financing art universities as agreed with the Ministry of Education, Youth and Sports
of the Czech Republic as the maximum total numbers of students.
4. In addition to the existing forms of support, prepare other forms of consultations for
study applicants (lifelong education courses, summer schools, lectures, workshops
etc.) that will enable the recognition of the specific talents in the applicants, the
maximum utilisation of their potential and their preparation for a successful admission
procedure.
5. At all levels of study, ensure availability for all talented students regardless of any
social limitations and, where the nature of the study field permits it, health limitations
etc.
6. Consider the possibilities of the graduates’ opportunities in art practice, trends of
demographic development and the need for professional cooperation in the course of
the study (team nature of art projects).
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7. Develop the scholarship system that will help students in a poor personal economic
situation to continue in their studies.
Objective 3: The content and aim of education at JAMU is creative artistic, artisticmanagerial
and artistic-teaching activities.
Activities
1. Promote the introduction of principles of education focused on the student, promote an
individual approach to students and create conditions (financial, material,
technological, spatial, teaching-related) for the development of their talents.
2. Prepare and acquire the accreditation of new study fields that will reflect the everexpanding
and deepening issue of some existing accredited fields and that will be
required by the practice in the future. At the same time, respect the real possibilities of
the school given by the personnel, financial, material and technological capacities.
3. Transform some already established fields from the current model of Bachelor’s and
follow-up Master’s studies into the so-called model of long Master’s studies (5 years),
as it is manifested that it will thus be possible to more effectively use the talent of
individual students.
4. Increase the share of alternative forms of teaching and make the artistic outcomes as
teaching results as similar as possible to the actual art and teaching practice.
5. Introduce new technologies as production and auxiliary tools to increase the quality of
the teaching processes and the presentation of results. On the basis of an analysis of
the existing experience and following its rapid development, for example in the area of
information and communication technology, adjust the content and form of teaching
theoretical subjects, create and update teaching aids, lecture notes and other teaching
tools. The creation of a set of e-learning courses to support the theoretical part of the
teaching that will be used by foreign as well as Czech students seems universally
usable. Use the funds under OP3V for that.
6. Create conditions for student creative (art, art-teaching and research) projects as an
effective form of teaching in the field of artistic creation, art research and research
through art.
7. Respond to new international trends and demand, interests, needs and possibilities of
exceptionally talented foreign students.
8. Continue supporting, maintaining and expanding international contacts, carried out at
the level of art universities in the area of student and teacher exchange stays,
international projects, participations in conferences, symposiums, competitions,
festivals and exhibitions and work and study internships.
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9. Provide the JAMU students and teachers with the possibility of long-term foreign
mobility – systemisation as part of study and career plans and connection with
contracts concluded according to the principles of selective strategy. Use programmes
for that mobility (Erasmus+ etc.).
10. Develop programmes for foreign students (such as Bridging East and West etc.). As
part of those programmes, continue integrating foreign students into the JAMU
community.
11. Provide the JAMU students and teachers with the possibility of short-term foreign
mobility associated with either active participation (presentation of artistic outcomes,
participation in international competitions, workshops and conferences etc.) or passive
participation (education in the form of observation, analysis of the watched artistic
outcomes etc.). In both cases, the participation is always subject to the teacher’s or
supervisor’s feedback. As a priority, use the OP3V framework or the Institutional
Programme for these forms of short-term mobility.
12. Develop openness in terms of the teaching staff – use the opportunity presented by
OP3V and expand the portfolio of subjects taught in foreign languages by foreign
teachers or experts. Check the possibilities of systematic work with the status of a
guest professor, or create the conditions for the establishment of positions and their
regular occupation by experts from the practice and from abroad.
13. Acquire and accept know-how for the introduction of the so-called “joint degree” or
other forms of joint integrated study with another university. JAMU will analyse the
interest and preparedness of the individual departments for the introduction of such
forms of education. In the event of interest of foreign partner institutions, commence
negotiations concerning this form of cooperation (e.g. at the Faculty of Music: Royal
Academy of Art, The Hague – cooperation in the area of learned interpretation of old
music).
14. Give considerable support, especially via the OP3V project, to all meaningful forms of
cooperation with the practice (continue fulfilling the practice in the form of specialised
internships in art and education institutions and in the form of independent art and artteaching
practice according to the needs of the individual fields as part of their study
plans).
15. Maintain the level of education at the Methodical Centre of the Faculty of Music for
teachers of elementary art schools in the field of playing the piano and create a similar
form of education for other fields as well.
16. Support student activities beyond the framework of standard education that are
oriented at cooperation with the practice.
17. Increase the volume of specialised courses taught in foreign languages (especially
English) for students of fields accredited in Czech, for foreign students and for joint
teaching of our and foreign students as part of the OP3V project.
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18. Differentiate and profile the concept of teaching foreign languages according to the
specific needs of the individual study fields, use the possibilities of the OP3V project
for that.
Objective 4: There is a reliable method of evaluating the quality of teaching at JAMU.
Artistic outcomes of courses as the results of teaching are considered the main indicators of
the quality of teaching.
Activities
1. Continue striving for keeping the excellent position of JAMU as a unique education
and research institution in the area of art at university level in the Czech as well as
international environment.
2. Strive for building a functional system of ensuring and assessing the quality in
accordance with the requirements of the amendment to the Act on Higher Education
Institutions and the related Government Regulation so that it is possible to achieve,
during the term of validity of the present Long-Term Plan, the fulfilment of the
requirements for acquiring an institutional accreditation if provided for in the
amendment to the Act.
3. Consult the procedures when creating the system with experts from abroad. Implement
these activities under OP3V.
4. Create a hierarchically structured map of key processes executed in the individual
parts of JAMU as the fundamental platform for ensuring and assessing quality.
5. To secure the functionality of the system, establish a Board for Ensuring and
Assessing Quality at JAMU and define its embedding in the system of school
management. Determine and codify the powers of the Board.
6. Complete and implement the existing methodologies of management and continuous
quality assessment.
7. Create a methodology of education quality assessment on the basis of the evaluation of
learning outcomes and carefully apply it as a means of internal quality assurance. Use
the peer review principles in the evaluation of individual processes.
8. Determine the parameters for evaluating the students’ artistic outcomes and create a
feedback for the transfer of findings from the evaluation of that creative activity back
into teaching.
9. Determine the rules for the preparation of an internal assessment report. Elaborate the
system of ensuring and assessing quality at JAMU into individual phases and
continuously reflect it in annual updates of the Long-Term Plan and the three-year
Institutional Programme. Integrate the specifics of an art university, where artistic
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teaching outcomes are also evaluated by professional critics and the public, into the
evaluation system.
10. Ensure competitiveness on an international scale using an analysis of the assessment
of the study quality at JAMU and on the basis of an analysis of student and teacher
mobilities.
11. Continue being a member of international organisations (AEC, ELIA etc.), which
enables cooperation between member institutions also in the area of ensuring and
assessing quality, or apply for new memberships in other networks (such as the
Society for Artistic Research). Expand the institutional and personnel engagement in
those organisations and, where possible, use their network for a more active
participation in various forms of strategic partnerships.
12. Set and maintain high standards of quality of all activities at JAMU including those
that will lead to an increase in the number of foreign applicants with the perspective of
successful studies at JAMU.
13. Constitute a system (or systems) of internal evaluations in terms of key stakeholders
for individual parts.
14. On the basis of all partial activities, analyses and actions, prepare an auto-evaluation
report in a structure corresponding to the requirements of institutional accreditation if
it is part of the Czech accreditation system.
15. Perform an external evaluation of the quality of education at both faculties of JAMU
by chosen international institutions. Determine a plan of regular internal as well as
external evaluations.
16. Use the possibilities of the cross-sectional ESF project under OP3V to create and
execute the quality assessment system and gradually create the conditions for its future
sustainability.
17. Create a system of regular publication of data and outcomes of the process of ensuring
and assessing quality at the faculties and for the entire JAMU.
II. Creative Activities
Creative activities at JAMU are closely related to teaching and form the content and objective
of teaching. The main mission of JAMU is to develop the artistic talent of its students and
interconnect art education, artistic creation and art research and research through art as
different forms of the process of getting to know the world and cultivating the society. Artistic
creation at JAMU must be aimed at including its graduates among top art personalities who
will co-determine the form of Czech, European as well as global music and dramatic arts in a
wide range of applications – from working at official professional music and theatre
institutions to free types of creative expression in the spirit of free artistic creation.
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Although JAMU is an art school, it considers research and development to be an important
and integral part of its activities and, in this respect, wants to be included among research
schools of university type. Research will be focused, in particular, on the area of reflection of
creative activities in a number of fields of music and dramatic arts.
Research and development at JAMU will take place at several levels. Research involves basic
and applied research, as well as a specific field known as artistic research.
Objective 1: JAMU places emphasis on quality, development and new forms of art projects,
and encourages students to seek their own artistic styles that will be a unique manifestation of
their art generation.
Activities
1. Maintain high quality and continue developing the content and keep the time frame of
international events in the area of artistic creation – the SETKÁNÍ/ENCOUNTER
International Festival of Theatre Schools, the Leoš Janáček International Competition,
the Meeting of New Music Plus International Music Festival, international
interpretation courses, the Festival of Percussion Instruments etc. Use these major
international events to gain new partners for cooperation in all areas.
2. Actively keep in touch with stakeholders and motivate them for a further development
of activities referred to above and prestigious for the City of Brno and the South
Moravian Region. Systematically seek partners for the implementation of objectives in
artistic activities in the form of strategic partnerships.
3. Organise regular public presentations of partial results of artistic creation and
accompany them with a sophisticated evaluation by teachers of the relevant fields,
other teachers at the school and external experts.
4. Continue supporting the presentations of artistic outcomes of JAMU as part of the
culture offer of the region and the Czech Republic. Sufficiently medialise especially
graduate projects of students of all fields.
5. Enhance and emphasise the self-concept of JAMU as a laboratory of new art. Promote
new art procedures and seeking new ways. Annually award the best-quality and most
inspirational artistic outcomes.
6. Allow the presentations of more advanced creative activities of students at nation-wide
as well as international levels and thus subject them to a challenging confrontation.
7. In order to maintain the current high-quality artistic outcomes and continuously
improve their quality, ensure that excellent art personalities continue to be active at
JAMU as teachers – maintain and increase the high level of these teachers. Focus on
the support, appraisal and rewarding of exceptionally high-quality performance and
results.
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8. Complete the functional system of planning, recording, implementing, presenting and
evaluating the artistic activities of students and teachers.
Objective 2: JAMU is a major research institution, presenting the results of its research
activities at the national as well as international level and developing its prestige in the field
of research.
Activities
1. Newly structure, specify and deepen the activities of research teams. Ensure continuity
with the previous research activities of major employees of JAMU.
2. Get involved in inter-faculty as well as inter-university research cooperation at nationwide
level. Strengthen the theoretical support for projects and strategy formulations, in
particular for projects with a supra-national reach implemented in cooperation with
partner institutions in Czech and international environment. Also get involved in
international research projects.
3. Prepare and hold international science conferences with topics related to the school
programming (e.g. for the area of the individual fields etc.) and international
conferences of doctoral studies. Ensure high-quality domestic and foreign expert
participation in those conferences and develop their prestige. Publish collections from
those conferences in printed or electronic form.
4. Continuously seek ways to enhance the international significance and prestige of
conferences held by JAMU.
5. Search for and, according to the topics, involve foreign experts in joint research
projects. Seek partners for the achievement of objectives in research activities in the
form of strategic partnerships.
6. Promote the work of JAMU teachers in expert associations abroad, international
evaluation bodies and projects with foreign partners and their publishing and
conference activities in foreign languages. Strive for an international impact of
publishing activities.
7. Develop new topics of research as well as the expert profile of new research and
development employees of the school and promote their involvement in domestic as
well as foreign conferences and publishing in domestic and foreign periodicals and
support them in aiming for independent expert publications.
8. Continuously improve the quality of the electronic publishing platform of JAMU so
that it becomes not only a place for archiving specific research studies but also an
edited collection that will present the outcomes of the research activities of students
and teachers alike.
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9. Stimulate the expansion and increase of the number of publishing activities of other
teachers and arrange reviews of those publications as well as translations of foreignlanguage
résumés.
10. Continue applying for grants in basic as well as applied research. On average, at least
one such application should be prepared and submitted each calendar year. Focus, in
particular, on grants from the Czech Science Foundation (GACR) but also actively
seek other domestic as well as international research grant opportunities.
11. Offer studies by researchers as well as teachers to foreign journals and collections.
Objective 3: JAMU develops new research procedures and methods that can be characterised
as artistic research.
Activities
1. Support and develop this specific area of research in teachers and doctoral students,
interconnecting research and artistic creation; the process of the research conducted as
such is decisive. The outcome is generally the work of art as well as its reflection
performed especially using qualitative methods. Evaluate this activity regularly and
publish its results.
2. Develop activities in permanent examination of traditional and new creative
procedures and research in the area of use of new technology and material possibilities
in the production and presentation of works of art. All that in an effort to interconnect
creation and research activities as one of the manifestations of artistic research. The
outcomes are, at the same time, naturally used in education processes and they
gradually fulfil various research plans.
3. Support experimenting and laboratory music and theatre projects developing the
possibilities of using new technology procedures.
Objective 4: JAMU involves students of the follow-up Master’s and doctoral studies in
research.
Activities
1. Develop specific research of students of the follow-up Master’s and doctoral studies
through an internal grant competition. Place emphasis on clearly formulating research
questions and naming research methods and properly editing and evaluating outcomes
and regularly using them in the relevant registers.
2. The results of individual projects will be presented at conferences or published in
journals and collections as well as electronically.
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III. Direct Social and Expert Activities of JAMU (“Third Role”)
Given the fulfilment of the strategic objectives of JAMU until 2015, international activities
(internationalisation) and the university’s third role can no longer be separated. JAMU is
active in international context both in terms of teaching and artistic and research activities
(internal activities) and in terms of offering the outcomes of art or research projects – this
offer having an international impact. JAMU graduates and in some cases also students are
active globally and as part of top art institutions; very often, they represent potential
employers on managerial positions. The involvement of JAMU in the creation of room for
public debate is a part of the school’s mission.
JAMU will continue in the selective strategy for the development of a portfolio of cooperating
institutions. The intention is to acquire partners whose focus of teaching (cooperating
institutions) or focus of the art practice or research (professional institutions) corresponds to
the direction of JAMU and is compatible with the outcomes of teaching at JAMU, can
develop and enrich them, or can participate in ensuring and assessing quality at JAMU. This
selective approach also pertains to offers of joint projects of different types – their benefit will
always be evaluated in terms of the benefit of the outcomes of the considered projects for the
faculty’s educational, artistic or research activities.
JAMU is actively striving for the inclusion of art subjects in general education at the level of
elementary and secondary schools. JAMU will further participate in the preparation of
national school documents – Framework Education Programmes and their specification
(concretisation of teaching outcomes) and in training teachers for art and teaching fields in
full-time study programmes as well as programmes of lifelong education.
As part of lifelong learning, JAMU traditionally focuses on applicants, increasing professional
competencies especially in the field of art education and the general public (University of the
Third Age).
Objective 1: JAMU enhances its external presentation as an excellent art school where
leading art personalities meet young talents and further develop those talents in a creative
environment.
Activities
1. For communication with the public, use all available and applicable tools with the aim
of sharing ethical and aesthetic values and the quality of outcomes of teaching,
research and especially artistic activities with the society.
2. Present the outcomes of the creative activities of JAMU to the public on the school
stages and at the school concert hall (the Marta Theatre Studio, the Orlí Street
Theatre / Musically Dramatic Lab, the Chamber Opera of the Faculty of Music of
JAMU, the Janáček Academic Stage) and outside them as part of the faculties, at
domestic and foreign festivals and when performing outside the faculties as guests.
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3. Fundamentally innovate the international presentation of JAMU on the website with
the objective of increasing the international awareness of the school and thus acquire
possible new partners for cooperation.
4. Keep cooperating with the local government and state administration authorities at the
regional and nation-wide levels. Get actively involved in the strategy of presentation
of the South Moravian Region, whose priority is to build the region as a centre of
learning and excellence in research.
5. Promote and expand internships at culture and public institutions (theatres, orchestras,
agencies, the Czech Television, the Czech Radio etc.).
6. Keep cooperating with foundations, endowment funds and associations.
7. When promoting the school externally (especially abroad), use the name of Leoš
Janáček more, for example by emphasising the link to the direct Janáček tradition,
opening specialised courses thematically focused on the area of accredited study
programmes etc.
8. Improve the building of good relations with employees. The school’s employees’
attitudes and behaviour in public and their loyalty are also important to a positive
image of the school.
9. Finalise a solution of copyright matters in relation to creative projects of students and
teachers being implemented at the faculties.
10. Through methodological support, be involved in the development of creativity of
children and youth using research results in the area of applying the principles of
music improvisation and composition on study programmes of lower levels of schools
and in the broad offer of further education in the region.
11. Interlink the area of PR at JAMU with the quality management system and building
JAMU’s corporate identity.
12. In relation to JAMU’s corporate identity, continue developing the objectives of PR at
JAMU and newly create the means to their achievement – the school’s promotional
materials (e.g. brochures, leaflets), a uniform visual style of the school (e.g. logo,
building marking, business cards etc.), website, news in print (e.g. student successes,
research results), information on the school’s activities beyond the framework of the
academic ground, participation in fairs focused on the offer of higher education (e.g.
Gaudeamus), press conferences, press releases (e.g. statements on the current events at
the university) etc.
13. Actively participate – in cooperation with the Statutory City of Brno, the South
Moravian Region, the Leoš Janáček Foundation, the Moravian Museum and Masaryk
University – in the foundation of the Leoš Janáček International Society.
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Objective 2: JAMU is developing a portfolio of cooperating institutions and acquires
partners whose focus of teaching (cooperating institutions) or focus of the art practice or
research (professional institutions) corresponds to the direction of JAMU and is compatible
with the outcomes of teaching at JAMU, can develop and enrich them, or can participate in
ensuring and assessing quality at JAMU.
Activities
1. Monitor and evaluate the number and quality of contracts (concluded and terminated)
with international partners (universities, professional institutions, networks etc.) and
projects implemented together with international partners.
2. Participate in innovating the system of external relations of JAMU in the area of
education, artistic, research and other related activities (in connection with other
activities of the school), including relations to the professional and business spheres
and the school graduates.
3. Create a structured overview of the needs of potential employers and use the gained
knowledge in planning the development of study fields.
4. Create a platform for communicating with principals of elementary art schools and
conservatories and directors of art institutions.
5. Involve partners from the external environment of JAMU in the process of ensuring
and assessing quality.
6. Stimulate the involvement of JAMU and its employees in Czech as well as
international networks, associations, societies and equivalent institutions that deal with
real problems of particular people and institutions at the local, regional, national and
international levels. Promote the involvement of members of the academia in
consulting activities associated with the work of the state administration or local
government or with the activities of the employment sphere.
7. Continue building PR at JAMU as a strategic and systematic process of forming a
good reputation and good relations with target groups (potential new and existing
students, employees, the media, employers, state administration etc.), the academia
and the general public.
8. Continue providing the reporting and servicing activities of JAMU experts that expand
the offer in the area of highly specialised services of report, expert and guarantee
servicing, often with a nation-wide or even supra-national impact (e.g. court expert’s
reports, habilitating procedures and procedures of professorship awarding etc.).
9. Promote the interests of JAMU and higher education in the field of arts as part of
representations of universities and advisory and consulting bodies at the level of state
administration and local government.
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10. Continue developing the long-term and intensive cooperation with the main partners
of JAMU in the Czech Republic and Slovakia (especially the Academy of Performing
Arts in Prague and the Academy of Performing Arts in Bratislava).
Objective 3: JAMU cooperates with lower levels of the education system and is involved in
lifelong learning.
Activities
1. Offer of selected art projects (inscenations, concerts, inter-field artefacts etc.) and
creative workshops for projects of Czech and foreign artists and experts at the Marta
Theatre Studio and the Orlí Street Theatre / Musically Dramatic Lab to elementary and
secondary schools. On this basis, try to create a platform for meetings of principals of
conservatories and representatives of the Faculty of Music of JAMU and discussing
the level and quality of education at conservatories and the resulting consequences.
2. Support for projects expanding various lifelong learning programmes focused on the
applicants, offer of summer theatre and music workshops and courses to the
secondary-school youth.
3. Offer of the outcomes of art-teaching projects to elementary and secondary schools
and expanding the systematic as well as one-time practice of students of fields of
teaching at elementary and secondary schools and elementary art schools.
4. Training teachers for art-teaching fields in formal education (elementary schools,
grammar schools, secondary vocational schools, elementary art schools) and informal
art education.
5. Continue in the successful project of the University of the Third Age and continuously
develop study plans of the individual cycles.
BACKGROUND OF THE ACTIVITIES
IV. Effective Management
JAMU strives for the establishment of an effective method of managing all processes directly
relating to the area of education and creative activities. We do not perceive creative activities
separately from education and consider them the content and objective of a large part of
education. JAMU pays equal attention to processes that support these areas and their mutual
functional connections.
Objective 1: JAMU has a functional system of the main and supporting processes executed at
the faculties and other parts of JAMU.
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Activities
1. Complete the analysis of the management processes at JAMU and implement changes
arising from that analysis.
2. Following the analysis of the management processes, adapt the organisational
structure and innovate the competences of the management of JAMU and its parts,
academic as well as non-academic employees.
3. Verify the quality of JAMU management using methods recommended as part of the
outputs of IPN Quality or other sources (EFQM etc.).
Objective 2: JAMU has set strategic objectives, current goals and indicators of activity and
quality.
Activities
1. When preparing the Long-Term Plan of JAMU and its updates, the strategic objectives
are annually revised on the basis of an analysis of the internal and external
environment and the revisions are incorporated into the Long-Term Plan in order to
ensure continuity.
2. Finalise the manner of creation of dramaturgical plans of the school stages and a
system of evaluating art projects.
Objective 3: JAMU has established a system of monitoring and managing the fulfilment of
objectives, goals and indicators of activity and quality.
Activities
1. Create a system of collection and evaluation of data relevant to the quality of own
activities. Use the information kept in the RUV and RIV databases and make full use
of the information system (IS).
2. Finalise the system of monitoring and managing the fulfilment of objectives and goals
(Long-Term Plan, Update of the Long-Term Plan and the Institutional Programme).
Transfer responsibilities to a greater extent to the middle level of management.
3. If necessary, use an external specialised system of evaluating activity and quality that
has been created for the needs of evaluating art universities and faculties by one of the
international networks or agencies.
V. Personnel
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Education takes place at JAMU at departments or studios headed by exceptional art and
teacher personalities. In order to ensure the good functioning of this system, it is necessary to
continuously acquire and keep such personalities and motivate them for further development
not only as teachers but also as art personalities.
Teaching at JAMU is often considered prestigious by many art personalities; it is generally
perceived as part of professional growth. When acquiring especially young teachers, however,
low salaries of beginning teachers seem to present a problem.
Objective 1: Teachers at JAMU are among leading art personalities with teaching skills and
experience.
Activities
1. Maintain a quality teaching background based on art and teacher personalities in fulltime
employment relationship.
2. Continue in a regular generation variation of teachers including the involvement of
students and doctoral graduates and personalities from the practice.
3. Continue enriching the offer of teachers in the form of workshops and inviting
excellent Czech and foreign artists and teachers as well as the establishment of guest
professor posts – all this under the support of OP3V.
4. Support the artistic creation of teachers and their own artistic development, and create
conditions for the implementation of their own creative (art, research, teaching)
projects.
5. Based on the career rules of JAMU, prepare personnel plans of all parts of JAMU and
career plans of the academic as well as non-academic staff of JAMU, and keep those
plans up-to-date. Promote the career growth of academic employees.
6. Maintain high expectations from the level of habilitating procedures and professorship
award procedures.
7. Support the education of employees in the necessary areas, involve them in
corresponding projects and activities at sites or in bodies subordinate to the heads of
individual parts. Support continuous self-learning not only of academic staff and
initiate regular foreign mobilities.
Objective 2: JAMU has a functional and economic management team and a related
functional operating apparatus.
Activities
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1. Clearly determine the competences of members of the management of JAMU and the
faculties and operational staff, and describe the competences and links between the
management members and operational staff and the method of their communication in
a simple and functional scheme.
2. Strengthen the team of operational and administrative staff and develop their
professional competencies in order to ensure professional support for teaching and
creative activities through technical and technical-artistic jobs at teaching departments
(e.g. school stages etc.).
3. Seek, develop and motivate suitable persons for management positions at JAMU and
the faculties.
VI. Financial and Material Background of Education and Creative
Activities
JAMU sees the continuing underfinancing of the area of higher education and the annual
uncertainty as regards the amount of contributions and subsidies from the state budget as a
direct threat not only to the quality but also to the very existence of the school. From the point
of view of the art university, the absence of a real culture policy of the state, in particular in
the area of live art, and a virtually non-functional act on the support of culture are just as
negative.
JAMU will continue promoting the application of qualitative indicators of financing public
universities in the Czech Republic and, in the projection of changing principles of financing,
take account of artistic outcomes as full-fledged indicators of performance and quality in
addition to the outcomes of scientific and research activities of universities.
Objective 1: JAMU applies the principles of effective financing.
Activities
1. When formulating new principles of financing public universities, continue promoting
the equality of RUV and RIV outcomes in all budgetary titles where these indicators
of performance (quality) are used.
2. Actively promote addressing adequate support for arts at the institutional level as well
(the equivalent of institutional support of a science and research institution).
3. At the level of the faculties, focus qualification papers on the expansion of the
theoretical basis and practical resolution of the issue of culture policy at all levels of
state administration and local government.
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Annex B01: Long-term plan of JAMU 2016 - 2020
Objective 2: JAMU ensures an effective and economic use of the obtained funds for education
and creative activities in line with the fulfilment of general as well as specific standards of
quality of the current study programmes.
Activities
1. Every year, as part of the preparation of the budget, carry out a thorough analysis of
the source part of the individual indicators of the contribution and subsidies allocated
from the MEYS and ensure that they are mirrored in the budget breakdown. Given the
increasing share of the quality indicator in the budget, the faculties, in particular, must
pay special attention to the individual categories involved in the quality indicator and
provide adequate support to teachers involved in this matter.
2. As part of the preparation of the Institutional Programmes and annual updates of the
Long-Term Plan, carry out a thorough analysis of the development of the number of
students in the individual study fields in light of the achievement of the field-specific
standards in the area of their personnel, spatial and material background.
3. As part of the preparation of accreditation materials opening a new study field (within
the framework of institutional accreditation or study programme accreditation), it is
necessary to carry out thorough analyses of the school’s personnel, financial, spatial
and material capacities, as the school’s capacity is full and the school is no longer able
to absorb further growth.
4. Analyse the coverage of all study outcomes using the source records necessary for
evaluating their quantitative and, if possible, also qualitative parameters; at the same
time, consistently use the information system of JAMU as the basis of all data sources
and records.
Objective 3: JAMU continues creating an environment for the involvement of a wide range of
financial sources in the income structure of finances supporting the maintenance and
development of all activities of the school.
Activities
1. In order to secure the necessary resources for the development of study fields at both
faculties as well as to ensure further development of their cooperation on artistic
outcomes, prepare a cross-sectional school-wide project under OP3V as part of the
ESF call and at least one project as part of the ERDF call for the years 2016-2020.
2. Strive for the acquisition of science grants under the Czech Science Foundation
(GACR), prepare a project as part of the TA CR Omega Programme and the NAKI
(National and Cultural Identity) grant procedure at the Ministry of Culture of the
Czech Republic, as well as use the regional grant systems of the South Moravian
Region or the City of Brno and grants from international agencies, for example
Visegrad Fund.
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Annex B01: Long-term plan of JAMU 2016 - 2020
Objective 4: In the personnel area, JAMU focuses on qualitative development; the overall
increase of the number of employees in all categories always depends on a pre-determined
source coverage. The school aims at increasing the average salary (by 10 % by 2020) in
relation to increasing the quality of the employees’ work.
Activities
1. Annually evaluate the effectiveness of drawing salary funds from individual sources in
relation to providing for the education and artistic activities of teachers and their
support by the other school employees.
Objective 5: JAMU responsibly provides for all its declared activities in material terms.
Activities
1. Use the material, personnel and financial resources of the school with an accent on the
development of education, artistic and research activities and with an emphasis on
long-term goals of development of the individual study programmes while respecting
the current development needs. The basis for strategic thinking in this area is to make
the transition from quantitative towards qualitative development.
Objective 6: JAMU responsibly addresses the spatial capacities for all its declared activities.
Activities
1. Further increase of the spatial capacity of the school is not possible (operating costs),
therefore it is necessary, on the basis of an analysis of the current situation, to ensure
the space standards of teaching through a more effective and economic utilisation of
all the existing space of the school. At the same time, it is necessary to deal with the
property relations to leased premises.
2. Regularly update information on the actual structural and technical condition of all
buildings of the school and perform especially normal maintenance in a timely
manner.
3. Elaborate a more effective and economic model of utilising the premises of the
Astorka Information and Learning Centre and execute the relevant structural and
technological modifications of the premises with a change of usage in relation to
teaching.
4. Arrange the purchase of the premises of the Marta Theatre Studio in Bayerova Street
including the premises of the Scenography Studio at the same address.
5. Arrange the following reconstructions and revitalisations of real property:
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Annex B01: Long-term plan of JAMU 2016 - 2020
a) Structural modifications and renovation of the listed building at Mozartova
647/1
This includes the renovation of the windows in the street facades, the
reconstruction of the attic and a complete reconstruction of heavy-current and
weak-current power distribution systems and the computer network including a
reconstruction of the server room.
Estimated costs:
Window refurbishment CZK 9,700 thousand
Reconstruction of the electrical installations and
data network
CZK 8,800 thousand
Structural modifications of the attic CZK 4,350 thousand
Total CZK 22,850 thousand
Sources of coverage – approved action under the Reproduction Programme of
the MEYS 2016-17
b) Structural modifications and modernisation of the building at Komenského
náměstí 690/6
This includes the removal of dampness from the entire underground floor of
the building, structural modifications of the sanitary facilities, the
reconstruction of HVAC on the underground floor of the building and a
modernisation of the fluorescent lighting in the building.
Estimated costs:
Dampness and structural modifications of the
sanitary facilities
CZK 3,000 thousand
HVAC in the basement area (Sonáta) CZK 1,500 thousand
Replacement of lighting CZK 1,700 thousand
Total CZK 6,200 thousand
Sources of coverage – FRIM CZK 3,200 thousand 2015/16 + new
Reproduction Programme of the MEYS 2018
c) Structural modifications and repair of the building at Novobranská 691/3
This includes the repair of the accommodation units including sanitary
facilities, the establishment of ventilation and air conditioning of the library
depository on the underground floor and structural modifications of some of
the accommodation units into teaching rooms on the basis of a revision of the
possible and effective use of the school premises for teaching purposes.
Estimated costs:
Repair of accommodation units CZK 5,600 thousand
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Structural modifications of teaching rooms CZK 1,900 thousand
Ventilation and air conditioning of the library
depository
CZK 1,600 thousand
Total CZK 9,100 thousand
Sources of coverage – FRIM CZK 2,000 thousand 2015/17 + new
Reproduction Programme of the MEYS 2018; reconstruct the teaching rooms
acquired through the change of usage in the framework of the possibilities
given by the call of PA 2 of the ERDF under the OP3V project.
d) Purchase of the premises of the Marta Theatre Studio and the Scenography
Studio in the building at Bayerova 575/5
The student Marta Theatre Studio and the Scenography Studio of the Faculty
of Theatre have been operated since 1952 in the non-residential premises of a
rental residential building in Brno, Bayerova 575/5. The building is owned by
the Statutory City of Brno. In 2004, JAMU and the Statutory City of Brno
entered into an agreement on the establishment of an easement for the use of
the non-residential premises until 31 December 2033. Given the fact that the
owner of the building is considering the privatisation of the residential areas of
the house, it is advisable to acquire the rented premises into the ownership of
JAMU in order to ensure further stabilisation and development of the school.
Estimated costs:
Acquisition of the premises of Marta and
Scenography into the ownership of JAMU
CZK 50,000 thousand
Sources of coverage – new requirement Reproduction Programme of the
MEYS 2016-18
e) Structural modifications and repair of the Marta Theatre Studio and the
Scenography Studio in the building at Bayerova 575/5
This includes a complete reconstruction of the premises of the Scenography
Studio, repair of the adjacent structures to the Theatre Studio, removal of
dampness and building a new transport and supply access to the Theatre Studio
through the basement of the building, as the neighbouring building of the
Supreme Court of the Czech Republic is currently planning a reconstruction
that will mean a considerable burden on the roads to the Theatre Studio and the
Scenography Studio.
Estimated costs:
Scenography reconstruction CZK 6,000 thousand
Repair of adjacent structures CZK 3,000 thousand
Transport and supply access to the Studio CZK 3,000 thousand
Total CZK 12,000 thousand
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Annex B01: Long-term plan of JAMU 2016 - 2020
Sources of coverage – new Reproduction Programme of the MEYS 2018
f) Modernisation of the premises of the Rector’s Office in the building at
Beethovenova 650/2
The Rector’s Office of JAMU is based at non-residential premises of a rental
residential house in Brno, Beethovenova 650/2. The building is owned by the
Statutory City of Brno. In 1997, the JAMU and the Statutory City of Brno
concluded an agreement on the establishment of an easement for the use of the
non-residential premises for 30 years. Modernising the premises of the
Rector’s Office involves dislocation shifts in the use of the individual rooms,
especially the ground floor, and modernising the fluorescent lighting in the
building.
Estimated costs:
Replacement of fluorescent lighting CZK 1,000 thousand
Ground floor modification CZK 1,000 thousand
Total CZK 2,000 thousand
Sources of coverage – FRIM 2018
Objective 7: JAMU provides the relevant technologies for all areas of its activities.
Activities
1. Maintain the current state of documents for decision-making on the necessary
sustainability and development of the individual groups of technologies including the
conceptual solution of the direction of their development needed to ensure the
technology standards of the individual study fields with regard to the accredited
graduate profile.
2. Address the competency and responsibility for these activities at individual parts. The
basis is the plan of reproduction and development of JAMU technologies for 2016-
2020, which will be annually updated as part of budgeting of real funds of the
individual budget titles for the given year.
3. Financially secure the updated plan of reproduction and development of JAMU
technologies for 2016-2020 in line with the project rules of the following individual
subsidy instruments by means of:
 ERDF projects as part of PA 2 of OP3V – CZK 110 million
 JAMU Institutional Programme – CZK 2.5-3 million annually
 Existing Reproduction Programme of the MEYS – the total of CZK 12 million,
2016-2018
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 New Reproduction Programme of the MEYS – the total of CZK 45 million,
2018-2020
 FRIM – about CZK 1 million annually, 2016-2020
 CRP on the basis of cooperation, at least 13 public universities – the total of
CZK 3.5 million, 2016-2020
4. As part of the preparation of the accreditation of new fields, prepare the link to the
material, spatial and technology background and clarify the link in terms of resources
in advance.
23 October 2015
[signature illegible]
Stamp: [JANÁČEK ACADEMY OF MUSIC AND PERFORMING ARTS IN BRNO,
RECTOR’S OFFICE, Beethovenova 2]
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Annex B02: Annual report on activities, Annual management report of JAMU 2018
JANÁČEK ACADEMY OF MUSIC AND PERFORMING ARTS IN BRNO
ANNUAL REPORT ON ACTIVITIES
ANNUAL MANAGEMENT REPORT
JANÁČEK ACADEMY OF MUSIC AND PERFORMING ARTS IN BRNO
2018
© Janáček Academy of Music and Performing Arts in Brno, 2019
ISBN 978-80-7460-157-6
Annex B02: Annual report on activities, Annual management report of JAMU 2018
Table of Contents
Introduction
Presenting the new Rector
Studies at JAMU in a new structure
Internal system of quality assurance
Festivals and exhibitions
School stages
Science, research, publishing
Internationalisation
Congratulations
Material and technological background of activities
Those who left us…
Janáček Academy of Music and Performing Arts in Brno 2/28
Annex B02: Annual report on activities, Annual management report of JAMU 2018
Introduction
The year 2018 was an exceptional year for the Janáček Academy of Music and Performing
Arts in Brno in several spheres of activities of the university starting with its management. On
1 February 2018, the office of Rector of JAMU was assumed by prof. Mgr. Petr Oslzlý, who
chose as his closest colleagues prof. PhDr. Josef Kovalčuk as the governing representative
and Vice-rector for Creative Activities, prof. PhDr. Silva Macková as Vice-rector for Studies
and Quality and Vice-rectors prof. Ing. MgA. Ivo Medek, Ph.D., for strategy and development
and doc. MgA. Vít Spilka for external relations. However, after less than six months, JAMU
and the Rector’s team suffered a great loss. On the same day, 30 June 2018, Vice-rector Josef
Kovalčuk and the most experienced teacher of acting at the Faculty of Theatre of JAMU, prof.
MgA. Nika Brettschneiderová, died. Therefore, the Rector had to reconstruct his team and
appointed doc. Spilka the Governing Vice-rector and, upon consideration in the Academic
Senate of JAMU, doc. MgA. Marek Hlavica, Ph.D. the Vice-rector for Creative Activities.
The Bursar remains JUDr. Lenka Valová. The new President of the Academic Senate of the
university is doc. PhDr. Květoslava Horáčková, Ph.D.
In the spring months, the Management Board of JAMU was supplemented with three new
members: Senator JUDr. Eliška Wagnerová, Ph.D., Director of the National Theatre Brno
MgA. Martin Glaser and David Dittrich, Director of the Concentus Moraviae Festival.
Following the amendment to the Act on Higher Education Institutions, it was necessary to
revise both the formal sphere and especially the sphere of organising and planning the
primary activity of the school, i.e. teaching, in terms of the institutional life of the school. All
internal regulations of JAMU, beginning with the Statutes of JAMU and ending with – not in
the sense of necessity for the day-to-day operations of the university – regulations and decrees
of both faculties, were amended. The demanding revision process commenced in 2017 and
was to a large extent completed in 2018. The teaching process needed to be revised in
connection with the transition from study fields to study programmes and their specialisations
as required by the new amendment to the Act. Work in this area was accelerated by the need
to prepare and submit applications for new accreditations of several study programmes at both
faculties in relation to the European OP RDE projects. After a very long period of time, since
the 1990s, when the structure of the fields taught had been stable and only sometimes
enriched with a newly established field, this constituted a major restructuring, bringing the
opportunity to think about the entire complex of teaching and its division. Dozens of fields
will be gradually transformed into fourteen study programmes at the Faculty of Music and six
programmes at the Faculty of Theatre. After the completion of this process and accreditation
of the individual study programmes, the basic structure of studies at JAMU will again be
finalised and stabilised for a long time. For the time being, our university is not considering
the submission of an application for institutional accreditation, the establishment of which
goes beyond the scope and needs of the school; the newly created or revised programmes are
thus gradually presented to the National Accreditation Bureau for accreditation.
As part of the study internationalisation, preparatory work was completed, and a joint study
programme of the Faculty of Music of JAMU and the Royal Conservatory Den Haag in the
Janáček Academy of Music and Performing Arts in Brno 3/28
Annex B02: Annual report on activities, Annual management report of JAMU 2018
field of historical interpretation, which is the first programme with a full international reach,
was submitted for accreditation.
Steps were taken to support the main strategic objective of JAMU, i.e. a continuous increase
in quality, in other areas as well. In particular, the Internal Evaluation Board was established,
its Rules of Procedure prepared and approved, the Self-Evaluation Report of the Janáček
Academy of Music and Performing Arts in Brno for 2017 elaborated, and the System of
Internal Assurance and Evaluation of JAMU considered.
In the practical area in terms of the priority increase in the quality of teaching and the closely
related artistic outcomes of students, there was a major increase in the level of the school’s
instrument and technology equipment, which was enabled by a successful European project
OP RDE. Steps were also taken to prepare a new project, OP RDE II, which will be
elaborated by the Faculty of Theatre and submitted in 2019.
In the field of financing art universities, i.e. also the budget of our university, major progress
was achieved in 2018. The MEYS respected the initiative of four public art universities in the
Czech Republic (the Academy of Performing Arts in Prague, the Janáček Academy of Music
and Performing Arts in Brno, the Academy of Fine Arts in Prague and the Academy of Arts,
Architecture and Design in Prague) aiming to achieve the establishment of a system of
support for artistic and creative activities, which – unlike science and research – do not have
institutional support. For the time being, the MEYS has decided to aid these activities in the
budget of 2019. Nevertheless, the ultimate goal of this initiative is to embed the system of
permanent support for artistic and creative activities in the principles of financing universities
as early as 2020.
The year 2018 brought JAMU a number of successes in the art field, especially in terms of
competitions and invitations for students to prestigious venues, but also in the artistic
activities of the members of the academia, which was positively reflected in the Register of
Artistic Outcomes (RUV).
The focus and programming of JAMU in the field of art clearly indicates that artistic activities
are the dominant creative activities; nevertheless, the fact that the school develops and
consistently supports science and research was evidenced by the formation of the Science
Development Fund of JAMU and a successful commencement of this internal grant
competition of science and research projects. Two projects proposed by the Faculty of Music
were submitted to the Czech Science Foundation (GACR) and the Faculty of Theatre got
involved in two TA CR projects (with the Brno University of Technology and Masaryk
University) as co-author. JAMU pays great attention to this sphere, which is evidenced by the
implementation of an international dramatic symposium with the topic of Tendencies in
Contemporary Theatre Directing and Theatre-Directing Education at the Faculty of Theatre
with broad foreign participation and the newly published specialised journal JAMUsica at the
Faculty of Music.
In 2018 – as, after all, every year – JAMU was a university visible in public thanks to more
than two hundred concerts and more than a hundred theatre performances carried out in 2018,
as well as renowned activities of international nature – the 28th
Annual
SETKÁNÍ/ENCOUNTER International Festival of Theatre Schools, the 24th
Annual Leoš
Janáček International Competition, the 51st
International Interpretation Courses and two
international music festivals – the 21st
Annual Meeting of New Music Plus and the 5th
Annual
Janáček Academy of Music and Performing Arts in Brno 4/28
Annex B02: Annual report on activities, Annual management report of JAMU 2018
Festival of Percussion Instruments. Events that form a regular part of the creation and
activities of the Faculty of Theatre – the 25th
Annual Salon of Original Creation and the 16th
Annual Sítko Festival – were opened to the interested public and the academia.
It is only natural that JAMU also reflected major anniversaries, in particular 100 years from
the establishment of an independent Czechoslovak State. The theatre performance of a play
by Václav Havel “Zítra to spustíme” (Tomorrow) studied by the actors of the Musical Studio
of the Faculty of Theatre and two gala concerts of the Faculty of Music were dedicated to the
anniversary.
The anniversary of the establishment of JAMU, celebrated last year, was commemorated by
the gala opening of the 70 Years of JAMU exhibition, which was opened by the Rector of
JAMU prof. Mgr. Petr Oslzlý and the main author of the exhibition, prof. PhDr. Josef
Kovalčuk, at the Moravian Library in Brno on 8 March.
An exceptional event was a gala evening held at the Besední dům in Brno on 14 June – an
organ and theatre concert dedicated to the life jubilees of the first two Rectors of JAMU after
November 1989, prof. Alena Štěpánková-Veselá (95 years of age) and prof. Alois Hajda (90
years of age).
Before the end of the year, a major act was the award of an honorary degree of doctor honoris
causa to a leading Czech actress Vlasta Chramostová. In this case, JAMU showed a maximum
organisation flexibility. The honorary doctorate that should have been presented at a gala
ceremony also as part of the celebrations of the 100th
anniversary of the independent state on
26 October was given to Mrs Chramostová in the privacy of the sanatorium in PragueModřany
on 15 December 2018 due to her long-term hospitalisation; this was done at the
suggestion of the Rector and upon approval by the Arts Council of JAMU in a private
ceremony attended by the Czech Television.
I would like to thank, for everything that was done in 2018, the academic staff and employees
of the school, who did a great deal of work for JAMU in 2018, as well as all students
spreading the good reputation of our university in the Czech Republic as well as abroad
thanks to their successes.
Prof. Mgr. Petr Oslzlý
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Presenting the new Rector of JAMU
The election of the new Rector of JAMU was made as early as October of the previous year
but the new head of the school, prof. Mgr. Petr Oslzlý, accepted the appointment decree
together with eleven new Rectors of universities appointed by President Miloš Zeman at the
Prague Karolinum on the last day of January 2018. The President did this without the
traditional ceremony that used to be held at the Prague Castle. Oslzlý thus received the
instrument authorising him to perform the office from the Minister of Education, Youth and
Sports Robert Plaga. The Rector’s office lasts four years. The new Rector was inaugurated at
the Orlí Street Theatre on the third of March in the presence of the heads or representatives of
twenty domestic universities, senior academic dignitaries of JAMU, the Minister of
Education, Youth and Sports of the Czech Republic Robert Plaga, Senator Eliška Wagnerová,
Emeritus Rectors of JAMU Alena Štěpánková-Veselá, Alois Hajda, Václav Cejpek and Ivo
Medek and dozens of honorary guests.
Prof. Mgr. Petr OSLZLÝ (born in 1945)
Dramaturgist, director, script writer, actor and theatre teacher.
After overcoming the prohibition of studying a university in the field of humanities, he
studied theatre science and history of art at the Faculty of Arts of Masaryk University (the
then J. E. Purkyně University) in 1968-1973. In the same period, he attended a seminar of
direction of Bořivoj Srba at JAMU.
He was a protagonist of the experimental performing theatre group, Quidam, with which he
performed at the Arts laboratory and International Theatre Club in London in November and
December 1968.
From 1972, he was the dramaturgist and one of the leading personalities of the Na provázku
Theatre, i.e. Husa na provázku (Goose on a String) Theatre – in the years 1976-1980 and
1992-2001, he was also its artistic director. He created a number of original scripts,
adaptations and dramatic performances for this theatre and was also a protagonist in a number
of the plays. He was involved in the major profiling of the ensemble in the international
movement of alternative theatre and in the movement of Czech studio ensembles. He was the
co-author of major international and domestic theatre projects, the largest of which was an
international theatre event – play Together – Labyrinth of the World and Paradise of the Heart
in 1983. His scripts were also played at the National Theatre in Prague, the Drama Club and
other theatres.
In the years 1984-1990 in Brno, in cooperation with the British Jan Hus Educational
Foundation and Charter 77, he organised a secret university flat-based seminar where leading
philosophers, political scientists, writers, composers and artists from Great Britain gave
lectures. He documented these activities in the book entitled Podzemní univerzita
(Underground University) (CDK, 1993).
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In November 1989, he was the first to announce a strike of Czech theatres on behalf of the Na
provázku Theatre and the HaDivadlo Theatre, was a founding signatory of the Civic Forum,
after the Velvet Revolution was an advisory and assistant to President Václav Havel and held
the post of director of the Culture Section of the Office of the President of the Republic
(1990-1992).
He co-founded and, in the years 1993-2018, headed the Centre for Experimental Theatre in
Brno including the Husa na provázku Theatre, the HaDivadlo Theatre and the U stolu
Theatre.
He received the Cairo International Festival for Experimental Theatre Award (1992), the Brno
Award in Dramatic Arts (2000), the “Living Treasure” Honorary Award under the Next Wave
Festival, the Award of the Ministry of Culture for his contribution in the area of theatre (both
in 2016) as well as other awards for his artistic creation.
In 1982, he prepared (together with J. Kořán), for the Jazz Section, his first book on the cult
theatre group of hippie culture Living Theatre: Divadlo života: 1951-1980 (1981) and, in
addition to the aforesaid Podzemní univerzita, he also wrote a sculpture monograph Jan
Šimek – Příběhy soch (Jan Šimek – Stories of Sculptures) (Atlantis, 1998) and a number of
books reflecting the creation of Husa na provázku, of which the latest is an extensive
publication LET HUSY z Brna až do Amsterodamu a Avignonu – Divadlo na provázku v
letech 1972-1979/1980 (FLIGHT OF THE GOOSE from Brno to Amsterdam and Avignon –
the Na provázku Theatre in the years 1972-1979/1980) (JAMU, 2017).
Since 1992, he has been teaching at the Faculty of Theatre of JAMU. In the years 1995-2018,
he was the artistic director of the SETKÁNÍ/ENCOUNTER International Festival of Theatre
Schools organised by the Faculty of Theatre of JAMU. In 1997, he became Vice Dean for
Foreign Relations, Science and Research there and held that post until 2008. In 2000, he was
named professor of dramatic arts. Since 2003, he has headed one of three Studios of Direction
and Dramaturgy.
In the years 1992-2012, he also taught at the Department of Theatre Studies of the Faculty of
Arts of Masaryk University.
In October 2017, he was elected Rector of JAMU and has held the post since 1 February
2018.
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Studies at JAMU in a new structure for students
The main activity of JAMU, which is also embedded in its vision, is educational activity.
Virtually all other activities of the school are aimed at how to teach well. Over the decades,
both faculties formed a system of study fields that has been gradually developing and
supplemented with new fields since the 1990s, until it finally achieved the form of a standard
European art school. Almost 30 years have passed since then – long enough to come out of
the system for a while and view it from the outside, without the subjective plane. A good
opportunity for this was the application of the amendment to the Act on Higher Education
Institutions, which brought about a major change in the concept of study fields at universities.
Related fields will be gradually – as their accreditation terms end – merged into study
programmes with specialisations. Dozens of fields will thus be gradually transformed into
fourteen study programmes at the Faculty of Music and six programmes at the Faculty of
Theatre.
The creation of new study programmes with specialisations opened up the possibility of
critically assessing the composition of the existing study fields and newly conceiving the
study programmes and their specialisations with regard to the current situation and
developments in artistic, artistic-teaching and artistic-managerial professions in the area of
theatre, music and audio-vision. This process and the gradual accreditation of the individual
study programmes will, again, for a long time, stabilise the essential structure of studies at
JAMU.
It is also for this reason that JAMU is not considering institutional accreditation for the time
being; it is also expected that the newly formed programmes will be gradually accredited by
the National Accreditation Bureau and work in this structure for many years.
JAMU has appointed guarantors of study programmes for the study programmes offered at
both faculties from among its academic staff according to the rules set out by the Act on
Higher Education Institutions and the internal regulations of JAMU. These guarantors, in
particular, coordinate the content preparation of each study programme, supervise its quality
and evaluate and develop the study programme.
In line with the above, the Faculty of Theatre submitted an application for accreditation of
these newly conceived study programmes in the follow-up Master’s studies in 2018:
Scenography with the specialisations of Scenography and Lighting Design (the guarantor of
the study programme is doc. MgA. Marie Jirásková, Ph.D.), Dramatic Creation and the
Media with the specialisations of Radio and Television Dramaturgy and Script Writing and
Audio-Visual Creation and Theatre (the guarantor is doc. Mgr. Petr Francán) and Theatre
Production and Stage Technology with the specialisation of Theatre Production (the
guarantor is doc. MgA. Blanka Chládková). These study programmes have already been
granted the decision on accreditation for the maximum possible period of ten years.
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In 2018, the Faculty of Music submitted an application for accreditation of the study
programme Historical Interpretation. This study programme will be executed as a joint
programme in the follow-up Master’s studies in cooperation with the Dutch Royal
Conservatory in The Hague (Koninklijk Conservatorium den Haag), and the teaching
language will be English.
In 2018, the university started to prepare documents for the submission of applications for
accreditation of other study programmes and their specialisations. The Faculty of Theatre is
preparing for accreditation the study programme Dramaturgy and Direction with the
specialisations of Direction and Dramaturgy in the Bachelor’s as well as follow-up Master’s
studies. The programme is guaranteed by prof. MgA. Zbyněk Srba, Ph.D. A four-year
Master’s study programme Acting with the specialisations of Drama Acting, Musical Acting
and Physical Theatre is guaranteed by doc. MgA. Igor Dostálek. The Bachelor’s levels of
study of study programmes that have already obtained accreditation for the follow-up
Master’s studies are Dramatic Creation and the Media, Scenography and Theatre
Production and Stage Technology. The submission of an application for the accreditation of
the last study programme of the Faculty of Theatre of JAMU with an artistic and teaching
focus, Theatre and Education, with the specialisations of Theatre and Education, Theatre and
Education for the Hearing Impaired and Dance and Movement Theatre and Education with
the guarantor prof. Mgr. Veronika Broulíková will be the object of the project under ESF II
“Increasing the quality of education at the Faculty of Theatre of JAMU and its relevance to
the practical needs”. The project will deal, in particular, with the work of students of the study
programme with an artistic and teaching focus and cooperation with education institutions in
conceiving and implementation.
The Faculty of Music has prepared for accreditation the doctoral study programme Music
Production in full-time and combined forms, guaranteed by doc. MgA. Ing. Lucie Pešl
Šilerová, Ph.D. At both levels of study, an application for accreditation has been prepared for
the study programme Playing Brass Instruments, guaranteed by prof. Milan Polák. There
are newly conceived study programmes Conducting, Singing and Opera Direction (with
specialisations of the same names and the guarantor doc. Mgr. et MgA. Monika Holá, Ph.D.)
and Composition (with the specialisations of Composition, Scenic and Film Music,
Electroacoustic Music and Multimedia Composition, and the guarantor doc. Mgr. et MgA.
Ing. Dan Dlouhý, Ph.D.). With the exception of the specialisation of Multimedia Composition
(follow-up Master’s studies), these two study programmes and their specialisations will be
transformed into five-year Master’s studies. This decision is based on long-standing
experience of teachers of the programme with the necessary duration of the cycle in which
students are trained for their art careers in these challenging artistic professions.
The formation of new study programmes was supported by two multi-year projects under OP
RDE:
- Improving the quality of the infrastructure of the study programme Music Arts at
JAMU (CZ.02.2.67/0.0/0.0/16_016/0002246)
The objective of the project is to ensure an increase in the quality of teaching through the
artistic creation of students of study fields at the Faculty of Music in the area of musical
instruments and stage, lighting, video and audio technology.
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- Improving the quality of the infrastructure of the study programme Dramatic Arts at
JAMU (CZ.02.2.67/0.0/0.0/16_016/0002469)
The objective of the project is to ensure an increase in the quality of teaching through the
artistic creation of students of study programmes at the Faculty of Theatre in the area of the
spatial conditions and stage, lighting, video, audio and IT technology.
… and for the public as well
A number of activities in the area of education lie in the sphere of the so-called third role of
the university and are not focused on students but rather on the public – whether the academia
interested in further training, potential applicants or the general public interested in intriguing
information.
The beginning of the summer holidays at the Faculty of Theatre is traditionally associated
with organising summer schools of acting and musical, which are intended for all those
who want to develop their dancing, movement or acting skills. The announced courses were,
again, completely full in 2018. The agenda of the musical summer school again included
acting education this year, so those interested could try acting in addition to dance disciplines
and individual singing. In November, another annual Theatre Seminar, which is organised
primarily for those interested in studying at our school and always receives positive reactions,
was opened. Most applicants also used the opportunity to attend a theatre performance of our
students at the Orlí Street Theatre or the Marta Studio.
Last year, the Theatre and Education Studio of the Faculty of Theatre offered to secondary
schools a series of workshops relating to plays at the Marta Studio and the Orlí Street Theatre,
inscenations of the Fórum Theatre and a play that had been created within the subject of
theatre for children and youth, The Daughters of Maria Theresa. 25 secondary-school classes
participated in these studio events. To pupils of elementary schools, the studio offered
workshops related to the play Nutcracker of the National Theatre Brno and a cycle entitled
How Theatre Is Created. The offer was used by seven classes of the first level of elementary
school.
At the Faculty of Music, especially two activities are aimed at wider expert public – the
accredited Methodical Centre for teachers of the piano at elementary art schools that has a
long-standing tradition and nation-wide recognition, and international interpretation
courses held every summer in a number of fields, led by professors of the Faculty of Music of
JAMU and open mainly to the most advanced students of elementary art schools and
conservatories. In 2018, there were about 100 participants.
The University of the Third Age at both faculties of JAMU is receiving more and more
positive feedback. At the Faculty of Theatre, the aim of the programme is to provide the
students with a way to learning the sources of the theatre art in different historical periods and
link it to the issue of seeking and fulfilling the meaning of the theatre in a modern society. In
2018, a three-part cycle entitled How Theatre Is Created VII, VIII and IX, subtitled The
Secret of the Creative Processes of Contemporary Theatre (key inspirations, major
personalities, influence of related arts, historical sources) included thirty-three specialised
lectures and seminars carried out by internal and external teachers of the Faculty of Theatre of
JAMU. It also offered three moderated lectures of personalities of the theatre art from the
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practice (doc. PhDr. Milan Uhde, dr.h.c., MgA. Martin Čičvák, prof. PhDr. Veronika
Broulíková).
At the faculty of Music in 2018, lifelong learning courses took place – the University of the
Third Age – for the fourth year running. That year, the following courses were held: People
Behind Music of the Department of Music Production, Madam Music Over Centuries of
Development of the Department of Music and Humanities, Poets of the Piano II of the
Department of Piano Interpretation, Human Voice – Source of Emotion, Powerful
Instrument of the Department of Singing and Old Music Unlimited II of the Department of
Organ and Historical Interpretation. The courses were led by leading experts – professors at
the Faculty of Music at JAMU. Over 200 students have completed the University of the Third
Age.
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Internal system of quality assurance
Based on the requirements for the quality system resulting from the amendment to the Act on
Higher Education Institutions and in accordance with the Plan of JAMU for 2016-2020,
JAMU prepared a methodology of ensuring and assessing quality of the teaching and creative
activities and related activities, and set criteria at the faculties for the establishment of their
own comprehensive quality systems. The basis was an updated formulation of the school’s
mission and the related vision. JAMU also mapped the structure of main and supporting
processes of ensuring and assessing quality of the teaching and creative activities and related
activities performed at the faculties and other parts of the university.
In 2018, the personnel background for the quality system was formed according to the
requirements of the amendment to the Act on Higher Education Institutions. The Internal
Evaluation Board of JAMU was appointed. The Board has 9 members and the representation
of both faculties was taken into account in their appointment. In the area of ensuring and
increasing quality, an internal regulation of JAMU entitled “Rules of the system of ensuring
the quality of teaching, creative and related activities and internal evaluation of the quality of
teaching, creative and related activities” was prepared in 2017. The activities of the Board are
governed by an internal regulation of JAMU – the Rules of Procedure of the Internal
Evaluation Board.
At JAMU, the creative outcomes of teaching are traditionally evaluated. A public assessment
of graduate projects and performances at the Marta Studio, on the stages of the Faculty of
Music and at the Orlí Street Theatre has proven to be important and meaningful. JAMU
recognises the creative outcomes of teaching as an important criterion for evaluating the
education process with a significant informative value and uses them as one of the key
instruments for a further development of the quality system, activity evaluation and process
setting. An electronic tool for the collection of data on the executed and presented school,
employee and other artistic performances and study outcomes was established for recording
and assessing creative activities. Under the designation of “Records of Works of Art”, it was
launched as part of the JAMU information system. By consistently filling the tool with
information, we will create an archive of the creative activities of JAMU, its parts and
members of the academia.
The Internal Evaluation Board was involved in the preparation of the document “System of
internal ensuring and assessing the quality of teaching, creative and other related activities”.
The document describes the main principles of evaluation specific for an art university, where
the publicly presented and evaluated outcomes from most of the taught subjects are
considered an indicator of the quality of the education process preceding those outcomes, as
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well as an indicator of the quality of the creative activities that formed the content and
objective of the given subject.
The following annexes are attached to the document:
- Field-specific accreditation standards
In 2016-2017, the structure of documents describing the general and field-specific standards
of activities at both faculties was reworked, especially for the needs of other activities
oriented at the new accreditation system. On this basis, the following strategic documents
were prepared in cooperation between the representatives of the Academy of Performing Arts
in Prague and the Janáček Academy of Music and Performing Arts in Brno as one of the
outputs of a joint CRP: “Standards for the accreditation of study programmes in the area of
education of Art – thematic fields of Theatre Art, Music Art, Film and Television Art and
Dance Art” finalised in November 2016. At the beginning of 2017, both documents were
delivered to the National Accreditation Bureau.
- Outcomes from learning for the individual study programmes and their specialisations
for the Bachelor’s, Master’s and doctoral levels of studies (qualification framework)
- Graduate performances that are, in addition to the Bachelor’s and diploma theses, an equal
part of the graduation process. The graduate performances are described for the study
programmes and their specialisations. The description includes the characteristics of the
performance and professional skills, knowledge and abilities that the student demonstrates in
his/her graduate performance.
- Outcomes from the teaching of all subjects, where that outcome is presented. These are
different types of outcomes from the presentation of skills to comprehensive works intended
for the general public. In the overview, they are listed by the study programmes and their
specialisations, levels and years of study, the subject where the outcome is presented and its
type, to whom the presentation is given and who assesses the outcome quality.
During the summer and autumn of 2018, a Self-Evaluation Report of JAMU for 2017 was
elaborated on the basis of materials from the faculties. This was followed by the preparation
of the Internal Evaluation Report of JAMU for 2017.
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Festivals and competitions
A continuous art-related communication among students, between students and leading world
personalities in the field and between students and the public is an integral part of art
education at JAMU. One of the important platforms involves international festivals at both
faculties.
The Faculty of Theatre has been organising the unique exhibition of theatre art universities
from around the world SETKÁNÍ/ENCOUNTER for more than twenty-five years. The
festival connects all three of the aforesaid communication flows – the students present their
performances to one another, to an expert panel as well as the public. In the main line-up of
2018, a dozen theatre ensembles literally from the entire world performed. According to the
organisers, forty-six schools applied for participation in this year’s annual festival, which is
the record in the history of this unique exhibition. In addition to the usual participants from
the Czech Republic, Slovakia and Poland, art academies from Germany, Slovenia, Great
Britain, Russia, Israel and Scotland came to Brno. First-timers included schools from the
Republic of South Africa and Armenia. The director of the festival and Rector of JAMU,
professor Petr Oslzlý, awarded a South-African student, Lunt Masiz, for his performance in
the play The Island. The panel also recognised the scenography author Tereza Gsöllhoferová,
who had designed the stage for the play Žranice (Beanfeast), performed by the Theatre
Faculty of the Academy of Performing Arts in Prague. Success was achieved by the artistic
design of the play It’s not that way, it’s over here performed by the students of the German
Academy of Performing Arts Baden-Württemberg. The panel praised the authors of the
scenography, Nele Bühler and Luise Ehrenwerth, and their stage in a play composed of single
acts by the French-Romanian author Eugéne Ionesco. The last Marta statuette of the festival
went to Israel for the best female acting performance of Michal Uziel in a performance by the
students of the Yoram Loewenstein Acting School in Tel Aviv. The patron of the festival was
a JAMU graduate from 1972 Jiří Bartoška.
The Salon of Original Creation is a traditional two-day exhibition of the creative works of
students of drama direction, theatre dramaturgy, drama acting, theatre management and stage
technology. The jubilee 25th
Annual Salon took place on 9-10 March 2018. The Salon gives
the students room for script reading and play-acting the texts, thereby enabling beginning as
well as established authors to present their unpublished and not yet played literary texts. The
Faculty of Theatre of JAMU publishes a collection of all the student texts as part of the Salon.
The annual “Salon” with the thematic focus of “Moloch” was accompanied by other concerts
and performances. Over the two days, 10 inscenations from originally created texts were
presented in the main programme, with 3 performances and 2 music concerts in the
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accompanying programme. 39 texts connected by an effort to find the justification or
disproving of the mechanisms we use to measure the usefulness of our activities were entered
in the selection procedure.
Within the framework of the Theatre and Education Studio at the Faculty of Theatre of
JAMU, the Sítko Festival takes place annually. The latest XVI Annual was held at the
premises of the Faculty of Theatre of JAMU and the Orlí Street Theatre on 31 May – 3 June
2018. The aim of the festival is, in particular, a meeting of the current, former and future
students of the Studio, during which the outcomes from the past year (Bachelor’s projects,
Master’s inscenations and projects by the individual years and students) are presented. The
festival also offers room for performances by amateur ensembles led by the graduates of our
studio. Yet another objective is to bring students of other fields as well, both from our school
and students of related fields from other universities. And, last but not least, the festival offers
the opportunity for meeting, confrontation, sharing experience and discussion on issues
closely related to theatre and education. The topic of the Sítko Festival 2018 was “This will
touch you”: Just as a painter needs his brush and a writer his pen, we need our bodies. Our
palms. Our fingers. Our touch. Stop being afraid to use these means fully. Because everybody
wants to be touched, because not all touches are the same, and because people often pretend
that it does not “touch” them.
Other activities of the Faculty of Theatre that have the nature of a festival or exhibition
include the new project entitled JAMŮví (a festival of student creation), focused on audiovisual
and audio works, and a regular exhibition of the cooperation of the studios of acting,
direction, dramaturgy and theatre production known as Monodramas.
The Faculty of Music of JAMU co-organises one of the two international music festivals
focused on contemporary music held in Brno – Meeting of New Music Plus. In 2018, the 21st
Annual took place, again with the participation of major artists, who, in addition to their own
performances, organised workshops and individual teaching of the students of the Faculty of
Music of JAMU. This gives the students a unique opportunity to have their own “preconcerts”
before the performances of the art personalities – whether from the Czech Republic
or abroad – festival guests. They are thus immediately confronted on the same stage. The
2018 Meeting presented foreign artists in the field of interpretation, improvisation and
multimedia. The most prominent performers included the multimedia artists Justin Bennett
(GB), Geneviéve Murphy (SCT) and Christina della Giustina (CH/NL), members of the
Madrid-based PluralEnsemble, Simon Desbruslais and Mark Slater (GB), as well as a number
of top Czech interpreters including young artists (Mirror Ensemble, PeTMuse, Ištvan
Quartett).
The Faculty of Music of JAMU prepared a unique exhibition attended by leading
percussionists from five countries in Brno. The international non-competition biennale
Festival of Percussion Instruments, held by the Faculty of Music of JAMU for the fifth year
running, took place at the Orlí Street Theatre from 7 to 9 December. Art academies and
conservatories from Romania, Italy, Austria, Slovakia and naturally the host Czech Republic
were represented. Excellent foreign guests came, too – major percussionists Dom Famularo
(USA) and Emmanuel Séjourné (F).
Unlike the previously mentioned activities of a festival nature, the Leoš Janáček
International Competition in Brno is a “pure” competition.
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In the period of 8-15 September, Brno hosted young interpreters from around the world, who
competed in the fields of the contrabass and the violoncello. The Faculty of Music of the
Janáček Academy of Music and Performing Arts in Brno in cooperation with the Statutory
City of Brno, the South Moravian Region and the Leoš Janáček Foundation held the already
24th
Annual of this prestigious interpretation competition.
Young contrabass and violoncello players from around the world competed in three rounds
that took place in the concert hall of the Faculty of Music of JAMU, at the Orlí Street Theatre
and at the Besední dům. The contrabass field was won by Matis Eisaks (Latvia), a student of
the Faculty of Music of JAMU, and Javier Huerta Gimeno from Spain won in the field of the
violoncello.
The winners of the contrabass played in the concert hall of the Faculty of Music of JAMU in
cooperation with Ensemble Opera Diversa, conducted by a JAMU graduate, Gabriela
Tardonová. The winners of the violoncello had a concert at the Besední dům with the
accompaniment of the Czech Virtuosi Orchestra conducted by Petr Vronský.
The second place in the contrabass was won by Maria Krykov from Finland and the third
place by Yannick Adams (Spain), a student of the Faculty of Music of JAMU. The second
place in the violoncello was achieved by Yoosin Park from the Republic of Korea and the
third place was shared by Dora Hájková from the Czech Republic and Alexandra Kahrer from
Austria.
The ranking of the young interpreters was decided by leading Czech as well as foreign panel
members. The seven-member panel in the field of the contrabass was presided over by Stefan
Schäfer (Germany), his counterpart in the field of the violoncello being Maria Kliegel
(Germany). The other contrabass panel members were: Donatas Bagurskas (Lithuania), Irena
Olkiewicz (Poland), Gunars Upatnieks (Germany, Latvia), Peter Leerdam (Netherlands),
Pavel Horák (Czech Republic) and Miloslav Jelínek (Czech Republic). The panel for the
violoncello was as follows: Emil Rovner (Russia), Roland Pidoux (France), Miroslav Petráš
(Czech Republic) and Miroslav Zicha (Czech Republic). The winner in each field received
not only a prestigious award but also a financial reward of 100 thousand Czech crowns. The
second and third places were rewarded with the amounts of 70 and 40 thousand Czech
crowns, respectively. All the winners can now boast the title of “Laureate of the Leoš Janáček
International Competition in Brno”.
The competition was held under the patronage of the Governor of the South Moravian
Region, JUDr. Bohumil Šimek, and the Mayor of the Statutory City of Brno, Ing. Petr Vokřál.
The competition took place with the financial aid of the Statutory City of Brno, the South
Moravian Region, the Leoš Janáček Foundation, the Ministry of Culture of the Czech
Republic, the Czech Music Fund Foundation, the State Culture Fund of the Czech Republic
and the Artist’s Life Foundation. The partner of the competition was the company Rengl and
the media partner was Opus musicum this year.
The competition covers several fields and a total of ten musical instrument fields are
presented in it in five-year cycles (the piano, the organ, the violoncello, the contrabass, the
flute, the clarinet, the violin, string quartet, the French horn and the bombardon). In 2019,
flute and clarinet players will compete in Brno.
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School Stages of JAMU
A characteristic feature of an art university is its ability to execute art projects at its own
premises – in the case of JAMU drama, opera and musical theatres and concert halls with
professional parameters. The oldest, but recently innovated, is the Marta Studio, which was
established as early as 1952. On the contrary, the newest is the opera and musical Orlí Street
Theatre bearing the “subtitle” of Musically Dramatic Lab, thereby expressing the aim of the
facility including the main hall, studios and rooms for corepetition, costume manufacture,
managerial rooms and also a top recording studio in the basement of the building.
Performances that take the form of final exams or projects are usually given right in the
buildings of both faculties. The Faculty of Music has three venues for concerts and other
events – the Concert Hall, the Chamber Hall and the Vault Hall. Larger chamber concerts
take place in the theatre hall of the Orlí Street Theatre, which can, in such cases, specially
adjust the acoustics via the acoustic hull above the stage. The Chamber Opera of JAMU has
more than a sixty-year tradition and gave – under several historical names – and still gives
production of operas of the Faculty of Music for both the Orlí Street Theatre and its own
small stage – the Devítka Studio. A scene for contemporary music is the Forum of New
Music covering, among others, the Studio of Contemporary Music with more than fifty
years of history, presenting especially new creation of students and teachers of the study fields
of Composition and Multimedia Composition. The students of jazz interpretation often use the
MusicLab premises – a music club located in the basement of the building of the Faculty of
Music.
In 2018, more than 100 theatre performances, 4 operas and more than 200 concerts took
place on JAMU stages – all produced by the two JAMU faculties.
The opening nights of dramas, operas and musicals were – as every year – among the most
closely followed events in 2018.
The Orlí Street Theatre opened the musical inscenation The Secret Diary of Adrian Mole in
mid-February. The students of musical acting from the Faculty of Theatre were led by director
and choreographer Martin Pacek in the stage performance of the cult book.
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A memorable dramatic text Zlatý drak (Golden Dragon) directed by Miroslav Lukačovič
was offered in a new inscenation by the students of drama acting at the Marta Studio,
presenting a post-dramatic play by the star of contemporary German theatre Roland
Schimmelpfennig.
Two short operettas in one evening were studied by the Chamber Opera of the Faculty of
Music of the Janáček Academy of Music and Performing Arts in Brno. On two opening nights
on 17 and 18 March, the operetta Vdova Grapinova (Grapin’s Widow) by German
composer Friedrich von Flotow was performed in the Czech Republic for the first time. It was
complemented by the operetta Zasnoubení při lucernách (Betrothal Under Lanterns) by
French composer of German origin Jacques Offenbach. The Orlí Street Theatre thus belonged
to the operetta for the first time. The director was Natálie Gregorová.
The students of the fourth year of the Musical Acting Studio presented a drama play in April.
At the Orlí Street Theatre, the musical students performed the play YOU by the contemporary
Russian author Olja Muchina, directed by Barbora Chovancová.
From 15 to 19 May, the Marta Studio hosted the traditional Graduate Festival 2018. The event
constituted an exhibition of the inscenations of the season 2017-2018.
The first drama opening of the new season was the play Světová duše (World Soul). The
script of the director Oxana Smilkova was studied by her students of this year’s graduate class
of drama acting of the Faculty of Theatre of JAMU at the Orlí Street Theatre.
The students of musical and drama from the Faculty of Theatre of JAMU studied the play
Zítra to spustíme (Tomorrow) by Václav Havel. The play directed by Ivo Krobot, involving
at least thirty students of the Faculty of Theatre of JAMU, thus celebrated the century of
existence of our state. It premiered at the school Orlí Street Theatre on 18 October.
At the Orlí Street Theatre, the Faculty of Music gave the premieres of contemporary operas
by Jiří Najvar Falstaff and Daniel Šimek Neznámá (Unknown), directed by Natálie
Gregorová, which also represented JAMU at the prestigious international music festival
Janáček Brno 2018.
The hit of the 2018/2019 season at the Orlí Street Theatre was a musical adaptation of the
novel by Leo Tolstoy, Anna Karenina, written by Aleš Kohout, a teacher at the Faculty of
Theatre of JAMU and director of the inscenation. It premiered in September 2018.
November was indeed rich in premieres at the Marta Studio. The first was the graduate
project ISBN by Martin Hodoň. In the second November premiere, Pierre Nadaud presented
his specific view of Shakespeare’s famous drama in the play Hamlet a tma (Hamlet and
Darkness). And, finally, the third premiere was prepared by the students of the Faculty of
Theatre of JAMU at the end of November, namely an inscenation of Beckett’s famous drama
Konec hry (Endgame), directed by Adam Steinbauer.
Srdce v prachu, oči planoucí (Heart in the Dust, Blazing Eyes) – this was the name of an
inscenation whose Czech premiere was held at the Marta Studio in December. It presented a
graduate inscenation of the Studio of Educational Drama for the Hearing Impaired of Libor
Máca, directed by the expert assistant Adéla Kratochvílová.
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In 2018, the Marta Studio held a total of 63 performances and 5 premieres. Another 3
inscenations presented by the Marta Studio had premiered in 2017. A total of 3,812 people
came to see the performances, which means an average visitor rate of 94 %.
The Orlí Street Theatre held a total of 49 performances on the big stage and another 13
performances (projects of the students of the Theatre and Education Studio and Bachelor’s
projects of the students of direction and dramaturgy of the Faculty of Theatre) on stages of the
theatre’s smaller studios.
The inscenations were attended by a total of 4,867 people, which means an average visitor
rate of 70.9 %.
However, JAMU holds its events not only on its own stages but also intervenes in public
spaces. An example may be the pilot year of a parade in Brno full of theatre, mysteries,
legends and enchantments organised under the patronage of students of higher years and with
the involvement of their freshly matriculated colleagues for the Brno public, which was held
on the occasion of opening the academic year 2018/2019.
At the Brno Besední dům at the end of March, a pair of young conductors from the Faculty of
Music gave a joint orchestra concert. The students of conducting, Jiří Najvar and Jiří Habart,
conducted sixty players of the Moravian Philharmonic Orchestra Olomouc.
On 29 October, the Faculty of Music held an exceptional gala concert on the occasion of the
100th
anniversary of the formation of Czechoslovakia, which presented Czech and Slovak jazz
music players, generally students or graduates from the Department of Jazz Interpretation of
the Faculty of Music of JAMU. At the concert at the Orlí Street Theatre, the JAZZ
ORCHESTRA big band – jazz orchestra of the host faculty – gave its performance.
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Science, research and publishing
The position of JAMU in the context of involvement in science and research activities is
specific. This specificity is primarily based on the fact that the dominant creative activities are
artistic activities. Artistic performance constitutes the immediate outcomes of teaching and
the JAMU quality assessment system also focuses on them. However, a theoretical reflection
of the artistic activities undoubtedly plays an irreplaceable role in this context. The reflection
takes place on two basic levels – the first in the area of examining the objective aspects of the
work in terms of the development of the individual art types – in the case of JAMU especially
theatrology and musicology – i.e. in the concept of art sciences, and the second from the
perspective of the creator – by examining the work during its creation – i.e. in the field of
artistic research. Both the aforesaid approaches to examining artistic outcomes thus form a
synergistically functioning backbone of research at JAMU. Despite the predominant artistic
and creative activities, research is an integral part of JAMU’s activities, which is also
evidenced by outcomes specific of the continuously evolving and richly structured art sphere.
In the field of research, the year 2018 was significant for JAMU especially in connection with
research projects aided by the two large national grant agencies. The projects under the Czech
Science Foundation (GACR) were completed at the beginning of the year, by the publication
of two exceptional works, the monograph by Petr Oslzlý LET HUSY z Brna až do
Amsterodamu a Avignonu (FLIGHT OF THE GOOSE from Brno to Amsterdam and Avignon)
reflecting and documenting the first period of professional activities of the Na provázku
Theatre from the start of 1972 until the end of the 1979-1980 season, and the monograph by
Marek Hlavica Dramatická tvorba ostravského studia Československé televize (1955-1991)
(Dramatic Creation of the Ostrava Studio of the Czechoslovak Television (1955-1991)),
which received the Josef Škvorecký Award for an exceptional literary work in the field of
audio-visual creation from the Czech Film and Television Association FITES at the beginning
of 2019.
The high quality of research at JAMU is also evidenced by the acceptance of two projects in a
tender of the programme Eta of the Technology Agency of the Czech Republic, which is
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focused on the support for applied social science and humanities research. The four-year
project entitled GIS Comprehensive Screening Diagnostic System will be implemented in
cooperation with Masaryk University and its results will help searching for talented children
and their further development. The three-year project entitled Artistic research of creation
of theatre plays with actors with the Down syndrome as an efficient tool for social
inclusion by a doctoral student of the Faculty of Theatre, Jitka Vrbková, will use progressive
methods of artistic research to examine the possibilities of creative work with actors with the
Down syndrome and will be a major contribution towards their inclusion in the society.
Publishing activities were very successful as well; during the year, the JAMU Publishing
House published twenty publications written mainly by members of the JAMU academia.
Their complete list can be found further in this Annual Report. The academia also greatly
appreciated the international conferences held by the Faculty of Theatre, of which the most
important was the symposium called Tendencies in Contemporary Theatre Directing and
Theatre-Directing Education, which was focused especially on theatre direction and
education of young directors, as well as the annual doctoral conference of the Faculty of
Music of JAMU, which regularly includes participants from a number of universities and
institutions of the Czech Republic and Slovakia.
The JAMU Research Development Fund, which started its activities in 2018 and which
financially aids the research and publishing activities of our employees, will undoubtedly
have a major benefit for the development of research at JAMU.
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Internationalisation
International exchanges of artistic as well as teaching experience are important aspects of
increasing the quality of the study and related creative activities, and also form an important
element in benchmarking. Mobilities of students and teachers are an integral part of studies at
JAMU. In 2018, 53 students went abroad, and 42 students came here. It needs to be
considered that, given the artistic outcomes, accompanying the completion of both the
Bachelor’s and Master’s studies and requiring a year-long preparation, the option of studying
abroad applies mainly to the 2nd
year of the Bachelor’s studies and the 1st
year of the followup
Master’s level. For language reasons, it is also clear that students of music fields are
predominant in the mobilities.
Teacher mobilities enable to bring top world personalities – helped by the attention paid to the
financing of these mobilities – collecting money from several sources – e.g. centralised
development projects, projects of specific research, the Science Development Fund (FRVČ),
the Teaching and Artistic Activity Development Fund (FRVUČ) and funds under the socalled
D indicator. In 2018, 61 foreign guests came to JAMU and 33 JAMU teachers went
abroad. Given the size of JAMU, this manifests a great interest in its teachers.
Memoranda were concluded with art universities in Texas, California, Osijek and Tbilisi to
support the mobilities as well as other forms of cooperation.
Internationalisation – it does not mean only mobility, of course. In 2018, a bilateral agreement
was entered into between the Faculty of Music of JAMU and the Royal Conservatory in The
Hague, reflecting the willingness of both institutions to implement a joint study programme
Historical Interpretation in the follow-up Master’s studies. Under that agreement, the
accreditation application was submitted for the aforesaid joint study programme in 2018. In
2018, JAMU was also involved in international activities aimed at deepening the cooperation
with non-European top art universities (e.g. memorandum of cooperation with UNT in
Denton, Texas and with the Shanghai Conservatory) – based on these contacts, students of the
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Shanghai Conservatory gave an opera performance at the Orlí Street Theatre in January and
representatives of JAMU then visited the Shanghai Conservatory, where the teachers of the
Faculty of Music organised master classes and together with their students performed at two
concerts as part of the prestigious international festival Shanghai Spring. During that visit –
and as part of international cooperation by involving JAMU in 16+1 CEEC (Central and
Eastern European Countries) and China Music Academies Union, master classes also took
place at ZJEM – Zhejiang Conservatory of Music in Hangzhou.
Another major activity of JAMU was a joint concert and learning project at the partner
University of North Texas (UNT) in Denton, Texas, where the teachers and students of the
Faculty of Music, in addition to several workshops, performed at concerts and multimedia
performances. During the visit, a new version of the bilateral agreement on cooperation
between UNT and JAMU was signed.
In addition to the aforesaid resources, JAMU aids such extra student activities of international
nature from the scholarship fund and the Rudolf Firkušný Fund. In 2018, grants from this
source were awarded to a student of the 3rd
year of the Bachelor’s study programme of the
Faculty of Music in the field of the clarinet, Anna Sysová, for a study stay at the prestigious
Guildhall School of Music and Drama in London in the class of Andrew Marriner, and to a
student of the 2nd
year of the doctoral studies at the Faculty of Theatre in the field of Dramatic
Arts, MgA. Daniela Zarodňanská, to complete two highly specialised courses at the Central
European University in Budapest.
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Congratulations
Awarding honorary doctorates to major theatre and music personalities is among significant
traditions at JAMU and is followed by the general society. The university – unlike some other
Czech universities – awards, and only exceptionally, those who are, in addition to their
undoubted artistic greatness, somehow associated with the heritage of Leoš Janáček or
directly with JAMU. This was also the case with awarding an honorary title of doctor honoris
causa to the leading Czech actress and graduate from JAMU Vlasta Chramostová in
December 2018, which was also reflected in most print.
A gala concert at the Brno Besední dům held on 14 June was given on the occasion of
significant life jubilees of the first two JAMU Rectors after November 1989. The gala evening
was dedicated to the upcoming 95th
birthday of professor Alena Štěpánková-Veselá and the
90th
birthday of professor Alois Hajda. Both honourees and Emeritus Rectors attended the
unique event.
At the end of January 2018, two teachers from the Faculty of Theatre of JAMU received the
Brno Award for the previous year. The prestigious award was given to professors Zoja
Mikotová and Alena Blažejovská.
It is a great pleasure to announce the annual successes of JAMU students. Let us list at least
the most prominent ones – laureates of international and major national competitions:
Pavel Zemen (piano) – 1st
place and absolute win /Grand Prix (International Forum and 21st
Century Art Competition Vienna)
Vít Beneš (jazz) – award for the best Czech band (Central European Jazz Competition)
Adam Sikora (jazz) – award for the best Czech band (Central European Jazz Competition)
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Kristýna Burianová (guitar) – 1st
place (Concorso Internationale Givani Promesse – Italy)
Robin Červinek (singing) – 2nd
place in the junior category – men (A. Dvořák International
Singing Competition in Karlovy Vary); 1st
place and absolute win (Prague Singer
International Competition)
Mattis Eisaks (contrabass) – 1st
place (Leoš Janáček International Interpretation Competition
Brno)
Tadeáš Hoza (singing) – 1st
place (junior category – men) (A. Dvořák International Singing
Competition in Karlovy Vary); 2nd
place of the Czech Music Fund (song category) (A. Dvořák
International Singing Competition in Karlovy Vary)
Martin Schubert (violoncello) – 2nd
place (international competition in Poland); 1st
place
and the laureate title (K. Ditters von Dittersdorf Interpretation Competition in Vidnava)
Material and technological background of activities
Just as research universities cannot do without first-class laboratory equipment, musical
instruments and audio, video and stage technologies are crucial for art schools. In order to
keep up with the professional scene in the continuous development of technology, it is
necessary to regularly invest in upgrading all these areas. JAMU uses the following funding:
- The funds of the European Structural and Investment Funds under the Operational
Programme Research, Development and Education
- Centralised Development Project
- Institutional Plan
- Own investment resources, i.e. the Investment Asset Reproduction Fund
The largest volume of sources was drawn from the Operational Programme Research,
Development and Education, under which JAMU implements two individual projects
financed from the European Regional Development Fund (ERDF):
- The project “Improving the quality of the infrastructure of the study programme
Music Arts at JAMU” under registration number CZ.02.2.67/0.0/0.0/16_016/0002246
with a total amount of eligible costs of CZK 79,373 thousand enabled the purchase of almost
thirty new pianos and other musical instruments including historical instruments, HW and SW
equipment for electroacoustic music, stage, lighting, audio and video technologies for
classrooms and halls and a mobile lending office at the Faculty of Music and for the Orlí
Street Theatre.
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- The project “Improving the quality of the infrastructure of the study programme
Dramatic Arts at JAMU” under registration number CZ.02.2.67/0.0/0.0/16_016/0002469
with a total amount of eligible costs of CZK 78,135 thousand enabled the funding of the
completion of structural modifications in the Astorka building (teaching premises of the
Faculty of Theatre), an overall modernisation of theatre, lighting, audio and video
technologies at the Marta Studio, the lighting equipment of musical studios, audio technology
at the Orlí Street Theatre, photography technology, digital archiving of artistic performances,
powerful multimedia stations for processing 3D recordings, modernisation of multimedia
technology and adding air conditioning for classroom 104 of the Faculty of Theatre.
The above investments allowed for a significant innovation of the equipment of JAMU and
ensured that, in the coming years, students will be able to work with top instruments and
technologies of theatres and concert halls.
Those who left us…
JAMU, specifically the Faculty of Theatre, unfortunately had to say goodbye forever to two
major personalities – professor Josef Kovalčuk and professor Nika Brettschneiderová.
Saturday, 30 June 2018, when both of them – Josef Kovalčuk in Brno and Nika
Brettschneiderová in Vienna – died, became a black day of the existing history of the entire
Janáček Academy of Music and Performing Arts in Brno.
Josef Kovalčuk
5 August 1948 Trutnov – 30 June 2018 Brno
A theatre dramaturgist, script writer and teacher, co-founder of the Prostějov, later Brno,
HaDivadlo Theatre (originally under the name of Hanácké divadlo, i.e. Hanakia Theatre,
1974), artistic director of the Drama Section of the National Theatre in Prague in the years
1997-2002.
He studied dramaturgy at the Theatre Faculty of the Academy of Performing Arts in Prague in
1973-1979 and already at that time – 1974 – co-founded the HaDivadlo Theatre (originally
under the name of Hanácké divadlo, i.e. Hanakia Theatre) in Prostějov, where he worked as
dramaturgist until 1996, when he became the dramaturgist of the Drama Section of the
National Theatre in Prague, where he subsequently held the post of artistic director in the
years 1996-2002. In 2009-2013, he was also the dramaturgist of the Husa na provázku
Theatre.
Josef Kovalčuk was politically active for a brief period – from February 1990 until June 1990,
he was a member of the Czech National Council and held the post of Deputy Chairman of the
Culture Committee.
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He was the co-founder of the Faculty of Theatre and held the office of its Dean twice – from
1990 to 1996 and then from 2002 for another two terms. From 2017, he was the Vice-rector of
JAMU for Creative Activities. At JAMU, he was involved in the establishment of the
SETKÁNÍ/ENCOUNTER International Festival of Theatre Schools and in the formation of
the tradition of international science and doctoral conferences at the Faculty of Theatre, where
he was active until his death as the head of one of the studios of direction and dramaturgy and
Chairman of the Field Board of Doctoral Studies. He also headed the section for the research
of theatre and drama.
His papers relating to theatre activities debuted in local periodicals and then in Divadelní
noviny (Theatre Newspapers) and the Amateur Scene. He contributed to the samizdat
periodical collection O divadle (About Theatre). He worked on a joint project of Czech studio
theatres as part of collective inscenations Cesty (Journeys) (1984) and Rozrazil (Forget-MeNot)
(1988). Kovalčuk’s dramatised version of Švejda’s novel Havárie (Disaster) was studied
by the Czechoslovak Radio (1978, directed by Jiří Valchař). In 1993, he prepared a cycle
entitled Kabinet múz (Cabinet of Muses) for the Czech Television.
After 1992, he prepared a number of dramatised versions – for example Dostoevsky’s Idiot,
which was performed in various versions at the HaDivadlo (1993, directed by Arnošt
Goldflam), at the National Theatre in Prague (2001, directed by Ivo Krobot) and at the Husa
na provázku Theatre (2004, directed by Vladimír Morávek). At the time when he was active
at the Drama Section of the National Theatre in Prague, he was involved in the preparation of
several other adaptations of literary works. He mostly worked with director Arnošt Goldflam
and at the National Theatre with Jan Antonín Pitinský and Ivo Krobot (Romance pro
křídlovku 1997). In terms of dramaturgy, he cooperated on the inscenations Demons (1997,
based on F. M. Dostoevsky, directed by Ivan Rajmont); Bloudění (Wanderings; 1998,
adaptation of the novel cycle by Jaroslav Durych according to the literary script by Pavel
Švanda, with Petr Štindl and J. A. Pitinský, directed by J. A. Pitinský); Markéta Lazarová
(2002, based on Vladislav Vančura, with Marek Horoščák and J. A. Pitinský, directed by J. A.
Pitinský).
Josef Kovalčuk is also the author of a number of theoretical works on author and studio
theatre, published in books and journals, later published as a collection in the book Téma:
Autorské Divadlo (Topic: Author Theatre) (2009), which includes a detailed analysis of the
features of author theatre and his specific dramatic texts. He focused mainly on studio stages
of the (Husa) (N)na provázku Theatre, the Na okraji Theatre and especially the HaDivadlo
Theatre in monographs Bylo jich pět a půl (They were five and a half) (2006), Hvězdy nad
Kabinetem múz (Stars Above the Cabinet of Muses) (2010) and others.
Nika Brettschneiderová
9 February 1951 Ostrava – 30 June 2018 Vienna, Austria
Actress, theatre manager, director and signatory of Charter 77; she graduated from JAMU in
the field of acting in 1973. She pursued her acting career – engagements at Studio Y, the Husa
na provázku Theatre and the HaDivadlo Theatre.
As a signatory of Charter 77, she was exposed to repressions and suffered existential
difficulties. That was why she moved to Austria in 1977. She stayed there and together with
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her husband Ludvík Kavín founded her own theatre – THEATER BRETT, which found its
permanent seat in Vienna after several years of travelling in various European countries.
Brettschneiderová acted there, directed plays and even co-wrote some of them. In 1981, she
received the Kainz Award for her acting performance. The theatre became an informal centre
of Czech cultural emigration. After 1989, she again acted in Brno as well – she was a guest
actress several times under Vladimír Morávek in his inscenations at the Husa na provázku
Theatre (Lásky jedné plavovlásky (Loves of a Blonde), Ze života hmyzu (Pictures from the
Insects’ Life)).
However, her teaching career was closely linked to JAMU. From 1990, she taught acting and
movement at JAMU and, in 1997, she was successfully habilitated at the Faculty of Theatre,
where she headed the Studio of Acting. In 2007, she was awarded professorship.
In addition to regular work at the Faculty of Theatre of JAMU, she headed many long-term as
well as short-term theatre workshops in Austria, Switzerland, Germany, France and the USA
from 1997.
Director Jiří Střecha shot one episode of the five-episode document Vyhnáni po Chartě
(Expelled after the Charter) with her for the Czech Television in 2017.
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Annex B03: Self-Evaluation Report of JAMU, 2017
Self-Evaluation Report of
Janáček Academy of Music and Performing Arts (JAMU)
in Brno for 2017
Discussed in the Internal Evaluation Board of JAMU on 10 Sep 2018
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Discussed in the Arts Council of JAMU on 25 Sep 2018
Approved by the Academic Senate of JAMU on
Table of Contents
JAMU Vision Statement .................................................................................................................................................. 4
JAMU Mission Statement ............................................................................................................................................... 4
Scope of activity of the JAMU bodies ........................................................................................................................ 6
JAMU bodies …………………………………………………................................................................................................... 6
Bodies of JAMU Theatre Faculty (DF JAMU) .......................................................................................................... 7
Bodies of JAMU Music Faculty (HF JAMU) .............................................................................................................. 9
Internal quality assurance system .......................................................................................................................... 11
Defining competencies and responsibilities for quality ……..........................................................................
11
Quality assurance subject matter and criteria for process evaluation at JAMU .................................. 11
Processes of preparation and modification of degree programmes ........................................................ 12
Principles and system of recognition of foreign education for admission to study ........................... 15
Qualification work guidance ………………………….................................................................................................. 16
Feedback processes in quality assessment........................................................................................................... 18
Monitoring success rates of study applicants, students and the graduates' employability …........ 20
Educational and creative activities .......................................................................................................................... 21
International dimension and application of the contemporary state of knowledge ......................... 21
Cooperation with practice in implementing degree programmes ............................................................ 22
Cooperation with practice in creating degree programmes ……................................................................. 24
Supporting resources and administration …………............................................................................................. 24
Information system ………………………....................................................................................................................... 24
Libraries and electronic resources …………........................................................................................................... 25
Study of students with specific needs ................................................................................................................. 26
Measures against unethical behaviour and intellectual property protection ……............................... 27
II. Degree programme ……………................................................................................................................................. 28
Compliance of the degree program with the mission statement of the higher education
institution and the international dimension of the degree programme ………………………………….. 28
Compliance of the degree programme with the mission statement and strategic documents
of the higher education institution ....................................................................................................................... 28
Connection with the creative activity of the higher education institution ...................................... 29
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Cooperation with practice ……....................................................................................................................................
30
Connection with the scientific/artistic activity of the higher education institution ...................... 30
International dimension of the degree programme ……..................................................................................
31
Profile of the graduate and content of the study ................................................................................................
32
Learning outcomes – Education area: Dramatic Arts / Bachelor’s degree …….............................. 33
Learning outcomes – Education area: Dramatic Arts / Master’s degree .……….............................. 34
Learning outcomes – Education area: Dramatic Arts / Doctoral degree …….................................. 35
Learning outcomes – Education area: Music Art / Bachelor’s degree ……........................................ 36
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Learning outcomes – Education area: Music Art / Master’s degree ………........................................ 37
Learning outcomes – Education area: Music Art / Doctoral degree ……........................................... 39
Interest in study and admission to study - number of students ................................................................. 41
Language competencies ………………......................................................................................................................... 41
Rules and conditions of curricula development ..…..….................................................................................... 42
Specification of the career prospects of graduates ........................................................................................... 43
Standard length of study .............................................................................................................................................. 43
Consistency of the study content with study objectives and the graduate’s profile .......................... 43
Differentiation of doctoral degree programme from other types of degree programmes ............. 44
Structure and scope of study courses .……………...................................................................................................
45
Consistency of the curricula content, state exams and qualification works with learning
outcomes and graduate’s profile ………....................................................................................................................
46
Educational and creative activities in a degree programme ........................................................................ 47
Aim of educational activity at JAMU ........................................................................................................................ 47
Methods of teaching and evaluation study results …….................................................................................... 47
Creative activity related to a degree programme …………............................................................................... 50
Financial, material and other support provided to a degree programme .............................................. 51
Financial support to a degree programme …………………................................................................................. 51
Material and technical support to a degree programme ……........................................................................ 52
Professional literature and electronic databases corresponding to degree programmes ………... 54
Degree programme guarantor …………………………………………………………………………………………….. 54
Powers and responsibilities of a guarantor ……….............................................................................................. 54
Evaluation of a guarantor in terms of meeting the standards ..................................................................... 56
Staffing of a degree programme ............................................................................................................................... 56
Evaluation of the overall degree programme staffing in terms of meeting the standards ……...... 56
Staffing of the profiling base courses ……………………………………….............................................................. 58
Qualification of practitioners involved in a degree programme teaching …………............................... 58
Doctoral student supervisors …………………………….............................................................................................
59
Specific requirements for providing a degree programme ...........................................................................
59
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Realizing a degree programme in a combined and distance form of study ……................................... 59
Realizing a degree program in cooperation with a foreign university ……………….............................. 60
Realizing a degree programme in a foreign language ……….......................................................................... 60
Realizing a degree programme in cooperation with another legal entity ……………........................... 61
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JAMU Vision Statement
The Janáček Academy of Music and Performing Arts in Brno is a university-type higher arts education
institution that carries out its degree programmes in the education area of Arts at two faculties - Theatre
and Music, and offers its students and teachers a modern background for artistic activities at wellequipped
university workplaces. At the same time, the faculty significantly fulfils the third role of
university through its artistic activity, namely by a focused cultural offer for the general public in the
region of South Moravia. The Janáček Academy of Music and Performing Arts in Brno (hereinafter referred
to as JAMU) provides the conditions for developing the artistic talents of its students and linking arts
education, artistic creation and research in art and through art as various forms of learning and cultivating
society. JAMU educates top artistic personalities who determine the form of Czech, European and world
music and dramatic arts in a wide range of applications - from working in official professional music and
theatre institutions to free types of creativity manifestations in the spirit of free artistic creation across art
forms and genres.
The JAMU representatives are active in the self-governing bodies of the Council of Higher Education
Institutions (CHEI) and the Czech Rectors’ Conference (CRC). Through its activities, JAMU promotes the
importance of higher arts education in the context of higher education system in the Czech Republic.
JAMU Mission Statement
JAMU is responsible for developing the tradition of higher arts education in the Czech Republic through its
educational, art and scientific activities. It strives to contribute to the formation of standards of arts,
especially theatre and music, education also in the international environment.
JAMU advocates the recognition of artistic creative activity as equal to the outputs of scientific cognition
and at the same time contributes richly to science and research in the Czech Republic. It stimulates and
supports the artistic and scientific activities of its students and teachers, emphasizes experiment and
boosts the quality of art, culture and life in the region and throughout the Czech Republic in direct relation
to the EU environment. It is aware of its indispensability in developing creativity of individuals and in
promoting artistic level and ethics of creative activity. It is open to co-working with a wide range of
partners, and at the same time it can also be a reliable and stable partner itself.
JAMU appreciates its employees, associates, graduates, students, its reputation and respects all the rights
and freedoms arising from the principles of academic education.
The artistic, pedagogical and scientific potential of JAMU teachers guarantees not only the quality of
education (acquiring knowledge and skills, developing students' abilities and talents), but also educating
students in the spirit of the right to free creation, education for responsibility and respect for professional
ethics, awareness of the social mission and the importance of art. The exclusive position of JAMU is due to
the fact that it is the only higher arts education institution providing education in all fields of the Dramatic
Arts and Music Art degree programmes in a three-tier system of study in Moravia and one of two such
institutions in the Czech Republic.
JAMU is responsible for developing the tradition of higher arts education in the Czech Republic through its
educational, creative and related activities. JAMU is a bearer of aesthetic and ethical values and is able to
pass it on to all who are willing to listen.
The main role of JAMU is education in the field of arts through accredited degree programmes in Music
arts, Dramatic Arts and Dance Arts. JAMU participates in the formation of standards of artistic education
in the Czech and international environment. It also actively participates in scientific, research and
development processes.
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JAMU develops the artistic talent of students who have undergone a demanding admission procedure. It
uniquely combines artistic education, artistic creation (through the work of its teachers in the artistic
sphere and through the creative work of its students) and research in art and through art.
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Art is one of the important parts of life of every society. The artistic, pedagogical and scientific potential of
JAMU academic community guarantees not only the quality of education (acquiring knowledge and skills,
developing students' abilities and talents), but also educating students in the spirit of the right to free
creation, education for responsibility and respect for professional ethics.
In addition to education and artistic and other creative activities, equally important role of JAMU is its
direct social influence. JAMU contributes to the dissemination of knowledge and values in the society in
many different ways and itself carries out professional activities in its scope of influence. Together with
other personalities and partners, it creates space for public discussion and contributes significantly to its
openness, criticality, expertise and refinement.
Verification
- JAMU Strategic Intent (JAMU Long-term intent for the period 2016–2020)
- Statute of Janáček Academy of Music and Performing Arts in Brno
- Curricula of the existing fields of study at JAMU
Evaluation
JAMU has set a long-term and targeted focus both in the area of educational activities and creative
(artistic and scientific) activities with a clear overlap to the area of arts and culture and other spheres of
social life in the region within the Czech Republic, as well as overlapping abroad.
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Scope of activity of the JAMU bodies
JAMU BODIES
JAMU MANAGEMENT
Rector
Prof. Ing. MgA. Ivo Medek, Ph.D.
Pro-Rectors
Prof. PhDr Václav Cejpek – Pro-Rector for study, pedagogical and artistic activities (statutory deputy
rector)
Doc. Mgr Richard Fajnor – Pro-Rector for international relations and quality assurance and evaluation
Prof. PhDr Josef Kovalčuk – Pro-Rector for science, research, strategy and development
Quaestor
JUDr Lenka Valová
ACADEMIC SENATE OF JAMU
Teachers
Prof. PhDr Silva Macková – the Chairwoman
Doc. PhDr Květoslava Horáčková, Ph.D. – the Vice-Chairwoman
Doc. Mgr Hana Halberstadt
Doc. MgA. Jan Jiraský, Ph.D.
Prof. MgA. Martin Opršál
Doc. MgA. Lukáš Rieger, Ph.D.
Doc. MgA. Vít Spilka
MgA. Petra Vodičková, Ph.D.
Students
MgA. Jonáš Konývka – the Secretary
Stanislav Čaban
BcA. Ivana Pavlů, DiS.
Gabriela Vojtičková, DiS
ARTS COUNCIL OF JAMU
Prof. PhDr Jindřiška Bártová
Prof. PhDr Václav Cejpek
Prof. Mgr František Derfler
Doc. Mgr Pavel Drábek, Ph.D. (FF MU Brno)*
Doc. Mgr Richard Fajnor
Prof. PhDr Leoš Faltus
Doc. Mgr Petr Francán
Prof. Alois Hajda*
Prof. Mgr Miloslav Klíma (DAMU Praha)*
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Prof. PhDr Josef Kovalčuk
Prof. MgA. Václav Kunt
Doc. Juraj Letenay (VŠMU Bratislava)*
Prof. PhDr Zuzana Martináková, Ph.D. (HUAJA Banská Štiavnica)*
Prof. Ing. MgA. Ivo Medek, Ph.D.
Prof. MgA. František Novotný
Prof. Petr Oslzlý
Prof. PhDr Miroslav Plešák
Prof. PhDr Antonín Přidal (until 6 Feb 2017)
Doc. MgA. Vít Spilka
Doc. MgA. Zbyněk Srba, Ph.D.
Prof. Adolf Sýkora
Prof. PhDr Miloš Štědroň, CSc. (FF MU Brno)*
Prof. Alena Štěpánková-Veselá*
Mgr Miloš Vacek
Prof. Barbara Maria Willi, Ph.D.
Mgr Bohuš Zoubek (Brno Philharmonic)* (until 17 Sep 2017)
Prof. Mgr MgA. Vít Zouhar, Ph.D. (UP Olomouc)
*external members
ADMINISTRATIVE BOARD OF JAMU
Mgr Václav Božek, CSc., Councillor of the South Moravian Region, Brno
Ac. arch. Daniel Dvořák, Scenographer
Ing. Jiří Kadrnka, Managing director of Moss logistics s. r. o.
MgA. David Mareček, Ph.D., General Director of the Czech Philharmonic Prague
ThDr. Ing. Lukáš Evžen Martinec, OSA, Roman Catholic priest
Jiří Morávek, General Director of SNIP&CO, Brno
Mgr. Stanislav Moša, Director of the Brno City Theatre
Mgr. Jiří Nantl, LL.M, Operational director of CEITEC of the Masaryk University Brno
Boleslav Polívka, actor, Director of the Bolek Polívka Theatre
Mgr Zdeněk Prokeš, the National Theatre Prague
Ing. Jana Říhová, Director of Department of Higher Education and Research Support, Ministry of
Education, Youth and Sports, Prague
Ing. Martin Slezák, Deputy Director of ČNB Brno
Ing. Michal Štefl, Vice President of the Regional Chamber of Commerce of South Moravia
Prof. MVDr Vladimír Večerek, CSc., Pro Rector of Strategy and Development of the University of Veterinary
and Pharmaceutical Sciences Brno
BODIES OF JAMU THEATRE FACULTY (DF JAMU)
MANAGEMENT OF DF JAMU
Dean
Doc. Mgr Petr Francán
Pro-Deans
Prof. MgA. Ivo Krobot – Artistic activity
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Doc. Ing. David Strnad – Study
Doc. MgA. Blanka Chládková – Development
Doc. MgA. Marek Hlavica, Ph.D. – Research
Secretary
MgA. Ondřej Vodička
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ACADEMIC SENATE OF DF JAMU
Teachers
Doc. MgA. Lukáš Rieger, Ph.D.
Mgr Igor Dostálek
Doc. Mgr Hana Halberstadt
MgA. Jonáš Konývka
Prof. PhDr. Miroslav Plešák
Mgr Petr Svozílek
Students
Adam Steinbauer
Stanislav Čaban
Petr Theodor Pidrman
ARTS COUNCIL OF DF JAMU (until 25 Jan 2017)
Doc. Mgr Petr Francán
Prof. PhDr Václav Cejpek
Prof. Mgr František Derfler
Prof. Mgr Jan Gogola
Prof. Alois Hajda (Professor emeritus of JAMU)
Doc. Mgr Jan Hančil (external, AMU Praha)
Doc. MgA. Jana Janíková, ArtD. (external, UTB Zlín)
Prof. Mgr Miloslav Klíma (external, DAMU Praha)
Prof. PhDr Josef Kovalčuk
Prof. MgA. Ivo Krobot
Prof. PhDr Tatjana Lazorčáková, Ph.D. (external, UP Olomouc)
Doc. Juraj Letenay (external, VŠMU Bratislava)
Prof. PhDr Silva Macková
Prof. Mgr Zoja Mikotová
Mgr Art. Peter Mikulík (external, VŠMU Bratislava)
Mgr Stanislav Moša (external, MdB)
Prof. Petr Oslzlý
Prof. PhDr Petr Osolsobě, Ph.D.
Prof. PhDr Miroslav Plešák
Doc. MgA. Zbyněk Srba, Ph.D.
MgA. et Mgr Doubravka Svobodová (external, DAMU Praha)
Prof. Pavel Švanda (Professor emeritus of JAMU)
Prof. Mgr. Ján Zavarský
ARTS COUNCIL OF DF JAMU (from 25 Jan 2017)
Prof. PhDr Václav Cejpek
Prof. Mgr František Derfler
Prof. Mgr Jan Gogola
Doc. Mgr Petr Francán
Mgr Martin Františák
MgA. Martin Glaser
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Doc. Mgr Jan Hančil (external, AMU Praha)
Doc. MgA. Jana Janíková, ArtD. (external, UTB Zlín)
Prof. Mgr Miloslav Klíma (external, DAMU Praha)
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Prof. PhDr Josef Kovalčuk
Prof. MgA. Ivo Krobot
Prof. PhDr Tatjana Lazorčáková, Ph.D. (external, UP Olomouc)
Doc. Juraj Letenay (external, VŠMU Bratislava)
Prof. PhDr Silva Macková
Prof. Mgr Zoja Mikotová
Mgr Art Peter Mikulík (external, VŠMU Bratislava)
Mgr Stanislav Moša (external, MdB)
Prof. Petr Oslzlý
Prof. PhDr Petr Osolsobě, Ph.D.
Prof. PhDr Miroslav Plešák
Doc. MgA. Zbyněk Srba, Ph.D.
MgA. et Mgr Doubravka Svobodová (external, DAMU Praha)
Prof. Pavel Švanda (Professor emeritus of JAMU)
Prof. Mgr Ján Zavarský
*external members
BODIES OF JAMU MUSIC FACULTY (HF JAMU)
MANAGEMENT OF HF JAMU
Dean
Prof. MgA. Jindřich Petráš
Pro-Deans:
Doc. MgA. Jana Goliášová – Study and pedagogical activity
Doc. Jurij Likin – Foreign relations
Doc. MgA. Mgr. Monika Holá, Ph.D. – Science, research and dislocation (until 1 Oct 2017)
Mgr Petr Lyko, Ph.D. – Science, research and dislocation (from 1 Oct 2017)
Mgr Jan Přibil, DiS. – Quality assurance system for educational, creative and related activities
Secretary:
Ing. Jana Vondráčková
ACADEMIC SENATE OF HF JAMU
Teachers:
Doc. MgA. Jan Jiraský, Ph.D. – Chairman
Prof. MgA. Miloslav Jelínek
MgA. Ivana Mikesková, Ph.D.
Doc. Mgr Roman Novozámský
Doc. Ing. MgA. Lucie Pešl Šilerová, Ph.D.
Mgr. Helena Weiser
Students:
BcA. Ivana Pavlů, DiS. – Vice-Chairwoman
MgA. Martin Hroch
MgA. Jiří Najvar, DiS.
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ARTS COUNCIL OF HF JAMU
Prof. MgA. Jindřich Petráš
prof. PhDr. Jindřiška Bártová
Prof. PhDr Leoš Faltus
Prof. MgA. Miloslav Jelínek
Prof. MgA. Václav Kunt
Prof. Ing. Ivo Medek, Ph.D.
Prof. MgA. Martin Opršál
Prof. Barbara Maria Willi, Ph.D.
Prof. Mgr Jan Zbavitel
Doc. MgA. Ing. Dan Dlouhý, Ph.D.
Doc. MgA. Jana Goliášová
Doc. MgA. Jan Jiraský, Ph.D.
Doc. MgA. Vít Spilka
Doc. MgA. Zdeněk Šmukař
Mgr. Juraj Bartoš
Doc. Ing. MgA. Lucie Pešl Šilerová, Ph.D.
External members:
Prof. Vlastimil Mareš (HAMU Praha)
Prof. PhDr Miloš Štědroň, CSc. (FF MU Brno)
Prof. PhDr Vladimír Tichý, CSc. (HAMU Praha)
Prof. Alena Štěpánková-Veselá (Professor emeritus of HF JAMU)
Doc. PhDr Jiří Zahrádka, Ph.D. (FF MU Brno)
Mgr Marie Gajdošová (Brno Philharmonic)
Mgr Pavel Maňásek (Director of Brno Conservatoire)
MgA. David Mareček, Ph.D. (Director of Czech Philharmonic Prague)
Verification
- Internal regulations of JAMU
- Internal regulations of DF JAMU and HF JAMU
- Annual Report on JAMU activities for 2017
Evaluation
The scope of activity, competences and responsibilities of the bodies of the Janáček Academy of Music and
Performing Arts in Brno for activities and actions concerning the development and realization of degree
programmes including their evaluation by the higher education institution are defined in the JAMU
internal regulations. Definitions are functional and the division of competences, powers and
responsibilities of the institution’s bodies and components concerning the development and realization of
degree programmes form a functional whole.
Positions of members of the academic community, including students, are defined by JAMU internal
regulations. The involvement of students in the operation of bodies of the institution’s components is
functional.
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NOTE: The following text evaluates the activities of JAMU as a whole, i.e. both of its faculties. If faculties apply
a different approach mainly due to the specifics of the studied arts and their disciplines or fields, each faculty
is described separately.
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Internal quality assurance system
Defining competencies and responsibilities for quality
The internal quality assurance and assessment system is being built at JAMU on a continuous basis by
gradually introducing individual elements to form a set of interdependent principles, rules and
procedures that aim at achieving excellence and continually improving activities of JAMU in the areas of
education, art, research and related activities. At all levels of JAMU management, competencies and
responsibilities are defined for the quality of educational, creative and related activities to form a
functional whole. The quality assurance and assessment system covers all areas envisaged by the Higher
Education Act, the Government Regulation on standards for accreditation in higher education, quality
assurance directives in the European Higher Education Area (EHEA) and the JAMU internal regulations
In 2017, all internal regulations of JAMU were created and approved and internal regulations of faculties
were prepared.
Positions of staff members responsible for the area of internal quality assessment and assurance have
been established at both faculties and in the JAMU management; training of these workers and other
academic staff involved in assessing and assuring the quality of educational and other related activities
has been carried out.
On the basis of the new JAMU Statute, the JAMU Internal Evaluation Board will be established in 2018.
Proposals for the composition of the Board were in accordance with the Higher Education Act submitted
to the Rector of JAMU by the JAMU Arts Council and the JAMU Academic Senate.
Standards for accreditation of arts degree programmes have been completed (Educational area 31: Arts;
Thematic ranges: Theatre art; Music art; Dance art and Television art). In line with the JAMU's mission
statement, the quality assurance system puts emphasis on educational activities. Teaching in arts degree
programmes is closely connected with creative activity. It is both its content and objective.
Quality indicators are, in particular, the artistic outputs of teaching as results of learning. Music and
dramatic arts are not defined as a fixed and unchanging system of knowledge and skills. Respect for
plurality, diversity and dynamism is a prerequisite for free artistic creation and unrestricted development
of students’ talents. The field of education and artistic creation is found in a space between classical and
traditional methods on the one hand and constant experimentation and updating in search of new forms
on the other. Arts education is characterized especially by the form of individual teaching based on a
personal relationship between a teacher and student, or in small groups of students. Given these specifics,
it is not possible to use quantitative methods of evaluation at JAMU, but rather qualitative methods and,
above all, evaluation of creative outputs of teaching as an indicator of the quality of educational activities
that preceded them.
Quality assurance subject matter and criteria for process evaluation at JAMU:
Educational activity:
- Degree programmes:
- Consistency of the JAMU mission statement with targeting of degree programmes and
strategic planning
- Setting educational and creative processes
- Admission to study and study conditions
- Lifelong learning programmes
Creative activity:
- Artistic activity and individual student development
- Research and scientific activities and editorial activities
Related activities:
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- Staffing of degree programmes:
- Staff competences and development
- Mobility of students and staff
- Material and spatial provision of degree programmes and support for student life:
- Individual student development
- Library and information services
- Material and technical support
- Setting organizational and decision-making processes
- Social responsibility of the university:
- Systematic development of the third role of university and its activities in the region
- Consulting services
JAMU gradually creates a System of internal assurance and assessment of quality of educational, creative
and related activities of JAMU, which will be reviewed during 2018 and finalized, based on experience. The
System will fully respect the specifics of both types of arts taught at JAMU and both faculties have the
opportunity to create their own concept within the System.
Processes of preparation and modification of degree programmes
Existing fields of study at JAMU
DF JAMU
Field of Study Bc.
3-year
Mg.
follow-up
2-year
Mg.
follow-up
3-year
Mg.
4-year
Mg.
5-year
Ph.D.
4-year
Dramatic Arts
Audiovisual Creation
and Theatre
31.7.2022 31.7.2022
Dramatic Acting 31.5.2020
Drama Directing 31.5.2020 1.3.2022
Theatre Dramaturgy 31.5.2020 1.3.2022
Theatre Management
focusing on:
Production
Management
Stage Management and
Technology
31.5.2020 31.8.2019
Drama in Education (P,
K)
Theatre and Education
(P, K)
31.8.2019 31.8.2019
Physical Theatre 31.5.2023
Musical Acting 31.5.2020
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Radio and Television
Dramaturgy and
Screenwriting
31.5.2020 31.8.2019
Scenography 31.5.2020 1.3.2022
Light Design 31.8.2019
Dance and Movement
Theatre and Education
(K)
31.8.2019 31.8.2019
Educational Drama for
the Deaf
31.12.202
0
(P)
31.8.2019
(P,K)
Dramatic Arts 31.3.2024
(P,K)
Dance Art
Dance Pedagogy 31.10.201
9
HF JAMU
Field of Study Bc.
3-year
Mg.
follow-up
2-year
Ph.D.
3-year
Ph.D.
4-year
Music Art
Orchestral Conducting (N) 31.5.2020 31.3.2022
Choral Conducting (N) 31.5.2020 31.3.2022
Spiritual Music (N) 31.5.2020
Historical Interpretation 31.7.2020 31.7.2020
Percussion Instruments Playing (A, N) 31.5.2020 31.3.2022
Bassoon Playing (N) 31.5.2020 31.3.2022
Flute Playing (A) 31.5.2020 31.3.2022
Oboe Playing (N) 31.5.2020 31.3.2022
Violin Playing (A,N) 31.5.2020 31.3.2022
Clarinet Playing (A – Mg. follow-up) 31.5.2020 31.3.2022
Piano Playing (A, N) 31.5.2020 31.3.2022
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Piano Playing and Piano Pedagogy 31.7.2022
Double Bass Playing (A, N) 31.5.2020 31.3.2022
Guitar Playing (A, N) 31.5.2020 31.3.2022
French Horn Playing (A, N) 31.5.2020 31.3.2022
Trombone Playing (A, N) 31.5.2020 31.3.2022
Trumpet Playing (N) 31.5.2020 31.3.2022
Tuba playing 31.7.2022 31.7.2018
Organ Playing (A, N) 31.5.2020 31.3.2022
Cello Playing (A, N) 31.5.2020 31.3.2022
Viola Playing (A, N) 31.5.2020 31.3.2022
Music Management 31.5.2020 31.10.201
8
31.8.2019
Music Production 31.7.2022 1.11.2019
Interpretation and Theory of Interpretation 31.3.2021
Jazz Interpretation (A-Bc.) 31.7.2022 31.7.2020
Piano Pedagogy (K) 31.7.2022
Composition (A, N) 31.5.2020 31.3.2022
Composition and Theory of Composition 31.3.2021
Multimedia Composition 31.7.2022 31.8.2019
Opera Direction (N) 31.5.2020 31.3.2022
Singing (N) 31.5.2020 31.3.2022
Based on the changes brought by the amendment to the Higher Education Act to the degree programmes
and on the basis of discussions held at both JAMU faculties across fields of study, departments and ateliers
in 2016, draft degree programmes were created with specializations and guarantors of these
programmes.
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Plan of JAMU degree programmes and their specializations
DF JAMU
Area of
Education
Typical
Degree
Programme
Thematic Area Degree
Programme
Specialization Degree
Programme
Guarantors
ARTS Dramatic arts Theatre art Direction and
dramaturgy
Direction
Doc. Zbyněk
SrbaDramaturgy
Theatre art Acting Dramatic acting
Doc. Igor
Dostálek
Musical acting
Physical theatre
Theatre art Scenography Scenography Doc. Marie
Jirásková
Light design
Theatre art
Radio art
Television art
Audiovisual art
Dramatic
production and
media
Audiovisual production
and theatre
Doc. Petr
FrancánRadio and television
dramaturgy and
scriptwriting
Theatre art
Organization and
management of
artistic practice
Theatrical
production and
stage
technology
Theatrical production Doc. Blanka
Chládková
Stage management and
technology
Theatre art
Dance art
Pedagogy and
didactics of the
arts
Theatre and
education
Theatre and education Prof. Veronika
Broulíková
Theatre and education for
the deaf
Dance and movement
theatre and education
HF JAMU creates degree programmes gradually in accordance with the faculty's intention to
submit applications for accreditation and in accordance with the project OP RDE –
CZ.02.2.69/0.0/0.0/16_015/0002245 Improving the quality of education at JAMU.
The Theatre Faculty (DF) has prepared the Application for Accreditation of the following degree
programmes and their specializations:
Area of
Education
Typical
Degree
Thematic Area Degree
Programme
Specialization Degree
Programme
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Programme Guarantors
ARTS Dramatic arts Theatre art Scenography Scenography Doc. Marie
Jirásková
Light design
Theatre art
Radio art
Television art
Audio visual art
Audio vision
Audio visual creation and
theatre
Doc. Petr
FrancánRadio and television
dramaturgy and
screenwriting
Theatre art
Organization and
management of
artistic practice
Theatre
management
Theatrical production Doc. Blanka
Chládková
Stage management and
technology
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The Music Faculty (HF) of JAMU prepares the Application for Accreditation of the following degree
programmes and their specializations:
Area of
Education
Typical
Degree
Programme
Thematic Area Degree
Programme
Specialization Degree
Programme
Guarantors
Arts Music art Music art
Theatre art
Organization and
management of
artistic practice
Music production Scenography MgA. Ing. Lucie
Pešl Šilerová,
Ph.D.Light design
Music art Conducting and
opera
Orchestral
conducting
Doc. Mgr. MgA.
Monika Holá
Choral conducting
Singing
Opera direction
Music art Flute playing
Oboe playing
Clarinet playing
Bassoon playing
French horn
playing
Trumpet playing
Trombone playing
Tuba playing
Prof. Milan Polák
Music art
Multimedia creation
Composition Composition Doc. Mgr. Ing.
MgA. Dan
Dlouhý, Ph.D.Multimedia
composition
Music art Historical
interpretation
Accreditation in
English as a joint
programme with
the Hague
University
Prof. Barbara
Willi, Ph.D.
The preparation of documents for accreditation is administered by pro-deans responsible for study issues,
doc. Jana Goliášová (HF JAMU) and doc. Ing. David Strnad (DF JAMU) in cooperation with the newly
nominated degree programme guarantors, heads of relevant departments and ateliers and individual
teachers.
The first application for accreditation will be submitted to the National Accreditation Bureau in the period
of January-February 2018.
JAMU has been involved in a discussion of procedural issues related to the transition from study fields to
degree programmes with specializations, particularly in addressing the problem of completion of studies
of existing students in the present fields of study.
Principles and system of recognition of foreign education for admission to study
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Recognition of foreign education for persons admitted to study is governed by Section 48 (4) to (7) of the
Higher Education Act and Section 52 of the Study and Examination Code of JAMU. The condition for
admission to study is the successful completion of a talent test. In accordance with the Higher Education
Act, new internal regulations of JAMU were created in 2017. The conditions for admission to the study of
foreign students have been laid down in the Statute of JAMU in Article 47 of Part Five.
Verification:
- Statute of Janáček Academy of Music and Performing Arts in Brno
Evaluation:
JAMU has established the conditions for recognition of studies abroad and the conditions for admission of
foreign students.
Qualification work guidance
Due to the specifics of the studied art, the faculties of JAMU have their own rules for guiding the
qualification theses and dissertations and performances of graduate students.
DF JAMU
The absolutorium at DF JAMU includes a bachelor’s thesis and bachelor’s degree graduate performance at
the bachelor’s degree level, a master's thesis and a master's graduate performance at the master’s degree
level and a doctoral dissertation at the doctor’s degree level. These are two completely different types of
qualification works.
By writing a thesis or dissertation, students demonstrate their knowledge, skills and abilities to
theoretically reflect the process of creation and put the acquired knowledge into a wider theoretical and
historical context.
By their graduate performance they demonstrate the ability to use the acquired knowledge and skills in
the process of creating an artistic, artistic-managerial or artistic-pedagogical work and the ability to
present this work to a wider public.
In accordance with the Higher Education Act, teachers of relevant degree programmes having
a corresponding degree of education with specialization in theoretical teaching or practical work are
entrusted with guiding these qualification works. However, in the personalities of key teachers at DF
JAMU, both competencies meet.
To evaluate the written qualification works, a model of evaluation was created, which teachers
(supervisors and opponents of theses/dissertations) can use:
Criteria for assessing a bachelor’s thesis:
1. Choice of problem with respect to the topic and fulfilment of set goals. The student's ability to formulate
his/her own conclusions and interpret the results of his/her work.
2. The ability of the author to work with professional literature and to reflect own experience as collected,
classified and interpreted work material; ability of the author to apply the knowledge gained in studying.
3. Fulfilment of formal requirements for the elaboration of a thesis in terms of stylistics, grammar, graphic
layout and structure, i.e. whether the individual parts of the thesis, their scope, content and arrangement
including the appendix apparatus are adequate to the key question of the work (minimum scope of the
work set by the atelier's diploma seminar).
4. What is the main value of the work and contribution to the field of study or degree programme and
what is its further theoretical or practical use.
Criteria for assessing a master’s thesis:
1. Choice of problem with respect to the topic and fulfilment of set goals. The student's ability to solve the
chosen problem and defend his/her own approach to the solution.
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2. The ability of the author to solve the problem through deeper study of professional literature and
through empirical or other research (ability to formulate hypotheses, to discuss professional sources
within individual chapters, to prepare partial conclusions, etc.).
3. Fulfilment of formal requirements for the elaboration of a thesis in terms of stylistics, grammar, graphic
layout and structure, i.e. whether the individual parts of the thesis, their scope, content and arrangement
including the appendix apparatus are adequate to the key question of the work (minimum scope of the
work set by the atelier's diploma seminar).
4. What is the main value of the work and contribution to the field of study or degree programme and
what is its further theoretical or practical use.
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Summary evaluation:
Content
of the work *
Corresponds with
the title of work
Corresponds, with
a comment
Corresponds, with
a reservation
Does not correspond
with the title of work
Structure of the work* Meets the
requirements
Meets, with a
comment
Meets, with a
reservation
Does not meet the
requirements
Methodology of the work* Excellent Very good Good Unsatisfactory
Author's ability to
formulate own
conclusions and use
knowledge and experience
from the surroundings*
Excellent Very good Good Unsatisfactory
Quotations in the work * Meets the
requirements
Meets, with a
comment
Meets, with a
reservation
Does not meet the
requirements
Appendices to the work* Appropriately
complement the
topic
Do not relate to the
topic
Are not appropriate
for the topic
Are not mentioned in
the thesis
List of literature* Corresponds with
the topic
Corresponds, with a
comment
Corresponds, with a
reservation
Does not correspond
with the topic
Number of pages of the
work*
Meets the
requirements
Meets, with a
comment
Meets, with a
reservation
Does not meet the
requirements
Benefits of the work for
the discipline or practice*
Highly beneficial
work
Beneficial work Standardly
beneficial work
Benefits cannot be
defined
Classification proposal* A B C D E F
90 -
100
80 – 89 70 – 79 60 – 69 50 – 59 0 – 49
Recommendation for the defence* I recommend and suggest the
classification as follows:
I do not recommend
Evaluation of the graduate performance is part of the absolutorium in all degree programmes at DF JAMU.
Each degree programme and its specializations have a defined type of project depending on the studied
artistic, artistic-managerial and artistic-pedagogical profession and the requirements for professional
knowledge, skills and competencies that the student is supposed to demonstrate by his/her performance.
Based on the assessment of the performance by the opponent and the committee in defence of the
performance at the final state examination the student is/is not awarded absolutorium (certificate of
completion).
HF JAMU
The absolutorium at HF JAMU includes a bachelor’s thesis and realization of a bachelor’s degree graduate
performance (in the form of a graduate concert, presentation of own work, production of an artistic
project, performance of an opera role) at the bachelor’s degree level, a master's thesis and a master's
graduate performance (in the form of a graduate concert, presentation of own work, production of an
artistic project, performance of an opera role) at the master’s degree level and a doctoral dissertation and
an artistic performance in a scope comparable to an all-evening artistic production in interpretation
specializations at the doctor’s degree level. These are two completely different types of qualification
works. The assessment and defence then take place within the final state examination. These are two
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completely different types of qualification performances. By writing a thesis or dissertation, students
demonstrate their knowledge, skills and abilities to theoretically reflect the investigated phenomenon or
problem and put the acquired knowledge into a wider theoretical and historical context. By their graduate
performance they demonstrate the ability to use the acquired knowledge and skills (or competencies in a
broader sense) in the process of creating an artistic, artistic-managerial or artistic-pedagogical work and
the ability to present this work to a wider public.
In accordance with the Higher Education Act, teachers of relevant degree programmes having
a corresponding degree of education with specialization in theoretical teaching or practical work are
entrusted with guiding these qualification works.
A model for assessment and opponent proceedings has been created for the evaluation of written
qualification works. HF uses formalized assessments for this purpose.
Criteria for assessing the bachelor's and master's thesis:
The work is evaluated and classified:
From the point of view of content intent, fulfilment of assignment and processing of prescribed literature
From the point of view of language accuracy (grammar and other language mistakes)
From the point of view of formalization requirements, required scope, adherence to citation standards,
references and bibliography
Comments, suggestions, questions for debate
Verification
- Qualification works published in the JAMU Information System (IS), assessments by supervisors and
opponents
Evaluation
Both JAMU faculties have adopted sufficiently effective measures to guarantee the quality of qualification
works in a long term and systematically pay attention to assessing and evaluating the quality of the
defended final qualification works. Under their rules, faculties set requirements for the guidance of these
works and qualification requirements for supervisors, consultants and trainers of qualification works. In
2018, new internal regulations will be created at both faculties, specifically regulations providing for the
framework for qualification works and templates for qualification works. For theoretical bachelor’s and
master’s theses or doctoral dissertations, the SW Theses is consistently used to check the content for
originality and adherence to quotation regulations. The program can be used by students at any stage of
the work preparation; its use by supervisors and opponents of the works is compulsory. This application
is fully integrated in the electronic information system of JAMU.
The criteria for evaluating graduate performances will be precisely defined in the JAMU's System of
internal assurance and assessment of quality of educational, creative and other related activities.
Feedback processes in quality assessment
The framework for the assurance and internal evaluation of quality of educational and creative activities
is laid down in the JAMU’s internal regulation ‘Rules of the System for Assuring Quality of Educational,
Creative and Related Activities and Internal Quality Evaluation of Educational, Creative and Related
Activities’.
In 2018, the Quality Assurance and Evaluation System for Educational, Creative and Related Activities will
be created at JAMU.
Substantial and irreplaceable function in the evaluation activities has the Academic Senate of JAMU and
the Arts Council of JAMU as well as senates and arts councils of faculties. JAMU is actively involved in a
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systematic development and use of the Register of Artistic Outputs (RUV), which is an important tool for
recording the extent and significance of artistic creative activity at universities in the Czech Republic, and
thus an appropriate form of evaluation of the activities of both faculties and their teachers.
DF JAMU
Most teaching at DF JAMU leads to the creative outputs being presented either internally within the
faculty or to the wider public. The quality of creative outputs of teaching is considered to be an indicator
of quality of the educational process that preceded these outputs. Therefore, their evaluation is at the
same time the evaluation of teaching. Traditional evaluation methods, such as discussions on realized
projects and stagings, are used to assess the quality of education. The measure of the quality of education
is also the public's response to the outputs of artistic creation presented at the Marta Studio Theatre, Orlí
Street Theatre1
, within the international festival SETKÁNÍ/ENCOUNTER, Sítko festival of the Theatre and
Education Atelier and regional and national presentations of DF JAMU projects.
A unique measure of the quality of education for the arts high schools is also the public acceptance of the
presented outputs, as well as reviews and write-ups of theatre publicists and the professional public in
general.
Students' evaluation of the quality of teaching takes place at the level of discussions with teachers and
heads of ateliers. Students are systematically led to open dialogue with teachers.
Substantial and irreplaceable function in the evaluation activities has the Academic Senate and the Arts
Council of DF JAMU.
DF JAMU participates in the project of the Register of Artistic Outputs, which it considers, among other
things, to be a quantified form of evaluation of activities of the Faculty and its teachers. In 2017, the first
attempt was made to capture the principles of assuring and assessing the quality of educational and
creative activities in the ‘Methodology of assuring and assessing the quality of educational activities at the
Theatre Faculty of the Janáček Academy of Music and Performing Arts in Brno’. We consider this attempt
to be a starting point for the creation of the System of internal assurance and assessment of quality of
educational activities at JAMU.
HF JAMU
Educational processes and teaching at JAMU lead to the production of creative outputs. Then, at HF, the
presentation of these results leads to their public realization. The quality of creative outputs of teaching is
considered to be an indicator of quality of the educational process that preceded these outputs. Therefore,
their evaluation is at the same time the evaluation of teaching. Traditional evaluation methods, such as
discussions on realized concerts, stagings, scenic projects and other realizations are used to assess the
quality of education. A unique measure of the quality of education for the arts high schools is also the
public acceptance of the presented outputs, as well as reviews and write-ups of theatre publicists and the
professional public in general.
Students' evaluation of the quality of teaching takes place at the level of discussions with teachers and
heads of departments, alternatively in the form of surveys or questionnaires.
Verification
- JAMU Internal regulation Rules for assuring and evaluating quality of educational, creative and related
activities of JAMU
- JAMU Internal regulation Quality Council Rules of Procedure
- Minutes of the meetings of Collegia of Deans and the Rector's Collegium
- Minutes of the meetings of teachers of DF JAMU
- Minutes of the meetings of DF management with heads of the ateliers
1 DF stagings in both theatres are evaluated by doctoral students in open discussions.
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- Minutes of the meetings of HF management with heads of the departments
DF JAMU
The system for evaluating quality of educational and creative activities of DF JAMU is based on continuous
evaluation at the level of fields of study - evaluation of creative outputs of teaching. At the same time, it
represents the evaluation of individual study courses that present the output of teaching. For each course,
the type of output, participants in the presentation and the output evaluators will be characterized in the
description of the System of Internal Assurance and Evaluation of Quality of Educational, Creative and
Related Activities. Basically, these are outputs presented within the DF (the participants in the
presentation are teachers and students of the atelier, of the field, of DF) or a wider public (invited
audience, school classes, audience in the school theatres, subscribers). The process of continuous
evaluation of quality of educational activities takes place at the level of individual fields of study or
individual levels of study or years. Ateliers keep documentation of it.
HF JAMU
Assuring and evaluating quality of educational, creative and related activities at HF JAMU relies on
feedback processes, in particular inquiries and quantitative and qualitative surveys. These processes
involve, on a representative basis, academic community, students, relevant professional chambers, fieldspecific
associations or employers' organizations or other practitioners, taking account of the types and
possible profiles of the degree programmes. Until now, individual departments of HF have undergone a
traditional questionnaire survey.
Monitoring success rates of study applicants, students and the graduates' employability
The contact between teachers and students is very close; teachers are informed about the students’ study,
creative activities and about possible study as well as personal problems. Every case where there is a risk
of unsuccessfulness caused by extraordinary circumstances (health, social situation, etc.) is dealt with
individually by the Dean's Collegium at the initiative of the Head of Department (HF) or Head of the Atelier
(DF) so that the reasons for leaving the study are minimized and the student will continue studying.
The employability of JAMU graduates depends on many factors, especially on the ability of the graduate
himself/herself to become established in a professional environment and on the momentary demand from
cultural institutions. Admitted applicants are not guaranteed any direct link between the profession being
studied and a definite career.
Even after graduation, departments and ateliers remain in contact with their graduates. Most of the
graduates with whom they are in contact are currently receiving income from their main employment or
self-employment, and their work is done in their field of study or relates to it.
Arts education enables students to become creative art professionals. Students learn to develop the
necessary imaginative, intellectual, theoretical and practical skills and dexterity to equip them for further
personal development and professional career in arts. Students are required to become actively involved
in their own education and to specify their own practical, theoretical and research spheres, including the
relevant professional skills necessary for this practice.
The PhD study builds on the issues of professional knowledge, deepens them, and consequently enables to
complete the study of issues learnt through own artistic and creative work by systematic and focused
theoretical and practical examination, generalization and written reflection. Skills include the ability to
use the procedures of research, artistic and creative activities to evaluate the latest findings in dramatic
and music arts.
The graduates, equipped with this knowledge, skills and competencies, find their employment in artistic
ensembles and institutions (orchestras, theatres, television, radio, film, schools with art disciplines, etc.);
many of them act as freelance artists. Already during the course of their study, students' artistic outputs
are regularly evaluated in the form of public presentations and the main competencies of graduates
include the ability to cooperate and agree in the process of creation.
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After completing their studies, career paths open up to graduates corresponding to their studied field or
other jobs in music, theatre, radio, audiovisual production, multimedia and arts and culture in general.
The so-called transferable skills that students acquire during studying are serious and appreciated in a
number of other working contexts, especially in the creatively entrepreneurial and managerial contexts.
Verification
- Database of JAMU graduates
Evaluation
DF JAMU
DF JAMU uses all opportunities to find out how the graduates get established in practice. In 2015, the
Alumni Gathering was held at DF JAMU on the occasion of the 25th
anniversary of the restoration of the
Theatre Faculty, attended by 365 graduates. During the gathering, contacts to graduates were updated
and graduates were also asked to fill in a questionnaire on the site or later in electronic form. In
connection with the Alumni Gathering, an overview was made of the most important awards and
achievements of graduates, students and teachers of the Faculty over the recent years2
. A similar
gathering took place in 2017 on the occasion of the 70th
anniversary of JAMU's foundation and was also
used to establish further contacts with graduates and informally find out more about their career.
Other platforms for meeting graduates include important events organized by the faculty: the
international festival of theatre schools SETKÁNÍ/ENCOUNTER, festival of authorial plays Salon of
Original Creation, festival Sítko of the Theatre and Education atelier, graduate festivals and more.
HF JAMU
Setting of indicators in the field of educational and creative activities, through which HF JAMU monitors
the success rate in admission procedure, study failure in a degree programme, the rate of duly completed
study in a degree programme and the employability of graduates is recorded and corrected for the time
being through teachers, particularly at the level of very strong informal personal ties in the study courses
of the main subject.
Even after graduation, intensive personal ties between the students and teachers remain decisive. On the
basis of these records, the faculty can state that almost all graduates will find employment in the field after
graduation. They are regularly successful in auditions for orchestras, opera stages, cultural and
educational institutions. It is also a common practice to actively involve graduates in setting up their own
artistic bodies or agencies. Most of the graduates with whom the teachers are in contact are currently
receiving income from their main employment or self-employment and their work is carried out in the
field of study or relates to it.
Educational and creative activities
International dimension and application of the contemporary state of knowledge
2 Based on the questionnaire, it was found that the vast majority (87.8 %) of respondents currently have an income
from their main employment or self-employment. In addition, 90.7 % said that their work is in their field of study or
relates to it. Respondents most strongly recommended to the faculty an even greater link between students and
practice and practical skills that they think are the most valuable in practice.
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The spectrum of approaches to arts education is based on a number of period and territorial professional
traditions of artistic skill, internationally proven knowledge of current strategies of artistic expression,
and implies self-expression into an academic tradition based on controlled study with an emphasis on
developing intellectual skills and individual competencies. Artistic disciplines do not represent any stable
or solid set of knowledge and skills; they continuously rebuild and redefine themselves upon changing
social, ethical and artistic values. The dynamic nature of this cultural practice is inevitably reflected in the
methods, procedures, disciplines and areas of study. Through the processes of research, creation,
reflection and permanent evaluation, the acquisition of knowledge, skills and competencies takes place.
Hence, the higher arts schools are institutions that provide the highest grade of academic education in arts
degree programmes at all their workplaces, with an emphasis on high level of professional qualification of
graduates in all three levels of study.
DF JAMU
DF JAMU creates an environment for realization of international contacts in creative, educational and
scientific activities in order to present its outputs and projects, but also to gain new impulses, information
and approaches to enrich and innovate its programme, disciplines and courses.
Teaching at DF JAMU is regularly complemented by visiting foreign teachers (creative workshops, stagings
at the Marta Studio Theatre and at the Orlí Street Theatre - direction, scenography). This leads to a direct
confrontation of professional practices and approach to our and foreign works, which are reflected
directly in the content of study and in the creative activities of DF JAMU, but with full awareness of
national cultural traditions and the specific social context of artistic creation.
DF JAMU organizes three major international events, the International Conference of Doctoral Studies, the
International Scientific Conference and the International Festival of Theatre Schools
SETKÁNÍ/ENCOUNTER.
HF JAMU
Procedures in the area of music art are subject to permanent comparison with the practice of organizing
and performing concerts, performances and other scenic and multimedia projects, as well as
benchmarking with similar trends abroad, for example, the rich participation of students in international
competitions and international interpretation courses and workshops.
The HF artistic production programme and constant contact with audience is ideal for realizing
international contacts in the area of creative, educational and scientific activities. That is, not only for
expanding the range of presentations of its outputs and projects, but also for gaining new impulses,
information and approaches for enriching and innovating its creative and educational programme,
structure and varied composition of courses. The composition of lecturers and personalities at HF is
regularly complemented by visiting foreign teachers (creative workshops, master classes or opera
stagings at the Orlí Street Theatre).
Teachers and students of HF participate in foreign stays and placements at partner institutions (Erasmus
Programme, etc.). This leads to a direct confrontation of approaches within the framework of educational
and creative activities and to the reciprocal enrichment or refining contemporary state of knowledge.
In order to develop its degree programmes, HF JAMU organizes major international events, such as the
Leoš Janáček International Competition in Brno, the International Interpretation Courses and the
International Festival New Music Encounters Plus, which significantly expands the range of similar events
in the Czech Republic and participates directly in the current state of knowledge on a European scale.
Verification
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- JAMU Strategic Intent (JAMU Long-term Intent for the period 2016–2020), Strategic Intents of both
faculties
- Plan of Implementation of the Strategic Intent for 2017, Plans for Implementation of Strategic Intents
of both faculties
- Project in OP RDE (Operational Programme for Research, Development and Education): Improving
the quality of education at JAMU, No: CZ.02.2.67/0.0/0.0/16_016/0002245
- Plans of seasons and repertoires of both JAMU theatres
Evaluation
The educational and creative activities of JAMU are backed up by regular comparisons with current events
in the area of contemporary art production in a broader context. Many results have an international
character, taking into account the type and profile of degree programmes. Activities are also carried out
with the help of foreign mobility of both students and academic workers. JAMU tries to use numerous
short-term and project activities to strengthen the internationalization strategy of programme
development. The importance of this area is evidenced by the regularly implemented Centralized
Development Project in the field of internationalization, including the standard process of its evaluation.
Both faculties try to support the development of their environment and prepare new courses taught in
foreign languages to be included in their curricula. This can contribute to the definitive launch of
accredited degree programmes in foreign languages.
International events organized by JAMU faculties, both regular and one-time, are of great importance.
Cooperation with practice in implementing degree programmes
JAMU carries out creative activities as an integral part of teaching and the students' own creative activities
under the guidance of teachers are the basis of university education of this type in the region where it is
established.
High-quality artistic activity of teachers is one of the important conditions and prerequisites for their
successful pedagogical work in arts disciplines. Own creative experience and knowledge are irreplaceable
in recognizing and developing students' talent. The art achievements of JAMU teachers in other art
institutions are recorded annually in the Register of Artistic Outputs (RUV).
Through the work of teachers directly in the professional sphere, contacts with cultural institutions are
established which bring immediate findings of contemporary artistic practice to the faculties and relevant
degree programmes, and also enable students to undertake professionally oriented placements.
JAMU therefore acts as an artistic centre at its place of operation. Thanks to the necessary regular and
institutional cooperation with the professional sphere, it fulfils the role of a cultural ambassador in the
region and in the national context. It significantly enriches the offer of cultural events in the area and
influences its further development.
The above-mentioned direct dependence of educational processes on programme public presentation of
study outputs, which must simulate the professional running of concert, theatre and gallery houses, and is
thus a direct competitor of professional artistic operation - all this is no longer sustainable without
cooperation and partnership. A good example of this is the participation of the Academy at the Janáček
Brno Festival, which is currently organized by the National Theatre Brno and the production of HF JAMU
is a regular part of its main programme, or cooperation with professional orchestras, especially in the
presentation of contemporary music, and a significant contribution to the organization of festivals such as
the Exposition of New Music and the like.
Verification
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- JAMU Strategic Intent (JAMU Long-term Intent for the period 2016–2020)
- Plan of Implementation of the Strategic Intent for 2017
- Annual Report on JAMU activities for 2017
Evaluation
JAMU is a school having a nationwide reach and even international overlap in many respects. This applies
both to the diversity of students' origins and their activities, as well as to a wide range of professional
partners and international contacts, without which it would not be possible to ensure the professional
part of graduates’ preparation. In addition, there is of course an important and extensive regional and citylevel
cooperation that can be defined at several levels:
- International and nation-wide events (especially festivals, seminars, concerts, theatre
performances and public space activities), which significantly contribute to the improvement of
cultural and artistic programme offer in the region;
- A direct cooperation at events held in Brno and within the South Moravian Region and significantly
exceeding the national and international context of their impact, such as the Leoš Janáček
International Competition, the International Festival SETKÁNÍ/ENCOUNTER, the Festival of
Theatre World, International Interpretation Classes, the International Festival of New Music
Encounter Plus, TheatreTech and more.
Both faculties of JAMU develop cooperation with practice taking into account the types and possible
profiles of degree programmes. It includes, in particular, practical education, assignment of bachelor's,
master's or dissertation theses, awarding scholarships and involving practitioners in the educational
process.
There is a close communication between the JAMU management and the city and region management,
primarily as a mutual exchange of information and coordination of some activities. These strategic
considerations are mostly linked to other Brno universities to achieve a maximum synergy in this area
(city + region + higher education institutions). Such a co-operation brings satisfactory results.
An integral part of the regional role is the regular repertoire activity of both JAMU faculties in the Orlí
Street Theatre and the Marta Studio Theatre as well as their rich concert activity. The public (both urban
and regional) has the opportunity to immediately see the creative outputs of teaching, i.e. concerts,
theatre performances and other artistic performances and works in a varied offer that significantly
complements the cultural offer of the city and the region.
Cooperation with practice in creating degree programmes
The described principle of linking school with practice through personalities working in both types of art
is reflected in the creation of degree programs. On the one hand, the teachers directly bring from practice
new knowledge, new procedures and approaches to creation, and on the other hand the feedback
provided by the institution to the students' placements is always a reason to intervene in the curricula
with the aim of adding to teaching a possibility of acquiring knowledge, skills and competencies whose
lack was perceived by the institution as a lack of professional readiness of students. This is done through
innovation of existing courses and the inclusion of new ones.
At this moment of transition from fields of study to degree programmes and their specializations, the
experience gained due to contacts with the professional sphere significantly influences the composition
and content of study of the newly conceived degree programmes.
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As the subject of art theories and sciences is the creative activity of a man whose origins go back far into
the past, and the contemporary artistic creation is not bounded or predictable in its development, the
study is characterized by special demands as it draws on many specific fields and disciplines (history,
philosophy, psychology, sociology, etc.). The essence of the requirement for uniqueness of such a way of
interpretation and formulation of professional opinion also implies an exclusively individual form of
mainly practical but also a large part of theoretical preparation of future artistic personalities.
Therefore, at all levels, in addition to the necessary deep practical training, students are encouraged to
gain a historical overview and awareness of the broader context, with an emphasis on independent
qualified interpretation and an analytical-critical comparison of already closed forms and manifestations
of contemporary art and the current state of informed historical interpretation. In the master's degree,
these competencies should culminate to achieve a distinctive insight into the subject, with an overlap to
other fields and a wider range of artistic disciplines. At the doctoral level, these practices are completed in
an individual programme of a professional artist applied in all independent creative and academic
activities and in an international context.
Verification
- Curricula of individual fields published on faculty websites and in the JAMU Information system (IS)
Evaluation
JAMU communicates with professional chambers, field-specific associations, employers' organizations and
other practitioners to determine what are their expectations and requirements for graduates from degree
programmes. Also important is the active approach of teachers to cooperation with the Ministry of Culture
of the Czech Republic by participating in its advisory bodies, roof organizations of the given types of art
(e.g. the Czech Music Council) and foundations and endowment funds (e.g. in the form of membership in
administrative boards) or strategic partners also at the level of their decision-making bodies (e.g.
participation in expert councils and boards, juries of prestigious competitions).
In order to further improve this cooperation, it is necessary to improve the coordination of strategies for
communication with partners and presentation of outputs of individual components. There is no unified
form and style for further building the school's name and brand. Outdated and inefficient tools are used
for promotion and more systematic work with partners and media potentials of the faculty is missing.
Supporting resources and administration
Information system
Computer network is available for students, teachers, administrative staff and faculty management.
Students have at their disposal computers in the public spaces of the school and others at the relevant
departments; appropriate spaces have wireless connection. JAMU uses an electronic information and
study system that is continuously updated.
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An infrastructure for teaching and learning is provided (adequate material and technical support,
adequate and operational teaching and learning spaces, classrooms, rehearsal rooms, studios, halls and
ateliers equipped with technology, technical devices, tools and instrumentation) that corresponds to the
type and thematic profile of the art, degree programmes and courses taught and the number of students.
The electronic system is used also for asset registration by means of bar code marking. The two faculties
are developing a system for recording effective use of tools and instrumentation and the on-line rental
system.
The JAMU information system is operated and developed by the Faculty of Informatics of Masaryk
University.
The system was developed and is operated in accordance with the current wording of Act No. 111/1998
Sb., on Higher Education Institutions.
The system is operated under an outsourcing scheme, i.e. the operation and responsibility for operation is
transferred to the provider. MU provides the operation directly in the form of hosting.
The system:
- Allows administering students with a low number of administrative staff and their increase without
increasing the number of these administrative workers
- Accentuates the possibilities for a broad academic public to work with it
- Offers quality communication and presentation tools and electronic teaching support
Verification
- JAMU Information system (IS)
Evaluation
The JAMU has a functional information system and means of communication in place that provide access
to accurate and comprehensible information about degree programmes, study rules and study-related
requirements, information and counselling services, and systematic organizing of practical graduate and
yearly performances and outputs.
Libraries and electronic resources
The JAMU Library is a specialist library and information centre providing access to information resources
(database licenses, audio and audiovisual fund, music collection and professional literature corresponding
to the Music, Theatre, Multimedia, Radio, Television Production thematic areas) and creates a necessary
information background for studying, creative, artistic-research and scientific-research work also in the
field of art. Through its collections and acquisitions it strives to satisfy the needs and focus of all
departments and ateliers. The library has books, encyclopaedias, sheet music, CDs and DVDs, LP albums,
periodicals and electronic resources, and allows students to work there on PCs and in listening boxes
within their self-study. Collections are supplemented by urtext editions of older documents. It provides
access to the most important foreign and domestic databases. The library fund is supplemented by
donations and through student and research grants. The library keeps track of the number of teachers and
students using it and organizes its own educational events. The library is a member of international
professional organizations. Departments, ateliers and workplaces are equipped with their own
information resources according to their focus. These resources are continuously updated.
The structure and composition of library collections are consistent with current development and
knowledge in the area of music and dramatic arts. Library funds are continuously supplemented in
accordance with study, creative and research requirements as well as with regard to publishing activities
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and the latest findings, creative methods and trends in the area of music and dramatic arts. The
infrastructure for studying, creation and research includes a computer room, which provides access to
electronic information resources, electronic materials and database licenses, enables their processing and
serves for the needs of teaching and professional trainings.
Verification
- JAMU Library: Novobranská 3, 602 00 Brno
- Catalogue Aleph: https://aleph.jamu.cz
- Via IS: https://is.jamu.cz/auth/publikace/
- Art online: http://dokumenty.jamu.cz/knihovna/eiz/clients/forms/index.php?form_id=2&view_id=12
- Music database of the Oxford University Press: http://dokumenty.jamu.cz/knihovna/oxford/
- Music database of the Alexander Street Press, sound library, sheet music, encyclopaedias:
http://dokumenty.jamu.cz/knihovna/muco/
Evaluation
JAMU library services and other publishing resources used for teaching are, with regard to the type of
JAMU degree programmes, sufficient and available to all students, academic and research workers and
other staff.
Students have access to traditional printed study materials (textbooks, university books, professional
journals, other teaching texts) as well as interactive and multimedia forms (audio and audiovisual
materials, e-learning, electronic materials, presentations) that correspond to the types and profiles of
degree programmes in the education area of Arts and their requirements for supporting creative, i.e.
artistic and research activities, which include, among others, recordings of concerts, opera performances,
theatre performances, multimedia projects and sheet music.
Study of students with specific needs
DF JAMU
At DF JAMU there is a field of Drama Education for the Deaf with bachelor's and master's degree and with
both regular and combined form of study. The field has excellent results and is highly regarded in the
Czech Republic and abroad. The artistic work of students and the work in the field of special pedagogy are
appreciated.
HF JAMU
For applicants for study, students and other persons, there is an offer of information and counselling
services at HF JAMU related to study and employment and career opportunities for graduates from degree
programmes. Equal access to study is provided to all study applicants and students. Available services and
other support measures are provided to balance university learning opportunities for students with
specific needs.
Verification
- Curricula
- Internal regulation Study and Examination Code of JAMU
Evaluation
JAMU provides accessible services, scholarships and other support measures for equalizing opportunities
to study at a higher education institution for students with specific needs, based on a generally binding
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legislation. It further ensures informed and human dignity respecting approach of all its employees to
students and applicants. But it is always necessary to start from the talent prerequisites specified for the
field in question. JAMU ensures and checks that the services and adaptations realized with the aim of
achieving accessibility of academic life for students with specific needs do not lead to a reduction in study
requirements.
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Measures against unethical behaviour and intellectual property protection
JAMU has taken measures against intentional action against good morals during study and measures to
protect intellectual property.
Part of the JAMU information system, which is being developed by MU in Brno, is a special app called
Theses for detecting potential plagiarisms. It is tied to a database of qualification works (theses) such as
Repozitář and the like. The content of the files in the IS data storage (i.e. the objects available in the File
Manager), for which a pure text version is available, is continuously analysed by machine. The system
searches for similarities across the shared database of compared documents, which includes, in addition
to the IS document server, the final works of schools participating in the Theses.cz system, seminar and
other works in the Odevzdej.cz system, scientific publications in the Repozitar.cz system and other
documents in the JAMU-operated information systems. Similarity search includes an algorithm that
analyses the document being compared and examines possible similarities also against sources across the
Internet.
Qualification works of all students of both faculties of JAMU must be checked by this application prior to
their definitive submission.
Verification
- JAMU Code of Ethics
- Minutes of the meetings of Disciplinary Committee of DF and HF JAMU
Evaluation
JAMU has taken sufficiently effective measures to protect intellectual property and against intentional
action against good morals during study, especially against plagiarism and academic fraud.
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II. Degree programme
Compliance of the degree program with the mission statement of
the higher education institution and the international dimension
of the degree programme
Compliance of the degree programme with the mission statement and strategic documents
of the higher education institution
DF JAMU
DF JAMU has set its strategic objectives for 2016-2020 in line with the JAMU's strategic objectives and for
each following year the plan is updated.
In the area of education, DF JAMU has set the following priority goals:
Goal 1: DF JAMU is a sought-after faculty of the university-type higher arts education institution offering
a comprehensive range of fields and providing practical as well as theoretical knowledge needed for the
profession, including career in academic pedagogical and research activities.
Goal 2: DF JAMU admits students based on their talent and study prerequisites.
Goal 3: The content and aim of education at DF JAMU are creative artistic, artistic-managerial and artisticpedagogical
activities.
Goal 4: There is a reliable way of evaluating teaching quality at DF JAMU. In the first place, artistic outputs
of teaching are considered indicators of teaching quality.
The proposed degree programmes and their specializations are conceived to cover the entire thematic
area of Theatre Art with overlaps into thematic areas of Radio Art, Television Art, Audiovisual Art, Dance
Art, Organization and Management of Artistic Practice, and Pedagogy and Didactics of the Arts.
In the course of 2017, a new accreditation of degree programmes in audiovision, scenography and theatre
management was prepared. In 2018, the remaining degree programmes and the follow-up master's
degree programmes in audiovision, scenography and theatre management will be gradually prepared for
new accreditation.
New degree programmes build on
- The tradition of teaching artistic, artistic-managerial and artistic-pedagogical fields of study at DF JAMU
- The assessment of contemporary artistic managerial and pedagogical practice in the field of arts
- The experience with traditional as well as new methods and forms of art education (project teaching,
workshops, placements, practice in arts and pedagogical institutions)
- The concept of key practical disciplines as a process of artistic creation leading to a presentable and
evaluated result
A qualifications framework was created for conceiving new degree programmes - generally for the
Theatre Art thematic area, and specifically for all seven planned degree programmes and their
specializations.
For the creation of new degree programmes and their specializations, there are Standards for
Accreditation of Degree Programmes in the Education Area of Arts, Thematic Area Theatre Art, created in
cooperation of DF JAMU with DAMU.
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HF JAMU
Degree programmes carried out at HF JAMU within the framework of the Music Art study area are in
terms of their type, form and possible profile in accordance with the mission statement and strategic longterm
intent of JAMU's educational and other creative (artistic, scientific-research and artistic-research)
activities and other strategic documents of the faculty.
The offer of study fields covers not only the classic range of disciplines, common in other arts schools, but
also bonuses in the form of Historical Interpretation and Jazz Interpretation. Openness to the demand for
new fields of art is a hallmark of HF's aiming in recent years.
HF takes into account social needs, monitors social feedback on its activities and communicates with
chambers of commerce or employers' organizations in music and cultural institutions, or other
practitioners, to determine their expectations and requirements for graduates from the degree
programmes carried out within the thematic range of Music Art.
JAMU monitors the indicators set by HF for educational and creative activities. HF always monitors rate of
study failure, the rate of duly completed study, the success rate in admission procedure and the
employability of graduates from degree programmes carried out in the framework of typical Music Art
degree programmes.
Verification
- JAMU Strategic Intent (JAMU Long-term Intent for the period 2016–2020)
- Plan of Implementation of the Strategic Intent for 2017
- Strategic Intents of both faculties and Plans for their Implementation for 2017
- Annual Report on JAMU activities
- Annual Reports on activities of both faculties
- Standards for the education area of Arts, thematic area Theatre Art
Evaluation
The aim of the study at JAMU within the thematic area of Arts is the development of an independent
creative personality with complex psychophysical prerequisites for the performance of artistic profession
in the area of music and dramatic arts and related professions. The degree programmes carried out in the
thematic areas Music Art, Theatre Art, Radio Art, Television Art and Multimedia Art correspond to the
current development and knowledge in arts, undergo regular comparisons within standard benchmarking
methods with higher education institutions having adequate reputation in the Czech Republic and abroad
with similar degree programmes of international parameters and levels and satisfy the professional
demands of arts or educational institutions as well as the expectations of stakeholders.
Connection with the creative activity of the higher education institution
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The specificities of JAMU are mainly that it
- Uniquely combines artistic education, artistic creation (through the work of its teachers in arts and
through the creative work of its students) and research in art and through art
- Clearly signals to the general public its artistic view and concept of art as an equal way of human
cognition and understands artistic creation as a manifestation of social commitment
- provides education in all fields of music art, dramatic arts and theatre with an overlap into audiovisual
fields that are related to music and dramatic arts and theatre
- responds through accreditation of new fields directly to the development in music and dramatic arts
- strives for high-quality pedagogical support of teaching, cooperation with prominent artistic
personalities, encourages the entry of new generation into the pedagogical, artistic and research
activities of faculties
- creates conditions for developing students' talents and their independent creative activity
- provides top-quality material support for pedagogical, creative and research activities
- actively participates through pedagogical fields of study in the effort to expand the possibilities of
formal and informal arts education including the support of inclusion in the education area of Arts and
Culture at the level of primary and secondary education alongside the traditional disciplines of music
education/field and fine art education/field also the fields of drama education/field, film and
audiovisual education/field and dance and movement education/field and thus unfolds the idea of
equality of scientific and artistic cognition and education
Degree programmes of the profiling base are connected with the artistic or research activities of students
in the area of arts and JAMU applies a methodology for evaluating results of creative activity based on
established key performance indicators in creative activity (RUV, RIV or other register for keeping records
on professional performance of the institution and its evaluation) and assesses its most important creative
activities at regular intervals. Both faculties archive relevant qualification performances (recordings of
concerts, theatre and opera stagings, projects, audio and video recordings, photographic documentation,
printed outputs, etc.) so that they can present them to external evaluators. Registration and maintaining
records of creative achievements is part of the internal system of quality assurance and corresponds to
Section 77c of the Higher Education Act.
Verification
- RIV, RUV
- Register of artistic projects in IS JAMU
- Programme of the Marta Studio Theatre, Orlí Street Theatre, programmes of HF concerts
The creative activities of both faculties are reflected in educational activities, international activities and
cooperation with practice. Cooperation with practice is developed taking into account the types and
profiles of degree programmes. This is mainly professional practice in orchestras, theatres, media, cultural
and educational institutions and the involvement of practitioners in the educational process.
Cooperation with practice
Cooperation with practice takes place along two lines at JAMU, namely
- through teachers who are simultaneously involved in the professional sphere, mostly in top art
institutions, and their teaching and artistic practice is closely linked (findings from contemporary
artistic practice are immediately transferred to teaching and vice versa, the results of students'
creative work have an impact on their teachers' artistic practice).
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- in the form of work and professional placements and both short-term and continuous practice;
students' practice and work placements are part of the curricula and are based on the needs of the
profession being studied and the opportunities offered by the professional sphere.
Students' practice is also considered to be their involvement in stagings at the Marta Studio Theatre and
Orlí Street Theatre, where they also gain experience in routine running of theatre, music and opera
operations.
Connection with the scientific/artistic activity of the higher education institution
At JAMU, artistic and creative activities are a priority, on which the whole pedagogical process is based.
We perceive artistic creation as a specific way of cognition and self-cognition of man and society, i.e.
research through art, for which the term ’Artistic Research’ has become established. In addition to this,
classical art-scientific research takes place at both faculties, with its own methodology, creating a
theoretical and historical breeding ground for artistic creation.
The research results are immediately reflected in the teaching of theoretical courses as well as courses
focused on artistic, artistic-managerial and artistic-pedagogical work.
In the ’Artistic Research’ concept, also professional reflection of all work at all levels of study generates
research results.
Verification
- RIV, RUV
- Register of artistic projects in IS JAMU
- Programme of the Marta Studio Theatre, Orlí Street Theatre, programmes of HF concerts
Evaluation
The creative activity being reported relates to its degree programmes. JAMU's degree programmes are in
line with the focus of the JAMU's creative activity.
International dimension of the degree programme
JAMU carries out creative activities with an international dimension, which corresponds to the thematic
area of Music Art and Dramatic Art. Creative activity is artistic, artistic-research and scientific-research.
JAMU in the whole range of accredited degree programmes is the investigator of artistic or research
projects in the Czech Republic or abroad, which are professionally related to the thematic area of Music
Art and Dramatic Art.
DF JAMU
In the strategic plan for 2016-2020, DF JAMU set out the following priority:
’In the accredited Dramatic Arts degree programme and its individual fields, DF JAMU strives to achieve
a level comparable to the best European higher education institutions of the same focus’.
DF JAMU creates an environment for the realization of international contacts in the area of creative,
educational and scientific activities in order to present its outputs and projects, but also to gain new
impulses, information and approaches to enrich and innovate its programme, fields and courses.
DF JAMU further develops its contacts in the field of international mobility of students and teachers.
It cooperates intensively with foreign teachers. Teaching at DF JAMU is thus regularly supplemented by
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visiting foreign teachers (leading of creative workshops, stagings at the Marta Studio Theatre and at the
Orlí Street Theatre - direction, scenography).
DF JAMU organizes three major international events, the International Conference of Doctoral Studies,
the International Scientific Conference and the International Festival of Theatre Schools
SETKÁNÍ/ENCOUNTER.
In 2016, the International Conference of Doctoral Studies on Politics and Community Engagement in
Doctoral Theatre Research and the Festival SETKÁNÍ/ENCOUNTER took place.
DF is implementing a program for Erasmus and foreign students, Bridging East and West, in which the
Erasmus students are integrated into the teaching of their disciplines and participate in creative projects
with DF students. Part of the international student mobility is the public presentation of results of their
creative activities (scenic projects).
HF JAMU
HF JAMU continuously confronts the results of its creative activities with comparable schools in the Czech
Republic and abroad, in a form appropriate to the thematic area Music Art, within the festivals, shows, art
competitions, concerts, etc. Within its budget, it regularly allocates funds for this purpose.
Educational, creative and related activities of HF are of international character, taking into account the
type and profile of degree programmes implemented within the thematic area Music Art. International
mobility of students and academic workers takes place. Courses taught in a foreign language and study or
work placements in a foreign language are offered.
Other forms of involvement in international activities take place, such as joint concert projects, festivals
with international participation, shows and conferences with international participation, international
competitions, international summer schools and master classes and other international activities in music
art.
HF creates conditions for mobility of students, teachers and other employees and takes care of improving
their language skills. It supports international artistic and other creative (scientific-research and artisticresearch)
projects. It creates an open and accommodating environment for incoming students, teachers
and practitioners.
As part of the international student mobility, the students present results of their creative activities
(concerts, festivals, shows, scenic projects) to public. Also students from abroad are involved in the
institution's artistic activities and their public presentation (playing in orchestra, chamber play, joint
scenic projects or concerts).
Verification
- Annual Report on JAMU activities
- Annual Reports on activities of both faculties
Evaluation
The international dimension of JAMU degree programmes consists of the mobility of students, teachers
and other employees, access to professional literature in foreign languages and its use in professional
activities, teaching of courses in a foreign language, international cooperation in research or artistic
activities and relates to the content and corresponds to the focus of the degree programme. The scope of
international cooperation corresponds to the type of degree programme and the nature of study fields.
JAMU is involved in international artistic, creative and research projects on an ongoing basis in which it
can guarantee active participation and satisfy the interest of foreign partners. It actively uses its
membership in international organizations (especially AEC, ELIA) for continuous cooperation, evaluation
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and benchmarking in the area of music and drama education and cooperates with foreign partners also
within the framework of international grants - Erasmus, Fulbright F., IVF, Creative Europe and the like.
HF JAMU is intensively preparing for the possibility of sharing some degree programmes with foreign
partners. Currently, it is bound by a long-term plan and ESF project implemented with the support of the
Operational Program Research, Development and Education to try to accredit the degree programme
Historical Interpretation under a new methodology of the National Accreditation Bureau during the next
academic year. In the follow-up master’s degree it will be realized as a joint programme in cooperation
with the Royal Conservatoire in The Hague (Koninklijk Conservatorium den Haag).
Profile of the graduate and content of the study
Compliance of the acquired professional knowledge, skills and competencies with the type and
profile of the degree program
Annotations in the structure were prepared for the existing study fields in 2016
- Professional career
- Characteristics of the field of study
- Graduate’s profile (knowledge, skills, competencies)
- Rules and conditions for creating individual curricula
- Conditions of passing and completion of study
- Content and scope of the final examination
- Prerequisites for admission to study
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These annotations were published in the JAMU information system3
. Based on the comparison of
annotations, future degree programmes and their specialization were proposed.
In 2017, the Qualifications Framework for individual degree programmes and their specialization was
made as a basis for preparing their accreditation.
DF JAMU
Learning outcomes – Education area: Dramatic Arts / Bachelor’s degree
After graduation, with respect to the studied field, the graduate is able to
Professional knowledge
- Understand key stages of theatre and drama history and apply this understanding to his/her own
practice
- have a wide knowledge of theories, concepts and methods of theatre and dramatic arts and the field
and correlate theory and practice in his/her specific field of study
- Understand dramatic literature in historical, ethno-social and artistic contexts
- Understand essential elements of the theatrical language and contextualize them in the process of
transition ’from page to stage’ through analysis of text, script or other sources for the stage form
- Understand theatre in the widest sense as beyond reality, where various techniques, expressions
and individual creativity are used in the staging
Professional skills
- Use basic terminology, methods and practices in the field to solve the problem within a creative
process
- Search, classify and interpret information, sources of inspiration and research procedures relevant
to addressing a defined issue or artistic interpretation of a theme
- Cooperate in communicating ideas and intentions expressed by a dramatic text or author's script
and bring them to a concrete realization in a staging
- Use techniques and material and the necessary technical equipment to complete the staging in his/
her specific area
- Use the basic technologies of the field and ensure the presentation of artistic output in terms of
copyright and technical and author’s supervision
- Respond creatively to career opportunities offered by theatre, film, audiovision and other related
forms
Professional competencies
- Collect, analyse and synthesize information in an effort to use a research approach
- Capture attention by critical self-reflection, develop own ideas and give reasoned arguments
- Be self-sufficient, self-motivated, able to manage himself/herself, but also support the interest of
the theatre staging as a whole
- Coordinate, upon a framework assignment and resources allocated within the field, the activities of
a creative team in the realization of small-scale scenic work and be responsible for its results
- Work with others harmoniously and effectively on projects and creation
- Demonstrate teamwork skills, ability to discuss issues, organize task fulfilment and respect
deadlines
- Comprehensibly summarize the opinions of other members of the creative team, present teamwork
in a clear and approachable way
- Incorporate in problem solving a consideration of the ethical dimension of artistic creation
- Communicate comprehensibly and convincingly to both professionals and lay people information
on the nature of professional issues in the field of theatre and dramatic arts and his/her own
opinion on their solution
3 https://is.jamu.cz/obory/?fakulta=5453
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- Demonstrate adequate skills to use information and communication technologies
- Speak within his/her professional knowledge, skills and competencies at least one foreign
language
- Independently acquire additional professional knowledge, skills and competencies particularly
based on practical experience and its evaluation, but also through self-study of theoretical
knowledge of the field
Learning outcomes – Education area: Dramatic Arts / Master’s degree
After graduation, with respect to the studied field, the graduate is able to
Professional knowledge
- Demonstrate a broad and profound knowledge and understanding of the subject and scope of the
field corresponding to the current state of knowledge
- Demonstrate a broad and profound knowledge and understanding of theories, concepts and
methods corresponding to the current state of knowledge in the field
- Understand possibilities, conditions and limitations of the use of knowledge of related fields
- Demonstrate a broad and profound knowledge of history of dramatic arts and theatre
- Understand contemporary practices in the area of theatre and dramatic arts as well as in the field
and assess them in a historical and sociocultural context and find fundamental bibliographic
references
- Demonstrate a broad and profound knowledge and understanding of theories, concepts and
methods in relation to artistic and research processes corresponding to the current state of
development and knowledge in the area of theatre and dramatic arts
- Understand and use related interdisciplinary elements in an informed way and apply knowledge,
practice, concepts of other disciplines or artistic and scientific areas in an effective way
- Understand the possibilities, conditions and limitations of the use of knowledge of related fields as
well as creative or theoretical overlap into other areas
Professional skills
- Use expert knowledge to independently define and creatively solve a theoretical and
practical problem in the area of theatre and dramatic arts
- Solve a complex problem independently and creatively with the use of selected theories, concepts
and methods of the field and critically reflect at an appropriate level both specific problems of the
field and general problems of theatre and dramatic arts
- Use some of the advanced research procedures in the field in a way that allows to acquire new
original information
- Participate in a diverse context of theatre staging as a dramaturge, director, scenographer, actor,
technician, manager, etc. who present himself/herself as a creative professional, and demonstrate
his/her technical maturity and artistic awareness tailored to the expression and realization of own
ideas
Professional competencies
- Decide independently and responsibly and conceive a work of art in new changing contexts, taking
into account wider social consequences
- Recognize his/her individuality of an original co-creator in a team work
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- Practice critical reflection and maintain originality in his/her work based on collecting, analysing
and synthesizing information and developing own ideas and concepts
- Make effective use of own imagination, knowledge and emotional understanding for creative work
and for the purpose of problem solving
- Manage and coordinate the work of a creative team within his/her field according to the evolving
broader context in the realization of a complex scenic work of standard and larger size with
a complicated structure and complicated links between individual means of expression and be
responsible for its results.
- Lead others and develop his/her leadership capabilities in a significant and creative way necessary
for the completion of creative projects
- Organize and administer own projects, adequately manage both human and material resources, as
well as adhere to the required deadlines for successful project realization
- Use information and communication technologies and adequate communication skills for the
success of his/her projects and creative activities
- Solve an ethical problem independently
- Communicate his/her expert opinions to experts and the wider public in a clear and convincing
way
- Speak within his/her expertise, skills and competencies in at least one foreign language
- Plan, support and manage, using theoretical knowledge of the field, the acquisition of additional
professional knowledge, skills and competencies of other team members
Students who prefer to apply their theatre education in a wider context (such as education and training,
community and social context) are able to
- Work in the educational and artistic area as teachers of theatre/drama education
- Consolidate and develop methodological competencies and master control of didactic knowledge
in terms of conceiving and using programmes with an artistic and educational content
Learning outcomes – Education area: Dramatic Arts / Doctoral degree
After graduation, with respect to the studied field, the graduate is able to
Professional knowledge
- Demonstrates a deep and systematic knowledge and understanding of the history, theory, practice,
concepts and methods in the area of theatre and dramatic arts corresponding to the present state
of knowledge at an international level.
- Demonstrate mastery in understanding relevant research methods, techniques and strategies and
their corresponding application in the field of artistic research and/or artistic practice
- Demonstrate extensive understanding of the wider professional context in which their research is
taking place and see their research results in context with peer reviews and published, presented
and other public outputs
Professional skills
- Develop and evaluate theories, concepts and methods of the field, including the definition of fields
and their inclusion in the area of theatre and dramatic arts
- Work with relevant bibliographic data, use archives and other sources of information
- Approach the research in a creative, innovative and genuine way, demonstrate flexibility and
openness, while recognizing boundaries and drawing appropriate conclusions from sound sources
and methodologically correct practices
Professional competencies
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- Evaluate new knowledge and ideas, design and use advanced artistic and research procedures and
contribute innovatively to the development of contemporary theory and practice of theatre and
dramatic arts in a way that enables to extend the knowledge and development of theatre and
dramatic arts in a wider cultural and social context
- Manage his/her own serious research project based on clearly-focused and reasonably
substantiated research objectives and methodologies, and plan large-scale creative activities and
raise resources to realize them
- Develop and maintain a system of cooperation and working relationships with co-workers,
colleagues and partners in cultural and artistic institutions and in broad research and artistic
communities
- Solve independently a complex ethical issue that has arisen in the creative activity or exploitation
of its results
- Communicate his/her findings in the area of theatre and dramatic arts to other members of
professional community at an international level and to the general public in a comprehensive and
convincing way
- Speak within his/her professional knowledge, skills and competencies at least one foreign
language, including oral and written presentation of creative activity results.
- Acquire new expert knowledge, skills and competencies through his/her own creative activities, as
well as discover new creative possibilities in the area of theatre and dramatic arts and influence
the conditions and contexts of education of others
HF JAMU
Learning outcomes – Education area: Music Art / Bachelor’s degree
After graduation, with respect to the specifics of the field and genre, the graduate
Practical results (based on skills)
- Is able to realize, change, adapt, create or produce music within his/her discipline or genre for
practical purposes in a particular environment
- Has mastered an effective and professionally sound technique for further studying, rehearsing and
examinations
- Recognizes, realizes and interprets music material using sheet music or listening
- Is engaged in a music ensemble
- Is able to improvise, interpret or adapt music beyond the score
- Examines, evaluates, applies and critically views existing research and artistic practice
- Uses an appropriate spoken, digital, or other form to communicate information and ideas about
music
- Communicates information, opinions, problems and their solutions to professional and lay
audiences using various media and presentations
- Uses appropriate technology to learn, create, record, produce and dissemination of music material
- Uses adequate media for promotion and dissemination, controls a range of communication,
presentation and organizational skills associated with public appearances
- Identifies a variety of artistic contexts and environments and responds to them accordingly
- Realizes, reflects and develops his/her own learning style and the skills and strategies needed
- Leads or supports the educational and creative processes of others, contributing to the
development of learning environment
- Develops artistic concepts and projects and is able to present them professionally to potential
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clients and recipients (audience)
- Identifies key issues of his/her artistic practice and practices an artistic self-reflection
Theoretical results (based on knowledge)
- Knows the practice, language, forms, materials, technologies and techniques in the area of music
that are relevant to the field, knows related texts, sources and concepts
- Has sufficient knowledge of theoretical and historical contexts in which music is practiced and
presented, including a range of musical styles and corresponding artistic traditions; can explore
and master new and challenging repertoires and styles
- Has a comprehensive knowledge of the relevant representative repertoire in his/her music field
and is able to create and provide comprehensive music experience and interpretation
- Recognizes and has routine processes that are the basis of improvisation, is able to adapt music
material in sound or in writing
- Understand the means by which musicians can develop, conduct research and evaluate ideas,
concepts and processes, using creative, critical and reflexive thinking and practice
- Is able to collect and use relevant information found in libraries, Internet storage sites, museums,
galleries and other relevant resources and knows the relevant institutions
- Identifies a number of strategies for interpretation, communication and presentation of ideas,
problems and arguments in an appropriate style for different audiences
- Knows a variety of ways how to use technology to create, disseminate and produce music,
including appropriate means of communication and their application
- Identifies various professional work environments and contexts and recognizes the role of
a musician in contemporary society
- Knows the key financial, business and legal aspects of the music profession
- Is familiar with the concepts and practice of pedagogy, especially with the strategies to motivate
and convey music creativity and education
- Is aware of legal and ethical frameworks related to intellectual property and is able to take
appropriate measures to protect innovation
General results
- Masters systematic analytical and process skills, is able to follow them independently and
systematically
- Demonstrates strong self-motivation and self-discipline capability, including self-study ability in
preparation for continuous, future-oriented education with a sustainable career path
- Has the ability to listen, cooperate, express opinions in a constructive manner, and favours a
common interest before asserting his/her own opinion
- Is flexible and able to quickly acquire knowledge and propose alternative solutions in real time
- Recognizes the relevance of previously acquired skills and is able to adapt them to a new context
- Develops, examines and evaluates proposals, concepts and processes through creative, critical and
reflective thinking and practice
- Uses his/her imagination, intuition and emotional understanding, thinks and works creatively,
flexibly and adaptively
- Uses and applies various technical means in his/her own music creation and uses them to promote
his/her professional profile
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- Acts as a self-confident and trustworthy personality in an appropriate context, communicates
effectively, presents his/her work in an accessible form and uses IT tools and other presentation
skills as needed
- Is familiar with various social, cultural and ethical issues and introduces various local, national and
international views into his/her own artistic practice
- Recognizes the needs of others, responds creatively and appropriately to the ideas and suggestions
of others, works consistently and positively with verbal or written feedback. He/she engages in
activities with other individuals and groups, demonstrates sensitivity to views and perspectives of
others, and, where appropriate, proves teamwork, negotiation, leadership, project development
and organization skills
- Has a long-term (lifelong) perspective of individual artistic development, an open attitude towards
the new and regularly evaluates and develops artistic and personal skills and competencies in
relation to personal goals
Learning outcomes – Education area: Music Art / Master’s degree
After graduation, with respect to the specifics of the field and genre, the graduate
Practical results (based on skills)
- Realizes, transforms, modifies and creates or produces music at a high professional level, expresses
own artistic concepts corresponding to the level of a developed music personality
- Has a command of sophisticated craft skills in relation to the repertoire, style, etc. his/her field or
genre
- Shows the breadth and depth of expert knowledge, in relation to his/her field of study,
demonstrates proficiency in a number of different styles and has a distinctive and individual
expression in one particular style
- Has the ability to create, realize and express his/her own artistic concept; is able to ensure that any
weaker areas related to artistic practice, exams, reading, auditory, creative and shaping skills are
covered
- Holds a leading role in an ensemble or leads other joint activities
- Shows a high level of improvisation proficiency
- Has the ability to develop, explore and evaluate ideas, concepts and processes in his/her discipline,
genre, study area and/or his/her own artistic practice
- Demonstrates excellent communication skills in the context of his/her own practice and during
presentation for both professional and lay audiences
- Has competencies in the use of technologies and their application
- Takes responsibility for linking context, audience and music material, delivers ideas across a range
of different contexts with proficiency and certainty
- In the context of music education, he/she recognizes and identifies individual student needs and
has the ability to differentiate and adapt activities to this
- Practices a high level of critical self-reflection in relation to his/her own style of learning, skills and
strategies
- Has the ability to transfer theoretical findings into practical activities that allow the study of music
and supports the creative process of others
- Is sensitive to objects of his/her research, respects the diversity of character of individuals and
contexts and takes into account the ethical dimension of work
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- Has a deep insight into his/her field in relation to the relevant career path and opportunities and
identifies and formulates strategies for developing cooperation on this basis
Theoretical results (based on knowledge)
- Has a profound knowledge of music practice, languages, forms, materials, technologies and
techniques relevant to the field of study, and possibly to the related disciplines and texts, sources
and concepts associated to them
- Has a comprehensive knowledge of the repertoire in his/her area of music education and
demonstrates a high level in creating and delivering coherent music experiences and
interpretations; his/her repertoire includes well-known, lesser known and unknown works
- Develops and expands his/her knowledge of the theoretical and historical context in which music
is practiced and presented
- Has a knowledge musical styles and a sophisticated and critical understanding of the related
artistic traditions
- Develops, presents and realizes artistic programmes that are coherent and suitable for different
contexts
- Has cultivated and routine knowledge of improvisation techniques and processes and has the
ability to apply them freely in different contexts
- Understands a number of sophisticated research techniques and knows how to use selected
procedures in order to develop, contextualize, explore and evaluate ideas, concepts and processes
as needed within his/her discipline, genre, study area, and/or artistic practice
- Identifies and uses relevant literature and/or other sources related to his/her practice and
development within the discipline, genre and/or field of study
- Identifies and excellently uses research, study, communication and presentation techniques for
self-development and expansion and/or deepening of the artistic project
- Uses specific technologies to create, disseminate and/or produce music, with respect to the
discipline, genre, field and/or artistic practice
- Has a deep insight into pedagogical theories concerning music education in one or more specific
educational contexts
- Has a deep insight into the role of a musician in contemporary society, examines, deals with and
considers specific relevant professional work environments and contexts
General results
- Demonstrates a high level of critical thinking and critical awareness skills
- Demonstrates self-reliance in all aspects of learning, social interaction and opportunity recognition
- Uses a variety of communication and social skills in appropriate contexts with confidence and
competence
- Demonstrates leadership, teamwork, negotiation and/ or coordination skills taking into account
different artistic contexts
- Is able to integrate knowledge gained from different contexts and perspectives
- Demonstrates independent thinking supported by rational and empirical use of knowledge when
carrying out tasks that can be:
- extended and comprehensive
- in new or unknown contexts
- based on incomplete or limited information
- Recognizes the correlation between theory and practice and uses this knowledge to support and
strengthen his/her own artistic development
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- Is able and willing to communicate knowledge and ideas in other ways than through scores, artistic
performances and/or other music outputs (recordings, etc.)
- Consistently analyses, examines, uses and responds creatively and appropriately to verbal and/or
written feedback, ideas and suggestions from others
- Initiates activities and projects and works with others through interaction or cooperation
- Has suitable high-level presentation skills in all aspects of his/her practice and activities
- Shows sensitivity to the different learning styles and needs of others and has the ability to support
and motivate through creative activity and learning
- Is active in cooperation with individuals and/or groups, as appropriate and in relation to his/her
own and wider cultural contexts
- Engages and shares information with professional and lay musicians and audiences across a wide
social spectrum, is aware of individual and/or group responses to this information and is able to
respond appropriately
- Uses confidently his/her own psychological understanding - and the feeling of own success and
satisfaction of others - to make decisions in situations related to professional practice
- Has a positive attitude and is willing to engage in permanent (lifelong) personal and professional
development
Learning outcomes – Education area: Music Art / Doctoral degree
On the basis of the skills acquired in the bachelor's and master's degree, the student after graduation is
expected to be able to continue in seeking new knowledge, skills and general competencies:
Practical results (based on skills)
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- Identifies and contextualizes dynamic research questions from his/her artistic practice or music
area to broaden understanding and discover new findings and research results
- Defines, plans, manages and arranges research activities and projects, selects and justifies
appropriate methodological processes and resources, including possible funding opportunities,
while identifying, evaluating and minimizing risks or negative impacts
- Encourages colleagues, cooperates with them and guides them using a variety of practical,
facilitation and communication skills, thereby influencing practice and strategy in different
environments
- Systematically and critically analyses and evaluates own research results and that of others
- Identifies the value of own research results from a social, cultural, ethical and economic
perspective
- Records and shows original perspectives and innovative solutions in realizing, reshaping, creating,
adapting and/or producing within his/her own music activity/practice
- Considers the impact of his/her research on different types of audience and convey its
understanding to both professional and lay audiences
- Seeks opportunities to exploit and further develop knowledge gained from own research
Theoretical results (based on knowledge)
- Recognizes excellence in his/her field and helps to maintain it
- In his/her research and/or artistic practice, he/she seeks, discovers, accesses, acquires, classifies,
interprets, analyses, evaluates, manages, retains and communicates knowledge from relevant
literature and/or other sources
- Identifies, selects and uses effective and appropriate techniques and methods to research and
disseminate information, taking into account the needs of a wide range of target groups
- Adheres to professional standards in research practice, and recognizes ethical, legal and health
and safety implications of the research conducted, its national and international context, and the
ownership rights of all persons associated with the research work
General results
- Applies and adheres to professional and ethical standards in his/her research, promotes the
development of research and artistic practice
- Identifies key issues related to the field of study, critically considers and innovatively addresses
them
- Engages in a wider community of researchers, experts and creators, sensitively shares the criticism
of others' ideas and is receptive to criticism concerning his/her own work
- Establishes and maintains cooperative relationships with colleagues, students, artistic co-workers
and other parties, respects equality, diversity and cultural context
- Engages in relevant research and communicates its results to a broad professional and lay
audience, opening up the possibility of public understanding and/or broader artistic opinion
- Approaches research tasks with enthusiasm, perseverance and conscientiousness, and develops
strategies to unfold his/her own potential
Verification
- Standards for the education area of Arts, thematic areas Music art, Theatre art
Evaluation
Both faculties of JAMU participated in the preparation of teaching outputs on the accreditation standards
for thematic areas of the education area of Arts. The outputs are the result of cooperation between HF
JAMU and DF JAMU with DAMU and HAMU Prague. Based on this material, outputs for individual degree
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programmes and specializations were prepared. The resulting material establishes a general framework
for creation of degree programmes and their specializations and for conceiving their curricula as well as
individual theoretical and practical courses and for preparing applications for accreditation of degree
programs.
Interest in study and admission to study - number of students
The expected maximum number of admitted students in the individual fields of the degree programmes
Music Art at HF and Dramatic Arts at DF is tied to:
- The level of applicants' talent prerequisites, year-on-year variable diversity in the number and
availability of persons interested in study between individual study fields
- The number of graduates from each degree
- Objective assessment of the faculty's capacity, personnel, spatial and financial capabilities with
respect to the form of teaching - the focus in the individual teaching of fundamental courses of the
field
Thus, the determination of specific number of students for a given academic year is governed by:
- The number of applicants enrolled in individual fields
- The highest possible number of admissions, as laid down in the current Admission Procedure
Directive and the limit tied to the agreements on the funding rules of the higher arts education
institutions
- Requirement of individual departments and ateliers reflecting on the number of enrolled and
taking into account the number of graduates
Verification
- Annual Report on JAMU activities for 2017
- Annual Reports on activities of faculties for 2017
- Internal regulation Study and Examination Code of JAMU
- Rules for the Admission Procedure for the academic year 2018/2019
Evaluation
Professional knowledge, skills and general competencies acquired by graduates from the JAMU degree
programmes are in accordance with the given type or profile of the respective degree programme.
Language competencies
DF JAMU
The curricula of all bachelor's degree programmes include teaching one foreign language at least four
semesters, two hours per week. In the degree programmes of Theatre Management/specialization of
Theatre production and Direction and Dramaturgy/specialization of Dramaturgy, the teaching of foreign
languages is strengthened by another two hours per week. For some degree programmes, the knowledge
of English is also the subject of admission procedure.
Students of all degree programmes can choose additional foreign language as an optional course.
DF JAMU has committed itself within the OP3V ESF project to prepare curricula and teaching in English for
selected courses in certain programmes.
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When conceiving degree programmes and their specializations, the extent of foreign language teaching is
maintained; language teaching is placed in the first two years of the bachelor’s degree as a compulsory
course of the common base of the degree programme and its specializations.
For admission to doctoral studies, knowledge of languages is a prerequisite and is examined in the
admission procedure. In the course of their studies, students are also required to pass an exam in which
they demonstrate their ability to produce a professional text in a foreign language, present it at an
international conference, and be able to hold a professional debate in a foreign language.
HF JAMU
The degree programmes of the Music Faculty are conceived in such a way that during their study the
students must demonstrate their ability to use the acquired professional knowledge, professional skills
and general competencies in at least one foreign language. In the curricula for the bachelor's degree, the
foreign language teaching is a part of the compulsory quota of the field base in four semesters. The
composition of the curricula allows the choice of additional foreign language as an optional course.
For admission to the follow-up master's and doctoral degree studies, knowledge of a foreign language is a
prerequisite and is examined during the admission procedure. Teaching of additional foreign language is
then part of the curricula for doctoral studies.
For foreigners to be admitted to degree programmes carried out in the Czech language, the passing of
Czech language exam, which is part of the admission procedure, is essential.
Verification
- Study and Examination Code of JAMU
- Rules for the Admission Procedure for the academic year 2018/2019
- Curricula for the given academic year
Evaluation
The degree programmes at both faculties of JAMU are conceived in such a way that during their study the
students must demonstrate their ability to use the acquired professional knowledge, professional skills
and general competencies in at least one foreign language.
Rules and conditions of curricula development
The rules and conditions of curricula development are part of JAMU's internal regulation ‘Rules of the
System for Assuring Quality of Educational, Creative and Related Activities and Internal Evaluation of
Quality of Educational, Creative and Related Activities’.
DF JAMU
DF creates rules for developing curricula based on the need to balance the students' practical and
theoretical background with regard to their work in the artistic practice and the university nature of their
study. An integral part of teaching is the artistic work itself, which in the field of theatre art takes on the
form of teamwork. This fact is also decisive for the development of curricula that respect the need to link
degree programmes and specializations in joint projects.
HF JAMU
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HF has set up functional rules and conditions for developing curricula so that, in particular, the acquisition
of the necessary practical skills and the acquisition of theoretical knowledge prepare students for the
chosen professions and enable their employment in other creative activity.
Verification
- Internal regulation Study and Examination Code of JAMU
- Curricula for the given academic year
- Internal regulation Rules of the System for Assuring Quality of Educational, Creative and Related
Activities and Internal Evaluation of Quality of Educational, Creative and Related Activities of JAMU
Evaluation
JAMU has set up functional rules and conditions for developing curricula and length of teaching, including
self-study; the curriculum is designed to enable students to acquire the necessary practical skills and
theoretical knowledge needed for the pursuit of a profession, including career in creative activities. Part of
the curricula is the artistic work itself and its public presentation.
Specification of the career prospects of graduates
Career prospects of graduates from the existing fields of study are stipulated in their annotations
published in the JAMU Information System (IS). Gradually during the transition to degree programmes
and their specializations, annotations of these programmes and specializations will be published in the IS,
including the specification of career prospects of graduates
Graduates, equipped with the abovementioned knowledge, skills and competencies, find their
employment in artistic ensembles and institutions (orchestras, theatres, television, film, schools with art
disciplines, etc.), many of them become freelance artists. Already during the course of studies, students'
artistic outputs are regularly evaluated in the form of public presentations and the main competencies of
graduates include the ability to cooperate and come to an agreement in the process of creation. After
completing their studies, the future career paths are opened to graduates according to their field of study
or other employment opportunities in culture. The so-called transferable skills that students acquire
during their studies are also serious and appreciated in a number of other working contexts, especially in
the creatively entrepreneurial and managerial contexts.
Verification
- Database of JAMU graduates
Evaluation
The career opportunities of JAMU graduates depend on many factors, especially on the ability of the
graduate to assert himself/herself in a professional environment, on the momentary demand from
cultural institutions. Admitted applicants are not guaranteed any direct link between the profession being
studied and a definite career.
Thanks to the work of teachers in the professional sphere, students get contacts with potential future
employers as well as general awareness of career opportunities.
Standard length of study
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The standard length of study for individual levels of degree programmes and their specializations is
determined in accordance with Sections 45, 46 and 47 of the Higher Education Act and the internal
regulations of JAMU; three years for the bachelor’s degree programmes; two years for the follow-up
master’s degree programmes and five years for the non-follow-up degree programmes (except for the
fields of acting at DF JAMU, where the length of the non-follow-up master's degree study is set to four
years due to a long-term experience in linking the personal professional development cycle and the
necessary acquisition of practical and theoretical competencies of the field), and four years in the doctoral
degree programme.
Consistency of the study content with study objectives and the
graduate’s profile
The content of study is traditionally derived from the graduate’s profile at both faculties and continuously
updated according to developments in the professional sphere. Teaching is regularly complemented by
meetings with outstanding artistic and pedagogical personalities (lectures, seminars, workshops, classes).
Meeting them provides students with valuable information about the situation in professional sphere and
can influence their own professional aiming.
Arts education enables students to become creative art professionals. Students learn to develop the
necessary imaginative, intellectual, theoretical and practical skills and dexterity to equip them for further
personal development and professional career in arts. Students are required to become actively involved
in their own education and to specify their own practical, theoretical and research spheres, including the
relevant professional skills necessary for this practice.
Verification
- Internal regulation Study and Examination Code of JAMU
- Curricula for the given academic year
- Internal regulation Rules of the System for Assuring Quality of Educational, Creative and Related
Activities and Internal Evaluation of Quality of Educational, Creative and Related Activities of JAMU
- Standards for the education area of Arts, Music Art and Dramatic Arts degree programmes.
Evaluation
When conceiving the transition of the existing fields of study to new degree programmes and their
specializations, the professional career prospects are re-formulated. The content of study is thus gradually
verified and adapted to the objectives of the study; it enables to attain the defined graduate’s profile in
accordance with the established qualifications frameworks and is based on the application of
contemporary knowledge and methods of creative activity in the given area of education.
Differentiation of doctoral degree programme from other types of
degree programmes
Doctoral degree programmes are conceived as a platform connecting students of individual artistic
professions and focus. They combine research with artistic creation and pedagogical activity of students.
The PhD study builds on the issues of professional knowledge, deepens them, and consequently enables to
complete the study of issues learnt through own artistic and creative work by systematic and focused
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theoretical and practical examination, generalization and written reflection. Skills include the ability to
use the procedures of research, artistic and creative activities to evaluate the latest findings in dramatic
and music arts.
Part of the doctoral study is the obligation to perform artistic, pedagogical and publishing activities.
Research activities of doctoral students are also supported from the funds intended for a specific higher
education research, which students apply for within an internal grant competition.
DF JAMU organizes the International Conference of Doctoral Studies biennale. In 2017, this conference
was held on the theme of ’Politics and Community Engagement in Doctoral Theatre Research’.
Verification
- Curricula for doctoral degree study
- Agendas for the International Conference of Doctoral Studies
- Proceedings from the International Conferences of Doctoral Studies
Evaluation
Compulsory specialist study courses of the doctoral degree programmes are not identical in content to the
compulsory study courses of bachelor’s or master’s degree programmes, having a strong focus on
research (traditionally conceived research as well as ’artistic research’), on the ability of theoretical
reflection on one's own work and that of others, and on pedagogical activity within the faculties .
As part of an individual degree programme, the students usually get involved in an international
cooperation through various programmes to support mobility, for example by completing at least one
month of study at a foreign institution or by participating in an international creative project or
competition with results published or presented abroad.
Structure and scope of study courses
DF JAMU
Study courses in existing fields of study are traditionally divided into courses of the field base and courses
of personal specialization. Personal specialization courses are of two kinds
- Courses offered across all fields of DF
- Courses offered within individual ateliers to students of a particular field to complement the
compulsory field base
DF JAMU in all fields strives for a balanced ratio of theoretical and practical education. The specificity of
studying artistic fields is blending theory with practice. Even in practically oriented courses (especially
projects that lead to the creation of artistic, artistic-managerial and artistic-pedagogical output), inputs
are necessarily included (continuously in process of creation or through inclusion of a seminar on
performance) providing theoretical reflection (putting the work into a wider theoretical and historical
context).
A credit system (ECTS) has been introduced at DF JAMU. The calculation of credits for individual study
courses is based on the student's hourly workload, including the hours of the student's expected selfstudy
(the one-hour workload for one credit is 24 - 32 hours per semester). The number of hours,
including the hours of student’s self-study, is given in the curricula for the given academic year. The
courses are introduced in the information system (IS) and have been newly coded by the system in which
the faculty, field, semester and year of study are displayed.
Sample curriculum with course codes and credit calculation
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Course Winter semester Summer semester Teacher
L4
E5
S6
Ex,
mc,
c7
CR8
L E S Ex,
mc,
c
CR
Field base:
DRCZ10
1
DRCL101 Directing
Basics
2 2 4 Ex 4 2 2 4 mc 4 Srba
DRCZ10
2
DRCL102 Drama
Theory I
2 1 5 Ex 4 2 1 6 Ex 5 Cejpek
DRCZ10
3
DRCL103 Introduction
to practical
dramaturgy
1 1 3 c 3 1 1 3 c 3 Plešák
DRCZ10
4
DRCL104 Acting
education
for directors
0 4 0 c 2 0 4 0 c 2 Bergman
In 2017, the transition of existing fields of study to degree programmes with specializations began. In this
way, all new degree programmes will be gradually being prepared for accreditation. In connection with
this, there will be a change in the composition of study courses.
Courses are newly divided into
- Courses of a common degree programme base
- Courses of degree programme specialization
Within these categories they will then be divided into courses
- Compulsory
- Compulsorily optional
- Optional
With regard to the focus of degree programmes on academically oriented, the requirement for the
inclusion of theoretical courses is maintained, but knowing the specifics of arts programmes, where the
courses containing artistic, artistic-managerial and artistic-pedagogical creation are conceived as ’Artistic
Research’ (Theatre based Research”) and are considered to be partly theoretical, providing theoretical
and historical findings directly linked to the creation itself and teach students theoretical reflection and
inclusion of creation in a broader theoretical, social and historical context.
The method of establishing the scope of courses and the determined calculation of credits from the
student's hourly workload has proved successful over the years and will remain unchanged.
HF JAMU
Study courses in existing fields of study are traditionally divided into courses of the field base and courses
of personal specialization. Personal specialization courses are of two kinds - courses offered across all
fields of degree programmes and courses offered within individual departments to students of a particular
field to complement the compulsory field base.
The specificity of studying artistic fields is blending theory with practice. Even in practically oriented
courses, inputs are necessarily included continuously in the form of a lecture or seminar on the project,
providing theoretical reflection enabling identification of a historical context and pertinence of the created
output into a wider theoretical framework.
4 L = Lecture
5 E = Exercise, seminar
6 S = Self-study
7 Completion of the course (Ex = examination, mc = marked credit, c = credit)
8 CR = Number of credits
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Verification
- Curricula for the given academic year
- Study course syllabi
Evaluation
The degree programmes of both faculties have a clearly defined and reasoned structure of study courses,
their scope and characteristics as well as conditions and requirements for their successful completion and
evaluation.
Consistency of the curricula content, state exams and quali&ca'on
works with learning outcomes and graduate’s pro&le
In all existing fields of study at both faculties of JAMU, students take state examination in theory and
history of the relevant field. The content of the exam and the requirement for the student's ability to put
theoretical and historical findings into a broader context of contemporary artistic creation and social
context and relate them with his/her own work differs according to the degree of study.
According to individual fields, this state examination base is supplemented by other disciplines, e.g. of
managerial focus, examinations in pedagogy, psychology and didactics for pedagogically oriented fields, in
courses focused on methods of artistic creation in the authorial fields.
Qualification works at JAMU are of two kinds
- Written work (bachelor’s thesis, master’s thesis, dissertation)
- Graduate artistic, artistic-managerial, artistic-pedagogical performance (at the bachelor's and
master's level, in the doctoral study the own creative projects are part of the dissertation research
and the results are included in the dissertation)
The study courses, the content of state exams and the requirements for qualification works are
consistently based on qualification outputs formulated for individual fields and from specified
accreditation standards for theatre and music arts.
The content and scope of the final state examination and requirements for the qualification works are
subject to a thorough analysis when conceiving degree programmes and their specializations
Requirements for the graduate performances will be newly formulated in the System of Internal Quality
Assurance and Evaluation. The type of performance will be determined, its characteristics and
requirements for professional knowledge, skills and competencies to be demonstrated by the
performance.
Verification
- Standards for the education area of Arts, Music Art and Theatre Art thematic areas
- Outputs of teaching for individual fields of study of JAMU
- Published qualification works and documentation of graduate performance
- System of registration of artistic projects at JAMU
Evaluation
The content of the courses taught, teaching methods, practical training, method of assessment, content of
the state final exams, and the topics and focus of the qualification works are consistent with the planned
learning outcomes and the graduate’s profile in the given degree programme and create a logical whole.
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The content and scope of the final state examination and requirements for the qualification works are
subject to a thorough analysis when conceiving the degree programmes and their specializations.
Educational and creative activities in a degree programme
Aim of educational activity at JAMU
The aim of arts education is primarily to develop talent. In the pedagogical process, individual contact
teaching is necessary, which develops the originality of personality, teaches it to master the creative
procedures and techniques of the chosen field, acquire the ability of critical reflection and self-reflection,
and follow and seek new ways of artistic creativity.
The aim of undergraduate education in the arts is to provide theoretical knowledge, practical experience
and skills so that graduates find employment in the artistic ensembles and institutions (theatres,
orchestras, television, radio, film, schools with arts disciplines, etc.) in artistic and artistic-operational
positions and can become freelance artists. The main competencies of graduates include the ability to
cooperate and come to an agreement in the process of creation; in the case of collective works of art they
are able to manage a large creative team in the process of creation.
In the field of arts education, the practice-based research degree (PhD) prevails at the doctoral level.
There is a characteristic balanced ratio between artistic creative activity and its erudite critical theoretical
reflection, i.e. between written work and artistic practice in the reporting of publishing activities.
Studying the doctoral degree programme in a particular field is coordinated by a field-specific council,
which in particular draws up the degree programme in the field, determines the content of the admission
interview for applicants, suggests a supervisor for a doctoral student, approves topics of dissertations,
evaluates the course of study, proposes the composition of committees for defence of dissertations and for
the state doctoral examination. The study of each student is coordinated by a professional trainer who, in
particular, prepares with the student his/her individual curriculum, performs a continuous check of how
it is fulfilled and evaluates the student's study once a year.
Methods of teaching and evaluation study results
DF JAMU
Methods of teaching are based on the following principles
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- Individual approach to each student (recognition of his/her strengths and weaknesses and
guidance in developing his/her talent)
- Contact teaching in disciplines based on development of professional skills and techniques
(continuous checking and correction of performance)
- Leading students to independent creative work (continuous feedback and further direction of
creation)
- Mastering the principles of teamwork
- Knowledge of the theory and history of the field as a prerequisite for creation and its reflection
- Understanding the significance of artistic cognition of the world in addition to scientific cognition
and the role of art in society
- Importance of research through art (artistic research, theatre based research)
The most commonly used methods are
- Lecture, discussion, heuristic methods in theoretical disciplines
- Methods of developing professional skills and techniques in practically oriented disciplines
- Project methods, discussion methods, heuristic methods, problem solving, brainstorming,
learning in life situations - creation and presentation of a theatre staging, creation and realization
of an artistic-pedagogical and artistic-managerial project in the case of creative projects
Teaching at DF most often takes form of individual teaching (development of professional skills and
techniques, guiding independent creative activities of students) and group individualized teaching
(especially for creative projects based on teamwork).
Due to the gradual transition from fields of study to degree programmes with specializations, there is a
greater interconnection of teaching and thus of methods and creative practices between the various
professions studied and the principle of team creation is strengthened.
HF JAMU
The degree programmes realized within the thematic area Music Art use teaching methods appropriate to
the individual needs of students and the development of their specific creative, talent, psychosomatic and
possibly other (theoretical-critical, organizational, communication, etc.) prerequisites. Education at the
Music Faculty is thus most often in the form of individual teaching (developing professional skills and
techniques, guiding independent creative activities of students) and group teaching (especially in
theoretical and historical subjects or in the development of teamwork focused on the realization of
creative projects). The gradual transition from study fields to degree programmes with specializations,
according to the requirements of new legislation and accreditation methodology, leads to greater
interconnection of teaching and thus also methods and creative practices between the various professions
studied, the principle of teamwork and sharing of good practice is strengthened.
In the course of study process, student-centred approaches that support their active, individual creative
activities and group cooperation are used. Given the specifics of the thematic area Music Art, a special
emphasis is placed on direct/contact teaching immediately related to the development of individual
talent, creative, psychosomatic and other prerequisites.
Studying takes place according to the nature of the given programme and the course in the form of
lectures, seminars, individual lessons (interpretative fields - playing the instrument, conducting, singing
and composition), group lessons (chamber music, orchestral and opera projects, multidisciplinary
projects), concert and opera practice , exercises, self-study and related artistic/ creative activities, as well
as visits to concerts, shows and other artistic presentations or participation in professional excursions.
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The ratio of direct teaching and self-study corresponds to the profile of the degree programme and
teaching methods, with more than half of the teaching being done in the contact form.
The development of methods of studying, teaching and evaluating results includes the use of study results
as a positive learning tool that enables to engage students in critical peer review processes. There is a
general shift towards a more responsible and transparent approach to teaching that focuses on students
and study to support their personal profile. These methods can engage students right from the outset in
the search for further direction and development of a personal artistic programme, and in negotiation
about further professional career, taking into account the practical, social, ethical, health and safety
implications for the career development of the future graduate. This inclusion or placement is discussed
with teachers and the relevant experts or institutions are contacted. Students acquire direct experience
with individual issues and procedures related to their inclusion. They document their experience and are
evaluated for artistic performance, demonstration, presentation of work or project to their colleagues and
teachers. In this way, the group of students gain valuable information and insight into the problem thanks
to their colleagues' experience while developing their own presentation skills.
The composition of the study literature and the composition of the study supports, which are included in
the requirements of the study courses of the profiling base, reflect the current state of development in the
area of music art. Students are provided with the availability of study literature and study support, which
is stated in the requirements of study subjects of the profiling base
The composition of study literature and that of study materials, which are included in the requirements of
the profiling base courses, reflect the current state of development in the area of music art. Students are
provided access to study literature and study materials, which is indicated in the requirements of the
profiling base courses
Verification
- Annual Report on JAMU activities for 2017
- Standards for accreditation of degree programmes in the education area of Arts, thematic area Music
Art and thematic area Theatre Art
- Curricula of the fields
- Syllabi of study courses in IS JAMU
Evaluation
Providing for teaching
Teaching at JAMU is conceived to provide sufficient space for student talent development. Individual
approach of teachers to each student is ensured. Students have ample opportunities for independent
creative activity, for which they are given expert guidance by experienced teachers, mostly simultaneously
active artists. When carrying out degree programmes and their fields of study, modern teaching methods
are used that correspond to the required and declared learning outcomes of the relevant programme and
its fields, as well as approaches supporting the active role of students in the teaching process. The ratio of
direct teaching and self-study corresponds to the degree programme and its fields, level and form of study.
Credit system of study
JAMU uses a complex electronic information system IS for the agenda of study processes and study duties
and the unified European Credit Transfer System (ECTS) for the evaluation of study results. Diplomas are
provided with Diploma Supplements made in English according to EHEA rules. Both faculties of JAMU
have introduced the principles of qualification frameworks into the description of the study agenda and its
published parts, and at the level of individual workplaces and specializations they are introducing
descriptions of criteria that correspond to the study objectives and by which the students are evaluated.
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Teaching in professional courses
Students are required to prepare an interpretation of their artistic performance, or presentation of
a partial result of their work, or the resulting realization of the work in relation to other historical or
contemporary examples and put it in a critical and theoretical context. Other forms of presentation
include student assessments and analysis of a concert, artistic project, or discussion of a specific topic
related to artistic practice. Presentations place demands on students in applying individual and
cooperative research skills and understanding theory as an integral part of their study. A public
presentation allows students to gain self-confidence in communicating different content to a group of
listeners. It gives them an opportunity to test and improve presentation skills. Learning based on peer
interaction or peer learning that includes mutual observation and analysing of student presentations is of
great value and enables students to develop critical thinking and reflection skills.
Verification of outputs in the process of teaching and when the course is completed by examination
Students are involved in a wide range of study activities. Continuous assessment of outputs of teaching is
used as a learning tool and the students are expected to play an active role in their evaluation. This
evaluation can take place by means of group criticism, by writing critical evaluation reports on own study
growth or through critical activity of colleagues. This form of assessment engages students in analysis,
evaluation and discussion with their fellow-classmates and allows the assessment process to be
transparent. In this way, students can assume greater responsibility for their own study.
The purpose of the examination is to verify whether the student has theoretical knowledge or practical
skills in the scope and form set for each course of study. Examinations must take place in a specified form
(written test, theoretical examination and the like for theoretical courses, or presentation of artistic
performance or realization of an author's work in the case of outputs of practical disciplines). The
examination may have several parts and if the main course is evaluated in higher grades, the results of
study are presented by a public presentation.
Creative activity related to a degree programme
The entire pedagogical process at DF JAMU is directed towards students' independent creative and artistic
activities. First, under the guidance of teachers, there are exercises and minor works that are presented
inside the atelier and then inside the school, which does not exclude the possibility of presenting the most
significant achievements to a wider public. Some creative projects in the bachelor's degree are directed
towards public presentation and confrontation with the audience. In the master’s degree, outputs are
presented through public appearances.
A special category is formed by graduate performances, which have the character of completed and
publicly presented artistic, artistic-managerial, artistic-pedagogical work. Requirements for graduate
performances will be newly formulated in the Methodology of Internal Assurance and Evaluation of
Quality of Educational and Creative Activities of DF JAMU.
At HF, students present their artistic activity at public concerts or within other artistic productions; works
for final examinations are presented in the form of outputs at HF only within the relevant department.
Graduate performances, which have the character of completed and publicly presented artistic, artisticmanagerial,
artistic-pedagogical works, constitute a special category.
A detailed list of realized and published creative projects from the degree programmes is contained in the
annual report for the year in question.
In 2016, a register of students’ artistic projects was introduced in the JAMU information system. Linking
artistic activity with education is the principle on which the teaching is based and follows from the very
nature, mission statement and main activity of the school. Teachers fulfil their roles - pedagogical, artistic
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and some of them also research. A number of academic and research workers are members of renowned
orchestral and chamber ensembles or theatres and are active even abroad. They are also members of
juries of international competitions, lead master classes and seminars in the Czech Republic and abroad.
Recording activity of students and teachers is also part of the artistic activity. The institution supports
their artistic activities and regular presentations of students’ creative activities, joint projects of teachers
and students, profile concerts of teachers, publication activity and the participation of teachers at
international conferences.
JAMU and its faculties act as a centre of artistic and research activities in the region. The institution's
artistic activity and its performance in the area of creative activities and professional outputs can be
monitored through the nation-wide RUV project (Register of Artistic Outputs), while the publishing and
research activities through the RIV (Register of Results). The Arts Council of the faculty as an advisory
body of the Dean is composed of representatives of the school, practitioners from the professional sphere
and educational arts institutions.
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Verification
- Register of Artistic Outputs (RUV)
- Register of Students’ Artistic Projects
- Annual Report on JAMU activities for 2017
- Annual Reports on activities of faculties for 2017
Evaluation
JAMU carries out scientific or artistic activity that is directly related to the thematic areas of Music Art,
Theatre Art, Dance Art, Radio Arts and Television Art of the relevant education area of Arts, in which the
fields of study of the faculty are realized. This is reflected in its outputs and their assessment with regard
to the profile of fields of study. To keep records and as evidence of professional performance, the artistic
and other professional performances of teachers and students, realized even outside the institution, are
recorded through a special module in the school information system and in the National Register of
Artistic Outputs (RUV) administered by the Ministry of Education, Youth and Sports of the Czech Republic.
The professional performance of both faculties is high in the performance characteristics of both teachers
and students in most professions, often with an international dimension. To further develop the
institution, it is essential to improve publicity, public formats of presentation and the overall
communication style.
The prerequisite for the public defence of the theses and dissertations is the submission of a summary of
professional outputs of each student's creative activity. Regular and abundant concert, theatre, project
and opera activity itself is an important evaluation parameter for the assessment of the faculty's
professional activities. From the character of creative activities in the programme documents of the Orlí
Street Theatre and the Marta Studio Theatre and the project and concert documentation contained in the
annual reports as well as from the summary of topics of theses and dissertations, it is possible to judge the
breadth of professional scope, and documentation of their opposition proceedings testifies on the level of
creative activities of both faculties. It follows from the assignment that their elaboration requires
independent creative efforts of each student. Even this activity is subject to opposition proceedings.
Financial, material and other support provided to a degree
programme
Financial support to a degree programme
The legal framework for the management of public higher education institutions was established in 2016
mainly by the full wording of Act No. 111/1998 Sb., on Higher Education Institutions and on Amendments
and Supplements to Some Other Acts, and the Rules for allocating contributions and subventions to the
public higher education institutions by the Ministry of Education, Youth and Sports (hereinafter referred
to as the ’Rules’) issued by the Ministry of Education for the relevant financial year.
Contributions under the Rules are provided to the public higher education institution (hereinafter
referred to as the ’higher education institution’), i.e. JAMU, by the Ministry of Education, Youth and Sports
for implementation of accredited degree programmes and lifelong learning programmes and related
scientific, research, development, innovation, artistic and other creative activities.
The non-investment cost of undergraduate education per one student is based on the MEYS budget and
the cost of specific research. The contribution to the doctoral education of one student is based on the cost
per one student according to the MEYS budget and also on the cost supporting the institutional
programme and other costs supporting the research of the institution at the level of obtained grants and
other research projects. However, JAMU, like other Czech higher arts education institutions, lacks financial
resources to ensure its own artistic activity, which would at least partly correspond to the support of
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research activities in the form of support for long-term institutional development of research institutions.
This financial handicap of arts education is particularly evident in the area of wages, where higher arts
education institutions traditionally occupy the last places as far as average wages are concerned.
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For lifelong learning, costs are paid directly by the course participants, while the costs are based on the
demands of the course in question.
The prevailing individual form of teaching and teaching in smaller groups so that the degree programmes
are well-accomplished requires a larger number of teachers. The institution's wage costs therefore
account for a larger portion (almost 80 %) of its budget. In 2017, JAMU implemented a long-time planned
and necessary reform of wage tariffs, which eliminated the age criterion in determining the amount of
wage and placed a great emphasis on the ability to individually assess quality and work intensity of each
staff member.
Music education is extremely demanding in terms of instrumentation and space, which implies a plan and
provision of investments into space and instruments and a continuous coverage of higher operating costs.
JAMU has prepared and annually updates a plan of material and technical development of the school,
where the needs are defined in a five-year horizon both in terms of technologies and financial resources to
cover them.
Verification
- Annual Report on JAMU economic activities for 2017
- Plan of material and technical development of the school for 2016-2020 and its updates
Evaluation
JAMU has ascertained and assessed the anticipated financial costs of the degree programmes realization,
in particular the cost of instruments and their operation, the cost of material and technical equipment and
its modernization, personnel costs, the cost of further training of academic workers and the cost of
innovation, and has adequate resources to cover these costs.
The non-investment cost of creative activities are based on the amount of resources for the institutional
programme of the institution and other costs supporting the research of the higher education institution
at the level of grants received. The faculty's investment actions are funded through a special subvention
from the Ministry of Education, Youth and Sports.
JAMU has handled the public funds provided so as not to distort, or threaten to distort, competition in
accordance with the EC/EU Rules for the Provision of Public Support.
Detailed information on the meaningful spending of the Ministry of Education's contribution, as well as
information on the programme or other financing for building an infrastructure for the material and
technical support, utilization of profit from complementary activities, project activities within relevant
programmes to support science and research, as well as information on financing from projects for
development activities or activities beyond the scope of degree programmes (i.e. joint projects within the
third role of university and international cooperation) can be found in the Annual Report on JAMU
activities for 2016 (1url.cz/6tbKi) and Annual Report on JAMU economic activities for 2016
(1url.cz/KtbKw).
Material and technical support to a degree programme
The Janáček Academy of Music and Performing Arts has spaces and material and technical equipment that
fully satisfy the high demands placed on the scope and quality of teaching. Teaching in individual degree
programmes takes place in spaces whose architectural design meets the specific needs of degree
programmes. These are classrooms for acting classes, dance halls equipped with special floors, mirrors,
pianos and sound systems; classrooms for theoretical teaching equipped with projection technology;
classrooms for the fields of Audiovisual production and theatre and Radio and Television Dramaturgy and
Scriptwriting with computer technology, editing rooms, cameras, etc. This year, foreign language classes
were moved to the newly built premises on the 3rd
floor of IVUC Astorka, whose renovation was financed
under the DIFA Infrastructure Project JAMU CZ.02.2.67/0.0/0.0/16_016/ 0002469.
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JAMU also has two school theatres – the Marta Studio Theatre and the Orlí Street Theatre. These theatres
are fully equipped for professional operation including shops and storage areas, complete technological
background and dressing rooms for actors as well as rehearsal rooms with audio systems, light
technologies and more. In the Orlí Street Theatre, there is a top equipped recording studio, dressmaker’s
shop, accompanist’s room, etc. available.
DF JAMU
Equipment and technological background is continuously modernized. This includes, for example, a new
sound system and projection technologies was funded under the DF Infrastructure Project
CZ.02.2.67/0.0/0.0/16_016/0002469 for the atelier of Theatre Production and Stage Technology; new
audio and video technologies and new lighting was funded under the DIFA JAMU Infrastructure Project
CZ.02.2.67/0.0/0.0/16_016/0002469 for the acting classrooms; new velvet covers will be purchased from
the DIFA JAMU Infrastructure Project CZ.02.2.67/0.0/0.0/16_016/0002469; reconstruction of floors in
acting classrooms will be funded under the DIFA JAMU Infrastructure Project CZ.02.2/16_016/0002469;
new velvet covers will be purchased from the DIFA JAMU Infrastructure Project
CZ.02.2.67/0.0/0.0/16_016/0002469 for musical ateliers; new photographic technologies will be
purchased for the needs of ATD students from the DIFA JAMU Infrastructure Project CZ.02.2.67/0.0/0.0/
16_016/0002469 and more.
HF JAMU
The Faculty of Music uses adequate spaces for teaching and operations, which it administers itself. It has
spaces for both teaching and preparation for teaching, in which all educational activities are carried out, as
well as spaces where students of all fields of study offered by the faculty can realize and present their
performances and artistic projects (concerts, performances, scenic projects) that are the result of study.
Thus, students and teachers can use an adequate number of classrooms and rehearsal rooms. Artistic and
creative activity is part of the teaching process and is materially secured by the faculty. For artistic and
teaching activities, there is a large and smaller concert hall and several spaces for chamber projects,
a recording and sound studio for making recordings and a space for realization of scenic projects. Students
can use all school premises for their projects. If necessary, when there are special requirements for the
outputs of specific study courses for presentation of students' creative activities in the spaces which it
does not have, it is also able to arrange rental of the corresponding rooms.
Spaces used by the faculty, such as halls for concert and chamber music projects, are equipped with
concert instruments and technical devices (recording system, sound system, etc.). Spaces for scenic
projects are equipped with lighting and sound systems. Classrooms and rehearsal rooms are equipped
with a piano park. Teaching of courses of the common base is ensured by theoretical courses taught at
departments and courses taught by the Department of Music and Humanities, as well as by courses taught
by the Department of Foreign Languages.
The Faculty owns some musical and related instruments, which are used as needed and depending on the
repertoire. Students can borrow some of them during their studies. Tool maintenance is provided by the
faculty. Students can also use the Sound and Recording Studio. Some departments have other facilities to
ensure teaching.
Beyond the scope set by accreditation, students and teachers can carry out other creative and
artistic activities, especially through grant programmes in the Czech Republic and abroad.
Teachers and students can use the publishing house to present and publish their creative work.
The institution may use the accommodation facilities near the school (student dormitory) and
sports facilities.
Verification
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- Annual Report on JAMU activities for 2017
- Annual Report on activities of faculties for 2017
- Annual Report on JAMU economic activities for 2017
- Annual Report on economic activities of faculties for 2017
Evaluation
JAMU has in place an infrastructure for teaching in degree programmes and their fields, has sufficient
staffing, spatial, technical and financial capacities, in particular an adequate material and technical
equipment, sufficient and operational teaching and study spaces, classroom equipment and teaching
facilities that correspond to the type of degree programmes, the needs of each field and the number of
students.
Professional literature and electronic databases corresponding to degree programmes
The JAMU Library strives to satisfy the needs and focus of both faculties with its collections and
acquisitions. The library has books, sheet music, CDs and DVDs, LPs and periodicals, encyclopaedias,
electronic resources, and allows students to work there on PCs and in listening boxes within their selfstudy.
Collections are supplemented with urtext editions of older documents. It provides access to the
most important foreign and domestic databases. The library fund is complemented by donations and
through student and research grants. The library keeps track of the number of teachers and students
using it and organizes its own educational events. The library is a member of international professional
organizations. Departments, ateliers and workplaces are equipped with their own information resources
according to their focus. These resources are continuously updated.
Computer network is available for students, teachers, administrative staff and faculty management.
Students have at their disposal computers in public spaces of the school and others at the relevant
departments; appropriate spaces have wireless connection.
Faculties use the capacity of the Publishing Centre to publish or print promotional materials or
professional publications.
Verification
- Annual Report on JAMU activities for 2017
- Annual Report on activities of faculties for 2017
- JAMU Library: Novobranská 3, 602 00 Brno
- Catalogue Aleph: https://aleph.jamu.cz
- Via IS: https://is.jamu.cz/auth/publikace/
- Art online: http://dokumenty.jamu.cz/knihovna/eiz/clients/forms/index.php?form_id=2&view_id=12
- Music database of the Oxford University Press: http://dokumenty.jamu.cz/knihovna/oxford/
- Music database of the Alexander Street Press, sound library, sheet music, encyclopaedias:
http://dokumenty.jamu.cz/knihovna/muco/
Evaluation
Students have adequate access to professional literature and other information resources corresponding
to the given degree programme and its fields.
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Degree programme guarantor
Guarantor's powers and responsibilities
Both faculties have established guarantors for future degree programmes based on the amendment to the
Higher Education Act and the methodology of the National Accreditation Bureau on the specification,
accreditation and implementation of degree programmes.
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DF JAMU
Degree Programme Specialization Degree Programme Guarantors
Direction and
dramaturgy
Direction
Prof. Zbyněk Srba
Dramaturgy
Acting Dramatic acting
Doc. Igor DostálekMusical acting
Physical theatre
Scenography Scenography Doc. Marie Jirásková
Light design
Dramatic production
and media
Audiovisual production and theatre
Doc. Petr FrancánRadio and television dramaturgy and
scriptwriting
Theatrical production
and stage technology
Theatrical production Doc. Blanka Chládková
Stage management and technology
Theatre and education Theatre and education Prof. Veronika Broulíková
Theatre and education for the deaf
Dance and movement theatre and
education
HF JAMU9
Degree Programme Specialization Degree Programme Guarantors
Music production MgA. Ing. Lucie Pešl Šilerová, Ph.D. 10
Conducting, singing and
opera direction
Orchestral conducting Doc. Mgr MgA. Monika Holá
Choral conducting
Singing
Opera direction
Wind instruments
playing
Prof. Milan Polák
Composition Composition Doc. Mgr Ing. MgA. Dan Dlouhý, Ph.D.
Multimedia composition
9 In 2018, HF JAMU only determined guarantors for those degree programmes whose applications for accreditation
will be submitted in 2018.
10 The habilitation procedure is scheduled for 2018
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Historical
interpretation
Prof. Barbara Willi, Ph.D.
The selection criteria were:
- The higher education qualification achieved
- Undisputed quality of pedagogical and creative activities and long-term experience in pedagogy and
arts
- Reputation of a professionally and internationally recognized pedagogical and artistic personality
- The assumption of further professional (pedagogical and artistic) growth
- Experience in creating pedagogical documents
- Last but not least, the age of the guarantor, which allows him/her to guarantee the degree programme
throughout the accreditation.
The guarantor's powers and responsibilities are set out in the JAMU's internal regulations and those of the
JAMU faculties.
When selecting a personality for the position of a guarantor, the higher education qualification and
previous education were considered, as well as the undisputed quality of pedagogical and creative
activities so far and long-term experience in pedagogy and arts, the assumption of further professional
(pedagogical and artistic) growth, the experience in the creation of pedagogical documents and the
introduction of new courses and the age of the guarantor allowing supervision of the degree programme
throughout the period for which the accreditation was awarded.
Verification
- Internal regulation Rules of the Internal Assuring and Evaluating of Quality of Educational, Creative
and Related Activities of JAMU
Evaluation
JAMU has sufficiently specified powers and responsibilities of the future degree programme guarantor to
ensure the quality of the degree programme. Powers and responsibilities are set by the JAMU's internal
regulation.
Evaluation of a guarantor in terms of meeting the standards
The guarantor of the JAMU degree programme is the JAMU’s employee, who works at the faculty as an
academic worker on the basis of an employment or service relationship with a total weekly working time
corresponding to the set weekly working time pursuant to Section 79 of the Labour Code and who has
been appointed professor or associate professor or has attained the education by completing the doctoral
degree programme. The guarantor has a professional qualification relating to the given degree
programme or a degree program of close or related content and has been performing artistic activities for
the past five years corresponding to the area or areas of education within which the degree program is to
be realized.
Verification
- Internal regulation Rules of the Internal Assuring and Evaluating of Quality of Educational, Creative
and Related Activities of JAMU
- Personal records of teachers for accreditation procedure in IS JAMU
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Evaluation
Degree programme guarantors meet the conditions as far as the maximum number of degree programmes
is concerned. Their professional curricula are available in the JAMU information system11
.
Staffing of a degree programme
Evaluation of the overall staffing of a degree programme in terms of meeting the standards
DF JAMU
DF JAMU has two types of ateliers.
The atelier is one year of study and the main teacher – the head of the atelier (usually an outstanding
artistic and pedagogical personality) and his/her closest team leads students from the first year until
absolutorium. Teaching is complemented by specialists from dance and movement and singing
departments and theoretical disciplines from the DF offer.
The second type is an atelier where all the years of the given field are merged and the team of teachers
under the guidance of the head of the atelier carries out teaching across the years. Individual years have
the so-called teacher of the year who ensures the organizational issues of studying (study stays, practices,
professional placements, etc.) from the beginning of the relevant year's study until absolutorium.
11 Their professional curricula are published in the JAMU information system, https://is.jamu.cz/lide/
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Teaching of disciplines focused on professional skills and techniques is provided by sections (dance and
movement section, singing section), laboratories (working with media lab). Language teaching is provided
by the cabinet of languages. Theoretical study in the bachelor's and master's degree and doctoral degree
study is provided by the section for theatre and drama research.
Even after the transition from study fields to degree programmes with specializations and the
establishment of degree programme guarantors, the character of atelier teaching, based on individual
personalities and their pedagogical teams, remains unchanged.
The current staffing of existing study fields and the proposed staffing of new degree programmes and
their specializations12
fully meet the requirements for their professional (pedagogical and artistic) level.
At the same time, most teachers are active in artistic practice and are recognized personalities in both the
pedagogical and artistic spheres.
DF JAMU pays great attention to supporting the career development of its teachers. The Dean of the
faculty and the relevant Pro-Deans are taking a significant initiative to address potential candidates for
starting habilitation and professorship procedures and provide them with all the support they need to
prepare for the initiation of the procedure.
The faculty management and the doctoral study council focus on the search for future young talented
teachers, providing the doctoral students with the maximum space to acquire pedagogical experience
directly in the bachelor's and master's degree courses and to carry out their own creative practice (the
course of artistic, pedagogical and publishing practice is directly embedded in doctoral degree curricula).
The transition from study fields to degree programmes and specialization is associated with the addition
of staff of degree programmes, especially by young teachers.
HF JAMU
Among HF JAMU teachers, there are prominent artistic personalities with an international overlap,
actively performing artistic practice in the field of music art. Staffing of academically oriented degree
programmes also includes an adequate involvement of practitioners. Running of degree programmes is
ensured by academic workers or by other professionals with appropriate qualifications to provide for
individual courses. The overall structure of the degree programme academic staff corresponds in terms of
qualification, age, length of weekly working time and experience in operating abroad or in practice to the
structure of the curriculum, objectives and possible profile of the degree program specialization; academic
workers perform creative activity that corresponds to this or related expertise. According to the law, the
pedagogic positions are occupied on the basis of a successful selection procedure to which precise rules
apply concerning its conditions and public announcement.
Administrative, organizational and technical operations of the institution are ensured by non-academic
staff. They are employees of the study, foreign, project, concert and production divisions. These workers
also take care of the spaces that are used for public presentation of artistic and creative work of students.
There are several research centres in the institution that are closely linked to the relevant departments,
where both academic and non-academic researchers work.
Verification
- Personal records of teachers for accreditation procedure in IS JAMU
12 Their professional curricula are published in the JAMU information system, https://is.jamu.cz/lide/
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JAMU academic staff provide teaching through pedagogical, artistic and research activities. Due to the
mostly individual character of teaching, the number of teachers is high compared to the number of
students, which is a specific feature of arts education. The faculties motivate teachers to pursue career
development according to the career order of pedagogical staff. The institution supports teachers in
artistic and creative activities with internal grants as well as development and research grants. Due to
developments in music and dramatic arts and its internationalization, the institution has the tools to
recruit new teaching staff whose qualification correspond to developments in the field.
Staffing of the profiling base courses
The basic theoretical study courses of the profiling base of the degree programme have their guarantors,
who are significantly involved in teaching, for example by giving lectures. The degree programme is
adequately staffed in terms of the period of validity of its accreditation and the prospects of its
development, especially with regard to the length of weekly working hours of the guarantors of basic
theoretical courses of the profiling base of the degree programme and the period for which the
employment of these employees in the higher education institution is arranged or for which its
arrangement is ensured.
The basic theoretical study courses of the profiling base are guaranteed by academic workers appointed
by the professor or associate professor or academic workers with a scientific degree. At the same time,
study courses of the profiling base of the degree programmes in the area of arts can also be guaranteed by
academic staff with an appropriate artistic erudition. The guarantors of these courses participate in the
teaching.
The basic theoretical study courses of the profiling base of the master’s degree programme are guaranteed
by academic workers appointed by the professor or appointed by the associate professor in the field that
corresponds to the area or areas of education within which the master's degree program is to be pursued
or in a related field. At the same time, the basic theoretical study courses of the profiling base of degree
programmes in the field of art can also be guaranteed by academic staff with an appropriate artistic
erudition.
Verification
- Curricula
- Personal records of teachers for accreditation procedure in IS JAMU
Evaluation
Traditionally, the courses of the profiling base of the fields of study are provided by key teachers of the
field, mostly by the heads of individual departments, ateliers and degree programme guarantors.
At DF, the theoretical courses of the common base of degree programmes are guaranteed by the Cabinet
for Theatre and Drama Research. For the most part, their teaching is covered by the degree programme
guarantors and cabinet scientific workers
At HF, teaching in theoretical courses of the common base is guaranteed by the Department of Music and
Humanities.
Qualification of practitioners involved in a degree programme teaching
DF JAMU
Teachers at JF JAMU are, at the same time, renowned personalities in the artistic professional sphere.
Thanks to their involvement in the profession and contacts to the professional sphere, also other
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outstanding artists and teachers, both our and foreign, are involved in teaching in the form of one-off
entries (lectures, seminars, workshops, projects). Their choice is driven by personal contacts, knowledge
of their artistic opinion, the way they work and the awareness of the social overlap.
HF JAMU
Academic workers provide teaching through pedagogical, artistic and research activities. The close link in
most profiling courses between teaching and the practice of professional ‘performance‘ of art requires a
high level of professional commitment from the workplaces already at school. That is why such a great
emphasis is placed on the fact that teachers working at the faculty are at the same time largely renowned
and, if the character of the profession and health permits, active personalities in the artistic professional
sphere. Thanks to their involvement in the profession and contacts to the current artistic operation, other
outstanding artists and teachers from both the domestic and foreign scene are involved in the form of oneoff
entries (lectures, seminars, workshops, projects). Their selection and active involvement in the
educational process is effective thanks to personal contacts of faculty academics and knowledge of their
artistic opinion, the way they work and awareness of the social overlap of art
Verification
- Curricula
- Personal records of teachers for accreditation procedure in IS JAMU
Evaluation
Also at JAMU, that is the school with degree programmes in arts, at least a master's degree or its
equivalent obtained at a foreign higher education institution is required for teachers realizing higher
education.
For practitioners, it is necessary to substantiate an adequate verifiable activity in the field over the last at
least five years.
Doctoral student supervisors
The doctoral student supervisors are professors and assistant professors of JAMU with a great
professional (pedagogical, artistic and research) experience13
.
Verification
- Doctoral curricula
- Personal records of teachers for accreditation procedure in IS JAMU
Evaluation
Supervisors of JAMU doctoral students can only be appointed associate professors and professors, or
other experts with a scientific degree or with an appropriate artistic erudition. They must be approved by
the appropriate arts council.
Specific requirements for providing a degree programme
13 Their professional curricula are published in the JAMU information system, https://is.jamu.cz/lide/
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Realizing a degree programme in a combined and distance form of study
DF JAMU
DF realizes two fields of the degree programme Dramatic Arts in a combined form (master's degree in the
specialization Educational Drama for the Deaf and both levels of specialization Dance and Movement
Theatre and Education).
The reason for the introduction of the combined form of study is to offer the possibility of graduating to
teachers already active in the practice of primary, primary arts and secondary schools and special schools
in the area of arts-oriented courses lacking professional artistic-pedagogical education.
HF JAMU
HF JAMU offers the combined form of study in the specialization of Piano Pedagogy only in the bachelor's
degree.
Students have at their disposal good musical instruments, historical and latest piano schools, sheet music,
literature, audiovisual documents and practical teaching aids. Teaching takes the form of both contact and
e-learning and is appropriately linked to the practical checking of acquired knowledge and skills through
pedagogical outputs. The study is not completed by a classical feature-length recital, but by checking the
knowledge of instructive literature in the form of an interpretative performance, pedagogical output, the
final state examination in vocational courses and the defence of the thesis.
The bachelor's degree programmes in the combined form of study are designed to allow a minimum of 75
hours to be completed in the first year and a minimum of 80 hours of direct teaching in the second year of
study, with the exception of the last semester of study devoted mainly to the elaboration of the
qualification thesis.
Evaluation
The content of the combined form of study at JAMU fully corresponds to its full-time form. Calculation of
credits, as with the full-time form, is governed by the student's hourly workload, but with the prevailing
hours of self-study. The study is supported by methodological materials and specialized study texts.
Adequate study materials are specified for each studied course conducted in this combined form, teaching
takes place using the workplace's personnel and tools, as well as computer technology and the Internet,
the method of contact with the teacher, including the system of consultations, supplementary teaching and
methodological support is adequate to the requirements and the organization of the study provides for
the possibility of regular communication between students.
Realizing a degree program in cooperation with a foreign university
In its ESF project realized with the support of the Operational Program Research, Development and
Education, HF JAMU undertook to accredit under the new methodology of the National Accreditation
Bureau during the next academic year the degree programme Historical Interpretation, which will be
realized in the follow-up master’s degree in cooperation with the Royal Conservatoire in The Hague
(Koninklijk Conservatorium den Haag), one of the leaders in teaching and research in historical
interpretation. The Hague Conservatoire thus becomes a key partner school for the Faculty of Music. In
addition, intensive cooperation is being developed with its other workplaces dealing in contemporary
music composition and research in the area of electronic sound production and sound design (Institute of
Sonology).
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Verification
- JAMU long-term intent
- OP RDE Project: Improving the quality of education at JAMU CZ.02.2.67/0.0/0.0/16_016/0002245
Evaluation
Based on its long-term intent, HF JAMU decided to implement the teaching in the specialization Historical
Interpretation in the follow-up master's degree as a shared programme with the Royal Conservatoire in
The Hague. The organization of the study will be built on the existing accreditation of these degree
programme specializations of both schools.
HF JAMU and the Royal Conservatoire signed a memorandum on mutual cooperation.
Realizing a degree program in a foreign language
At present, there is no foreign language teaching at JAMU, although HF currently has a valid accreditation
for teaching the fields in a foreign language. The faculties are worried about the high cost before
introducing a full run with students in all years of study. This burden requires a higher financial
participation of students in the form of tuition fee, the amount of which will be significantly
disadvantageous for the faculty compared to competing schools. Further postponing the opening of this
study to candidates threatens the gradual declining performance of the institution in applying the
principles of internationalization, which may be accompanied by the loss of attractiveness of the school
for foreign partners.
Gradually, the faculties are selecting courses for which the curriculum and teaching methods are prepared
in a foreign language. These courses are used by DF to integrate Erasmus students from the Bridging East
and West programme into their respective ateliers. At HF JAMU there is a long-term practice towards
extremely talented, self-paying students, for whom the offer in a foreign language has already been
created.
Evaluation
For studying in a foreign language, study materials in the relevant foreign language are gradually
prepared. For studying in a degree programme realized in the foreign language, translation of the relevant
internal regulations into the relevant foreign language is available. Students and academic workers have
access to information resources and other, especially counselling, services in the foreign language in
which the degree programme is realized. The elaboration of qualification theses in the degree programme
realized in the foreign language is required in the language in which the degree programme is realized.
Opponent reviews will be provided in the relevant foreign language and in English or Czech.
HF JAMU expects that this disadvantageous situation will be solved by the prepared shared programme
with the Royal Conservatoire in The Hague in the area of historical interpretation. This strategy can raise
awareness between foreign partners about the school’s level and the quality of education offered here.
Realizing a degree program in cooperation with another legal entity
In cooperation with other legal entities, teaching in two fields of study is currently taking place at HF
JAMU. Since 2008, when the first student was enrolled in the study, the specialization in Multimedia
Composition is offered. It has been accredited for the bachelor's degree as a field of study ensured upon
the agreement on cooperation signed by three Brno universities. The curricula thus include specialized
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courses selected from the original offer of both faculties of JAMU, the Faculty of Fine Arts of the Brno
University of Technology (BUT) and the Department of Musicology of the Faculty of Arts of Masaryk
University. In 2012, teaching of Audio Engineering was launched in cooperation with the Faculty of
Electrical Engineering and Communication of BUT, which is the holder of accreditation
Verification
- Curricula of Multimedia Composition and curricula of Audio Engineering
Evaluation
Multimedia Composition is an artistic specialization that builds on the creative way of recording,
processing, transmitting and storing visual and audio material electronically in both analogue and digital
form and in a particular time-space situation. The intention is to develop a future graduate's ability to
integrate the means of expression into a complex work of art. In an action-environment relationship, it
emphasizes new media: audio, video, computers, communications and information technology. The
programme includes a free artistic work, which is presented in concert and theatre halls, galleries,
museums and alternative spaces. For such a breadth of professional coverage, it is very convenient for
students to meet experts from different workplaces.
The interdisciplinary study of Audio Engineering is conceived as a technical and artistic discipline that
enables university education for future audio engineers, music technology engineers and sound engineers.
The curriculum was compiled from the courses of both faculties in accordance with the requirements of
public service media, theatres, large recording studios and other organizations. Graduates are thus offered
a wide range of applications. An important contribution is also the room for cooperation between students
of art disciplines of JAMU and students of interdisciplinary studies with a focus on technical disciplines
dealing primarily with acoustics, because the common practice of performers and audio engineers is
becoming increasingly important and expanding.
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List of links
JAMU
http://dokumenty.jamu.cz/ → Strategic intent
Annual Report on JAMU activities
Annual Report on JAMU economic activities
http://dokumenty.jamu.cz/ → Strategic intent
Strategic intent (Long-term intent concerning educational, creative and related activities of
JAMU)
Plan of implementation of JAMU strategic intent for 2017
https://is.jamu.cz/
IS JAMU
DF JAMU
http://difa.jamu.cz/dokumenty-difa-www.html
Strategic intent (Long-term intent concerning educational, creative and related activities of DF
JAMU)
Plan of implementation of DF JAMU strategic intent for 2017
Annual Report on DF JAMU activities
Annual Report on DF JAMU economic activities
HF JAMU
http://dokumenty.jamu.cz/ → Faculty of Music
Strategic intent (Long-term intent concerning educational, creative and related activities of HF
JAMU)
Plan of implementation of HF JAMU strategic intent for 2017
Annual Report on HF JAMU activities
Annual Report on HF JAMU economic activities
Internal regulations:
http://dokumenty.jamu.cz/ JAMU sheet
Statute of JAMU
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Study and Examination Code of JAMU
Rules of the System for Assuring Quality of Educational, Creative and Related Activities and
Internal Quality Evaluation of Educational, Creative and Related Activities
JAMU Internal Evaluation Board Rules of Procedure
JAMU Academic Senate Rules of Procedure
Electoral Code of the Academic Senate of JAMU
JAMU Arts Council Rules of Procedure
Internal Evaluation Board Rules of Procedure
JAMU Scholarship Rules
JAMU Code of Ethics
JAMU Disciplinary Code
Statute of DF JAMU
Statute of HF JAMU
Rules of Procedure of DF JAMU Academic Senate
Rules of Procedure of HF JAMU Academic Senate
Electoral Code of the Academic Senate of DF JAMU
Electoral Code of the Academic Senate of HF JAMU
DF JAMU Arts Council Rules of Procedure
HF JAMU Arts Council Rules of Procedure
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Self-Evaluation Report of
Janáček Academy of Music and
Performing Arts (JAMU) in Brno for
2018
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Table of Content
s
I. Institutions....................................................................................................................................5
JAMU Vision Statement.........................................................................................................................5
JAMU Mission Statement......................................................................................................................5
Scope of activity of the JAMU bodies.............................................................................................10
Composition of the JAMU bodies...................................................................................................10
Internal quality assurance system.................................................................................................15
 Definition of authority and responsibility for quality.......................................................16
 Processes in preparing and modifying degree programmes............................................17
 Principles and system for recognition of foreign education for admission to study......17
 Qualification work guidance...............................................................................................18
 Feedback processes in quality evaluation.........................................................................19
 Monitoring success rates of study applicants, students and the graduates’ employability
20
Educational and creative activities................................................................................................21
 International dimension and application of the contemporary state of knowledge......21
 Cooperation with practice in realizing degree programmes............................................22
 Cooperation with practice in creating degree programmes.............................................23
Supporting resources and administration....................................................................................24
 Information system.............................................................................................................24
 Libraries and electronic resources....................................................................................24
 Study of students with specific needs................................................................................25
 Measures against unethical behaviour and intellectual property protection.................26
II. Degree programme.....................................................................................................................26
Compliance of the degree programme with the JAMU mission statement and the international
dimension of the degree programme............................................................................................26
 Compliance of the degree programme with the JAMU mission statement and strategic
documents...................................................................................................................................26
 Connection with the JAMU creative activity......................................................................27
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 Cooperation with practice..................................................................................................28
 Connection with the scientific/artistic activity of JAMU..................................................29
 International dimension of the degree programme.........................................................29
Profile of the graduate and content of the study...........................................................................30
 Compliance of the acquired professional knowledge, skills and competencies with the
type and profile of the degree program.....................................................................................30
 Language competencies......................................................................................................31
 Rules and conditions of curricula development................................................................32
 Specification of the career prospects of graduates...........................................................32
 Standard length of study.....................................................................................................33
 Consistency of the study content with study objectives and the graduate’s profile.......33
 Differentiation of the doctoral degree programme form other types of degree
programmes................................................................................................................................33
 Structure and scope of study courses................................................................................34
 Consistency of the curricula content, state exams and qualification works with learning
outcomes and the graduate’s profile.........................................................................................34
Educational and creative activities in a degree programme........................................................35
 Methods of teaching and evaluation of study results.......................................................35
 Creative activity related to a degree programme.............................................................36
Financial, material and other support provided to a degree programme...................................37
 Financial support to a degree programme........................................................................37
 Material, technical and informational support to a degree programme.........................37
 Professional literature and electronic databases relevant to a degree programme.......41
Degree programme guarantor.......................................................................................................41
 Guarantor's powers and responsibilities..........................................................................41
 Evaluation of a guarantor in terms of meeting the standards..........................................42
Staffing of a degree programme.....................................................................................................43
 Evaluation of the overall staffing of a degree programme in terms of meeting the
standards.....................................................................................................................................43
 Staffing of the profiling base courses.................................................................................43
 Doctoral student supervisors.............................................................................................44
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Specific requirements for providing a degree programme..........................................................44
 Realizing a degree programme in a combined and distance form of study....................44
 Realizing a degree programme in co-operation with a foreign higher education
institution....................................................................................................................................44
Verification......................................................................................................................................45
I.
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I. Institutions
School
JANÁČEK ACADEMY OF MUSIC AND PERFORMING ARTS (JAMU) IN BRNO, Beethovenova 2,
662 15 Brno
Faculties
THEATRE FACULTY – DF, Mozartova, 662 15 Brno
MUSIC FACULTY – HF, Komenského náměstí 6, 662 15 Brno
JAMU Vision Statement
The Janáček Academy of Music and Performing Arts in Brno is a university-type higher arts
education institution that carries out its degree programmes in the education area of Arts at two
faculties - Theatre and Music, and offers its students and teachers a modern background for
artistic activities at well-equipped university workplaces. At the same time, the school
significantly fulfils the third role of university through its artistic activity, namely by a focused
cultural offer for the general public in the region of South Moravia. The Janáček Academy of
Music and Performing Arts in Brno (hereinafter referred to as JAMU) provides the conditions for
developing the artistic talents of its students and linking arts education, artistic creation and
research in art and through art as various forms of learning and cultivating society. JAMU
educates top artistic personalities who determine the form of Czech, European and world music
and dramatic arts in a wide range of applications - from working in official professional music
and theatre institutions to free types of creativity manifestations in the spirit of free artistic
creation across art forms and genres
The JAMU representatives are active in the self-governing bodies of the Council of Higher
Education Institutions (CHEI) and the Czech Rectors’ Conference (CRC). Through its activities,
JAMU promotes the importance of higher arts education in the context of higher education
system in the Czech Republic.
JAMU Mission Statement
JAMU is responsible for developing the tradition of higher arts education in the Czech Republic
through its educational, artistic and scientific activities. It strives to contribute to the formation
of standards of arts, especially theatre and music, education also in the international
environment.
JAMU advocates the recognition of artistic creative activity as equal to the outputs of scientific
cognition and at the same time contributes richly to science and research in the Czech Republic.
It stimulates and supports the artistic and scientific activities of its students and teachers,
emphasizes experiment and boosts the quality of art, culture and life in the region and
throughout the Czech Republic in direct relation to the EU environment. It is aware of its
indispensability in developing creativity of individuals and in promoting artistic level and ethics
of creative activity. It is open to co-working with a wide range of partners, and at the same time
it can also be a reliable and stable partner itself.
JAMU appreciates its employees, associates, graduates, students, its reputation and respects all
the rights and freedoms arising from the principles of academic education.
The artistic, pedagogical and scientific potential of JAMU teachers guarantees not only the
quality of education (acquiring knowledge and skills, developing students' abilities and talents),
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but also education of students in the spirit of the right to free creation, education for
responsibility and respect for professional ethics, awareness of the social mission and the
importance of art. The exclusive position of JAMU is due to the fact that it is the only higher arts
education institution providing education in all fields of the Dramatic Arts and Musical Arts
degree programmes in a three-tier system of study in Moravia and one of two such higher arts
education institutions in the Czech Republic.
JAMU is responsible for developing the tradition of higher arts education in the Czech Republic
through its educational, creative and related activities. JAMU is a bearer of aesthetic and ethical
values and is able to pass them on to all who are willing to listen.
The main role of JAMU is education in the field of arts through accredited degree programmes in
Musical Arts, Dramatic Arts and Dance Arts. JAMU participates in the formation of standards of
artistic education in the Czech and international environment. It also actively participates in
scientific, research and development processes.
JAMU develops the artistic talent of students who have undergone a demanding admission
procedure. It uniquely combines artistic education, artistic creation (through the work of its
teachers in the artistic sphere and through the creative work of its students) and research in art
and through art.
Art is one of the important parts of life of every society. The artistic, pedagogical and scientific
potential of JAMU academic community guarantees not only the quality of education (acquiring
knowledge and skills, developing students' abilities and talents), but also education of students
in the spirit of the right to free creation, education for responsibility and respect for professional
ethics.
In addition to education and artistic and other creative activities, equally important role of JAMU
is its direct social influence. JAMU contributes to the dissemination of knowledge and values in
the society in many different ways and itself carries out professional activities in its scope of
influence. Together with other personalities and partners, it creates space for public discussion
and contributes significantly to its openness, criticality, expertise and refinement.
JAMU has set a long-term and targeted focus both in the area of educational activities and
creative (artistic and scientific) activities with a clear overlap to the area of arts and culture and
other spheres of social life in the region within the Czech Republic, as well as overlapping
abroad.
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ORGANIZATIONAL CHART OF JAMU
FROM APRIL 1, 2017
Akademický senát JAMU Academic Senate of JAMU
Umělecká rada JAMU Arts Council of JAMU
REKTOR RECTOR
Správní rada JAMU Administrative Board of JAMU
Sekretariát rektora Rector’s Secretariat
Vnitřní audit Internal Audit
Vnější vztahy External Relations
Referát pro BO, PO a CO Office for BO, PO and CO
Kolegium rektora Rector's Collegium
Řízení kvality Quality Control
Prorektor pro vědu, výzkum, strategie a rozvoj Pro-Rector for science, research, strategy and development
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Ediční středisko Publishing Centre
Výzkumné centrum Research Centre
Prorektor pro zahraniční styky a zajišťování a hodnocení kvality Pro-Rector for international relations and quality assurance
and evaluation
Zahraniční referát Foreign Office
Referát pro kvalitu Office for Quality
Prorektor pro studijní, pedagogickou a uměleckou činnost Pro-Rector for study, pedagogical and artistic activities
Studijní referát Study Office
Knihovna Library
Kolej Astorka Astorka Hall of Residence
Divadlo na Orlí Na Orlí Street Theatre
Kvestorka Quaestor
Sekretariát kvestorky Quaestor’s Secretariat
Ekonomické oddělení Economic Department
Technický a investiční odbor Technical and Investment Department
Referát personální práce Office for Personnel Work
Referát práce a mezd Office for Labour and Wages
Referát právní Legal Office
Referát organizační a archív Organizational Office and Archive
Oddělení výpočetních a informačních služeb Computer and Information Services Section
DIVADELNÍ FAKULTA THEATRE FACULTY
HUDEBNÍ FAKULTA MUSIC FACULTY
Projektová kancelář Project Office
ORGANIZATIONAL CHART OF JAMU THEATRE FACULTY
AS DIFA JAMU
Kolegium Collegium
DĚKAN DEAN
Umělecká rada Arts Council
Tajemník Secretary
Studijní oddělení Study Department
Vnější vztahy External Relations
Zahraniční oddělení Foreign Department
Provozní oddělení Operations Department
Správa budov Facility Management
Sekretariát děkana Dean’s Secretariat
Sekretariát pedagogických pracovníků Secretariat of Pedagogical Staff
Proděkani Pro-Deans
Ateliéry Ateliers
Kabinety Departments
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Laboratoře Laboratories
Divadelní studio Marta Marta Studio Theatre
ORGANIZATIONAL CHART OF JAMU MUSIC FACULTY
AS HF JAMU
Kolegium Collegium
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DĚKAN DEAN
Umělecká rada Arts Council
Tajemnice Secretary
Studijní oddělení Study Department
Koncertní oddšlení Concert Department
Zahraniční oddělení Foreign Department
Správa budov Facility Management
Provozní oddělení Operations Department
Informační systémy Information Systems
Proděkani Pro-Deans
Sekretariát děkana Dean’s Secretariat
Sekretariát kateder Secretariat of Departments
Katedry Departments
Operní studio Opera Studio
Nahrávací studio Recording Studio
Scope of activity of the JAMU bodies
Standards 1.1-1.2
Composition of the JAMU bodies
JAMU management
RECTOR
Prof. Ing. MgA. Ivo Medek, Ph.D. (until 31 Jan 2018)
Prof. Mgr. Petr Oslzlý (from 1 Feb 2018)
PRO-RECTORS
Prof. PhDr Václav Cejpek (until 31 Jan 2018)
Pro-Rector for study, pedagogical and artistic activities (statutory deputy rector)
Prof. PhDr Silva Macková (from 1 Feb 2018)
Pro-Rector for study and quality
Doc. Mgr Richard Fajnor (until 31 Jan 2018)
Pro-Rector for international relations and quality assurance and evaluation
Doc. MgA. Vít Spilka (from 1 Feb 2018)
Pro-Rector for external relations
Prof. PhDr Josef Kovalčuk (until 30 June 2018)
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Pro-Rector for science, research, strategy and development
Prof. Ing. MgA. Ivo Medek, Ph.D. (from 1 Feb 2018)
Pro-Rector for strategy and development
Doc. MgA. Marek Hlavica, Ph.D. (from 11 Sep 2018)
Pro-Rector for creative activities
QUAESTOR
JUDr Lenka Valová
Academic Senate of JAMU
TEACHERS
Doc. PhDr Květoslava Horáčková, Ph.D. – the Chairwoman
MgA. Petra Vodičková, Ph.D. – the Secretary
Stanislav Čaban - the Vice-Chairman
Doc. Mgr Hana Halberstadt
Doc. MgA. Jan Jiraský, Ph.D.
Prof. PhDr Silva Macková (until 31 Jan 2018)
Doc. MgA. Roman Novozámský (from 1 Feb 2018)
Mgr Miroslav Ondra (from 1 Feb 2018)
Prof. MgA. Martin Opršál
Doc. MgA. Lukáš Rieger, Ph.D
Doc. MgA. Vít Spilka (until 31 Jan 2018)
STUDENTS
MgA. Jonáš Konývka (until 30 Sep 2018)
BcA. Libor Brzobohatý (from 8 Oct 2018)
Hana Hána, DiS. (from 10 Sep 2018)
BcA. Ivana Pavlů, DiS. (until 10 June 2018)
Gabriela Vojtičková, DIS. (until 7 June 2018)
Martina Watzková (from 12 Nov 2018)
Arts Council of JAMU
Prof. PhDr Jindřiška Bártová
Prof. PhDr Václav Cejpek
Prof. Mgr František Derfler (until 31 Jan 2018)
Doc. Mgr Pavel Drábek, Ph.D. (FF MU Brno)* (until 31 Jan 2018)
Doc. Mgr Richard Fajnor (until 31 Jan 2018)
Prof. PhDr Leoš Faltus (until 31 Jan 2018)
Doc. Mgr Francán Petr (from 1 Feb 2018)
Prof. Alois Hajda* (until 31 Jan 2018)
Prof. Mgr Miloslav Klíma (DAMU Praha)*
Prof. PhDr Josef Kovalčuk (until 30 Jun 2018)
Prof. MgA. Krobot Ivo (from 1. 2. 2018)
Kučerová Marie, PhDr (from 1. 2. 2018)
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Prof. MgA. Václav Kunt
Doc. Juraj Letenay (VŠMU Bratislava)*
Macková Silva, Prof. PhDr (from 1. 2. 2018)
Prof. PhDr Zuzana Martináková, Ph.D. (HUAJA Banská Štiavnica)* (until 31 Jan 2018)
Prof. Ing. MgA. Ivo Medek, Ph.D.
Prof. MgA. František Novotný
Prof. MgA. Petr Oslzlý
Prof. MgA. Petráš Jindřich (from 1 Feb 2018)
Prof. PhDr Miroslav Plešák
Doc. MgA. Vít Spilka
Doc. MgA. Zbyněk Srba, Ph.D.
Prof. Adolf Sýkora
Prof. PhDr Miloš Štědroň, CSc. (FF MU Brno)*
Prof. Alena Štěpánková-Veselá*
Mgr Miloš Vacek (until 31 Jan 2018)
Prof. Barbara Maria Willi, Ph.D.
Prof. Mgr MgA. Vít Zouhar, Ph.D. (UP Olomouc)*
*external members
Administrative Board of JAMU
Mgr Václav Božek, CSc., Councillor of the South Moravian Region, Brno
MgA. Martin Glaser, Director of the National Theatre Brno (from 23 Mar 2018)
Ing. Jiří Kadrnka, Managing Director of Moss logistics s.r.o.
MgA. David Mareček, Ph.D., General Director of the Czech Philharmonic Prague
ThDr, Ing. Lukáš Evžen Martinec, OSA, Roman Catholic priest
Jiří Morávek, General Director of SNIP&CO, Brno
Mgr. Stanislav Moša, Director of the Brno City Theatre
Mgr. Jiří Nantl, LL.M, Operational director of CEITEC at the Masaryk University Brno
Boleslav Polívka, actor, Director of the Bolek Polívka Theatre
Ing. Jana Říhová, Director of Department of Higher Education and Research Support, Ministry of
Education, Youth and Sports, Prague
Ing. Martin Slezák, Deputy Director of the Czech National Bank, Brno branch
Ing. Michal Štefl, Vice-President of the Regional Chamber of Commerce of South Moravia
Prof. MVDr. Vladimír Večerek, CSc., Pro-Rector for Strategy and Development of the University of
Veterinary and Pharmaceutical Sciences in Brno
Wágnerová Eliška, JUDr., Ph.D., Senator for District No. 59 - Brno-město (from 23 Mar 2018)
David Dittrich, Director of Concentus Moraviae, the International Festival of 13 Cities (from 21
May 2018)
Internal Evaluation Board
Chairman:
Prof. Petr Oslzlý
Vice-Chairman:
Prof. PhDr Silva Macková
Members:
Doc. PhDr Květoslava Horáčková, Ph.D., representative of AS JAMU
Doc. MgA. Blanka Chládková
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Doc. MgA. Jana Goliášová
Mgr Jan Přibil
Doc. Ing. David Strnad 
Stanislav Čaban, representative of JAMU students
Doc. Světlana Waradzinová, external member
THEATRE FACULTY
Management of DF JAMU
DEAN
Doc. Mgr Petr Francán
PRO-DEANS
Doc. MgA. Blanka Chládková – Development
Prof. MgA. Ivo Krobot – Artistic activity
Doc. Ing. David Strnad – Study
Doc. MgA. Marek Hlavica, Ph.D. – Research (until 10 Sep 2018)
Doc. Hana Slavíková, Ph.D. – Research (from 20 Sep 2018)
SECRETARY
MgA. Ondřej Vodička
Academic Senate of DF JAMU
TEACHERS
Doc. MgA. Lukáš Rieger, Ph.D. – Chairman
Prof. PhDr Miroslav Plešák
Doc. Mgr Hana Halberstadt
Mgr Igor Dostálek
MgA. Jonáš Konývka
Mgr Petr Svozílek
STUDENTS
BcA. Stanislav Čaban – Vice-Chairman
BcA. Petr Theodor Pidrman
BcA. Adan Steinbauer (from 16 Oct 2018)
BcA. Olivia Fantúrová (from 17 Oct 2018)
Arts Council of DF JAMU
Prof. PhDr Václav Cejpek
Prof. Mgr František Derfler
Doc. Mgr Petr Francán .
Mgr Martin Františák (ND Brno)
MgA. Martin Glaser (ND Brno)
Prof. Mgr Jan Gogola
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Doc. Mgr Jan Hančil (DAMU Praha)*
Doc. MgA. Jana Janíková, ArtD. (UTB Zlín)*
Prof. Mgr Miloslav Klíma (DAMU Praha)*
Prof. PhDr Josef Kovalčuk (until 30 Jun 2018)
Prof. MgA. Ivo Krobot
Prof. PhDr Tatjana Lazorčáková Ph.D. (UP Olomouc)*
Doc. Juraj Letenay (VŠMU Bratislava)*
Prof. PhDr Silva Macková
Prof. Mgr Zoja Mikotová
Mgr art. Peter Mikulík (VŠMU Bratislava)*
Mgr Stanislav Moša (Brno City Theatre)*
Prof. Petr Oslzlý
Prof. PhDr Petr Osolsobě, Ph.D. (until 27 May 2018)
Prof. PhDr Miroslav Plešák
Doc. MgA. Lukáš Rieger (from 19 Sep 2018)
Doc. MgA. Zbyněk Srba, Ph.D.
MgA. et Mgr. Doubravka Svobodová (DAMU Praha)*
Prof. Pavel Švanda
Prof. Mgr Ján Zavarský
*external members
MUSIC FACULTY
Management of HF JAMU
DEAN
Prof. MgA. Jindřich Petráš
PRO-DEANS
Doc. MgA. Jana Goliášová – Study and pedagogical activity
Doc. Jurij Likin – Foreign relations
PhDr Petr Lyko, Ph.D. et Ph.D. – Science and research, dislocation
Mgr. Jan Přibil – Quality assurance system
SECRETARY
Ing. Jana Vondráčková
Academic Senate of HF JAMU
TEACHERS
Prof. MgA. Jan Jiraský, Ph.D. – Chairman
Prof. MgA. Miloslav Jelínek
MgA. Ivana Mikesková, Ph.D.
Doc. Mgr Roman Novozámský
Doc. MgA. Vít Spilka (until 18 Apr 2018)
Doc. MgA. Lucie Pešl Šilerová (from 19 Apr 2018)
MgA. Helena Weiser
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STUDENTS
MgA. Martin Hroch
MgA. Jiří Najvar, DiS.
BcA. Ivana Pavlů, DiS. (until 10 Oct 2018)
Kamil El-Ahmadieh (from 11 Oct 2018)
Arts Council of HF JAMU
Prof. MgA. Jindřich Petráš
Mgr Juraj Bartoš
Prof. PhDr Jindřiška Bártová
Doc. MgA. Ing. Dan Dlouhý, Ph.D.
Prof. PhDr Leoš Faltus
Mgr Marie Gajdošová (Brno Philharmonic)*
Doc. MgA. Jana Goliášová
Prof. MgA. Miloslav Jelínek
Doc. MgA. Jan Jiraský, Ph.D.
Prof. Ivan Klánský (Dean of HAMU Praha) (from 1 Nov 2018)
Prof. MgA. Václav Kunt
MgA. Pavel Maňásek (Director of Brno Conservatoire)*
MgA. David Mareček, Ph.D. (Director of Czech Philharmonic Prague)*
Prof. Vlastimil Mareš (Dean of HAMU Praha)* (until 31 Oct 2018)
Prof. Ing. MgA. Ivo Medek, Ph.D.
Prof. MgA. Martin Opršál
Doc. Ing. MgA. Lucie Pešl Šilerová, Ph.D.
Doc. MgA. Vít Spilka
Doc. MgA. Zdeněk Šmukař
Prof. PhDr Miloš Štědroň, CSc. (FF MU Brno)*
Prof. Alena Štěpánková-Veselá*
Prof. PhDr Vladimír Tichý, CSc. (HAMU Praha)*
Prof. Barbara Maria Willi, Ph.D.
Prof. Mgr Jan Zbavitel
Doc. PhDr Jiří Zahrádka , Ph.D. (FF MU Brno)*
*external members
Internal quality assurance system
Based on the demands on the system of quality resulting from the amendment to the Higher
Education Act and in compliance with the JAMU Strategic Intent for the period 2016-2020, JAMU
prepared a methodology for assuring and evaluating the quality of educational, creative and
related activities and set partial criteria at the faculties for establishing its comprehensive
quality system. The starting point was an updated formulation of the school’s mission statement
and the related vision statement. JAMU has also mapped the structure of the main and
supporting processes of assuring and evaluating of educational, creative and related activities
carried out at faculties and other components. In 2018, the quality system staffing was provided
according to the requirements of the amended Higher Education Act. The JAMU Internal
Evaluation Board was appointed; it has nine members and their appointment will also take into
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account the representation of both faculties. The internal regulation of JAMU on the quality
assurance and enhancement was prepared in 2017. The activities of the Board are governed by
the JAMU internal regulation, namely the Rules of Procedure of the Internal Evaluation Board.
At JAMU, creative outputs of teaching are traditionally evaluated. The public evaluation of
graduate projects and performances in the Marta Studio Theatre, at concert stages of the Music
Faculty and in the Orlí Street Theatre proved to be important and meaningful. JAMU recognizes
creative outputs of teaching as an important criterion for evaluating the educational process
having a significant informative value and uses it as one of the key tools for further building the
quality system, evaluating activities and setting processes. To record and evaluate creative
activities, an electronic tool was developed for collecting data on realized and presented school,
academic staff and other artistic achievements and study outputs. It was launched as a part of
the information system of JAMU under the name ‘Registration of Works of Art’. Its continuous
filling will create an archive of creative activities of JAMU, its components and members of the
academic community.
The Internal Evaluation Board participated in the preparation of a document called ‘System for
Internal Assurance and Evaluation of Quality of Educational, Creative and Other Related
Activities’. The document describes the main principles of art-specific evaluation, where publicly
presented and evaluated outputs of most of the study courses taught are considered both as an
indicator of quality of the educational process that preceded them, as well as an indicator of
quality of the creative activity that was the content and objective of the study course.
Annexes are appended to the document, as follows:
- Field-specific accreditation standards
In 2016 - 2017, the structure of documents describing the general and field-specific standards of
activities at both faculties was revised, especially for the needs of other activities aimed at a new
system of accreditations. Based on this, the following strategic documents were produced in
cooperation with the representatives of AMU and JAMU, as one of the outputs of the common
Centralized Development Project: ‘Standards for Accreditation of Degree Programmes in the
Education Area of Arts, Thematic Areas of Theatre Art, Music Art, Film Production and Television
Production and Dance Art, finalized in November 2016. In early 2017, both documents were
delivered to the National Accreditation Bureau.
- Learning outcomes for individual degree programmes and their specializations for the
bachelor's, master's and doctoral degrees of study (qualifications framework)
- Graduate performances, which are in addition to the bachelor's and master's theses an
equivalent part of the absolutorium. Graduate performances are described for degree
programmes and their specializations. The description indicates the performance characteristics
and professional skills, knowledge and competencies that the student demonstrates in his/her
graduate performance.
- Outputs of teaching of all study courses, where such output is presented. These are
different types of outputs, from the presentation of skills to comprehensive works for a wider
public. The summary provides a list of study courses where such output is presented, its type, to
whom the presentation is intended and who evaluates the quality of such output, broken down
by degree programmes and their specializations as well as grades and years of study.
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During the summer and autumn of 2018, the JAMU Self-Evaluation Report for the year 2017 was
compiled on the basis of documents from the faculties. The JAMU Internal Evaluation Report for
2017 then followed.
• Definition of authority and responsibility for quality
Standard 1.3
The system for internal assurance and evaluation of quality is being built at JAMU on a
continuous basis by gradually introducing individual elements to form a set of interdependent
principles, rules and procedures that aim at achieving excellence and continually improving
activities of JAMU in education, arts, research and related areas. At all levels of JAMU
management, the competencies and responsibilities for the quality of educational, creative and
other related activities are defined so as to form a functional whole. The quality assurance and
assessment system covers all areas envisaged by the Higher Education Act, the Government
Regulation on Standards for Accreditation in Higher Education, quality assurance directives in
the European Higher Education Area (EHEA) and the JAMU internal regulations.
On the basis of the new JAMU Statute, the JAMU Internal Evaluation Board was established in
2018. Proposals for the composition of the Board were in accordance with the Higher Education
Act submitted to the Rector of JAMU by the JAMU Arts Council and the JAMU Academic Senate.
In line with the JAMU's mission statement, the quality assurance system puts emphasis on
educational activities. Teaching in arts degree programmes is closely connected with creative
activity. It is both its content and objective. Quality indicators are, in particular, the artistic
outputs of teaching as results of learning. Music and dramatic arts are not defined as a fixed and
unchanging system of knowledge and skills. Respect for plurality, diversity and dynamism is a
prerequisite for free artistic creation and unrestricted development of students’ talents. The
field of education and artistic creation is found in a space between classical and traditional
methods on the one hand and constant experimentation and updating in search of new forms on
the other. Arts education is characterized especially by the form of individual teaching based on
a personal relationship between a teacher and student, or in small groups of students. Given
these specifics, it is not possible to use quantitative methods of evaluation at JAMU, but rather
qualitative methods and, above all, evaluation of creative outputs of teaching as an indicator of
the quality of educational activities that preceded them.
• Processes in preparing and modifying degree programmes
Standard 1.4
Based on the changes brought along by the amendment to the Higher Education Act to the
degree programmes and on the basis of discussions held at both JAMU faculties across fields of
study, departments and ateliers in 2016, draft degree programmes were created with
specializations and guarantors of these programmes.
The preparation of documents for accreditation is administered by pro-deans responsible for
study issues, Doc. Jana Goliášová (HF JAMU) and Doc. Ing. David Strnad (DF JAMU) in
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cooperation with the newly nominated degree programme guarantors, heads of relevant
departments and ateliers and individual teachers.
The first applications for accreditation will be submitted to the National Accreditation Bureau in
the period of January-February 2018.
JAMU has been involved in a discussion of procedural issues related to the transition from study
fields to degree programmes with specializations, particularly in addressing the problem of
completion of studies of existing students in the present fields of study.
• Principles and system for recognition of foreign education for admission to
study
Standard 1.5
Recognition of foreign education for persons admitted to study is governed by Section 48 (4) to
(7) of the Higher Education Act and Section 52 of the Study and Examination Code of JAMU. The
condition for admission to study is that a talent test is successfully completed. In accordance
with the Higher Education Act, new internal regulations of JAMU were created in 2017. The
application of the Study and Examination Code was postponed for a year, so it became effective
from 1 January 2018. The conditions for admission to study of foreign students have been laid
down in the Statute of JAMU in Article 47 of Part Five.
• Qualification work guidance
Standard 1.6
Due to the specifics of the studied art, the faculties of JAMU have their own rules for guiding the
qualification theses and dissertations and performances of graduate students.
DF JAMU
DF JAMU prepared and submitted for approval a regulation on the guidance and layout of
qualification works and realization of graduate performances. This regulation specifies formal
details; the content of qualification works is guided and evaluated by knowledgeable supervisors
of these qualification works.
HF JAMU
The absolutorium at HF JAMU includes a bachelor’s thesis and realization of a bachelor’s degree
graduate performance (in the form of a graduate concert, presentation of own work, production
of an artistic project, performance of an opera role) at the bachelor’s degree level, a master's
thesis and a master's graduate performance (in the form of a graduate concert, presentation of
own work, production of an artistic project, performance of an opera role) at the master’s degree
level and a doctoral dissertation and an artistic performance in a scope comparable to an all-
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evening artistic production in interpretation specializations at the doctor’s degree level. The
assessment and defence then take place within a final state examination. These are two
completely different types of qualification performances. By writing a thesis or dissertation,
students demonstrate their knowledge, skills and abilities to theoretically reflect any
investigated phenomenon or problem and put the acquired knowledge into a wider theoretical
and historical context. By their graduate performance they demonstrate the ability to use the
acquired knowledge and skills (or competencies in a broader sense) in the process of creating an
artistic, artistic-managerial or artistic-pedagogical work and the ability to present this work to
a wider public.
Teachers of relevant degree programmes having a corresponding degree of education with focus
either on theoretical teaching or practical work are entrusted with guiding these qualification
works in accordance with the amended Higher Education Act.
With regard to the intention to continuously improve the quality of bachelor's and master's
theses, the HF JAMU Dean's Decree on the organization of qualification works was created and
the template for these works was updated. The bachelor's seminar was also strengthened by
a prerequisite of opening a pro-seminar to give students better insight into the issue of writing
theses. The whole process is professionally guaranteed by teachers from the Department of
Music and Humanities.
A model for assessment and opponent proceedings has been created for the evaluation of
written qualification works. HF uses formalized assessments for this purpose.
Criteria for assessing the bachelor's and master's thesis:
The work is evaluated and classified:
In terms of content intent, fulfilment of assignment and processing of prescribed literature
In terms of language accuracy (grammar and other language mistakes)
In terms of formalization requirements, required scope, adherence to citation standards,
references and bibliography
Comments, suggestions, questions for debate
• Feedback processes in quality evaluation
Standard 1.7
The feedback and quality evaluation processes are described in the internal regulation of JAMU
Rules of the System for Assuring Quality of Educational, Creative and Related Activities and
Internal Quality Evaluation of Educational, Creative and Related Activities (as of 21 August
2017). Further, the characteristics of graduate performances and their evaluation for all degree
programmes are described in detail.
In 2018, the System for Assuring and Evaluating Quality of Educational, Creative and other
Related Activities at JAMU was created.
Substantial and irreplaceable function in the evaluation activities has the Academic Senate of
JAMU and the Arts Council of JAMU as well as the senates and arts councils of faculties. JAMU is
actively involved in a systematic development and use of the Register of Artistic Outputs (RUV),
which is an important tool for recording the extent and significance of artistic creative activity at
higher education institutions in the Czech Republic, and thus an appropriate form of evaluation
of the activities of both faculties and their teachers.
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Educational processes and teaching at JAMU lead to production of creative outputs. Their
presentation is aimed at their public realization. The quality of creative outputs of teaching is
considered to be an indicator of quality of the educational process that preceded these outputs.
Therefore, their evaluation is at the same time the evaluation of teaching. Traditional evaluation
methods, such as discussions on realized concerts, stagings, scenic projects and other
realizations in the public space, are used to assess the quality of education. For higher arts
education institutions, a unique measure of the quality of education is also the public acceptance
of the presented outputs, as well as reviews and write-ups of theatre publicists and professional
public in general.
Students' evaluation of the quality of teaching takes place at the level of discussions with
teachers and heads of departments and ateliers, or in the form of surveys or questionnaires.
DF JAMU
Due to legislative changes, especially in the operation of higher education institutions, as well as
changes in the content and structure (field versus programme), it is necessary to internally focus
on redesigning the overall system. Nevertheless, the aim of the school-wide project Improving
the quality of education at JAMU (CZ.02.2.69/0.0/0.0/16_015/0002245) launched in 2017 is also
to complete the quality management system at JAMU.
Due to the specifics of the higher arts institution and the experience that the Theatre Faculty of
JAMU has in quality evaluation, we developed our own methodology to evaluate the quality of
educational process based on the EFQM methodology obtained within the SCART project, which
is subsequently refined according to the partial conclusions found in the framework of the joint
Centralized Development ‘Quality’ Project of JAMU Brno and AMU Prague.
The outputs of 2015 (Model System of Accreditation Standards of Education for the Area of Arts,
specifically for the Dramatic Arts thematic area) and outputs of 2016 (Creation of the Internal
Evaluation Report 2011–2015) were followed by the creation of the internal evaluation report in
2017.
Once more, it was necessary to deal with the refining conditions of the internal evaluation report
based on the methodology of the National Accreditation Bureau (NAB). The Faculty of Theatre
recognizes creative outputs of teaching as a criterion for evaluating the quality of the
educational process with significant information value and uses them as one of the key tools in
quality evaluation. Therefore, the established system of public evaluation of graduate projects in
the Marta Studio Theatre and Orlí Street Theatre continued.
A number of measures aimed at strengthening quality were brought along by the reform of
degree programmes at DF JAMU. In 2017, three newly conceived master's degree programmes
with five specializations in total were prepared for accreditation. They were handed over to the
National Accreditation Bureau during 2018. In this preparation, a number of principles for
further quality management, such as conditions for the creation of a graduate performance, etc.,
were named.
HF JAMU
Assuring and evaluating quality of educational, creative and related activities at HF JAMU relies
on feedback processes, in particular inquiries and quantitative and qualitative surveys. These
processes involve, on a representative basis, academic community, students, relevant
professional chambers, field-specific associations or employers' organizations or other
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practitioners, taking account of the types and possible profiles of the degree programmes. Until
now, individual departments of HF JAMU have undergone a traditional questionnaire survey.
In 2017, a discussion was held at the HF management level on the meaningfulness of the current
system of evaluations taking place at individual departments through questionnaires (usually at
two departments per year). The result of this discussion was the decision to move away from the
established evaluation model in 2018. In view of the ongoing modifications and changes to the
internal regulations relating to the qualification works at HF JAMU, it was decided to focus in the
evaluation on this important area, too. For 2018, therefore, a questionnaire survey among
diploma students concerning the qualification works was prepared.
• Monitoring success rates of study applicants, students and the graduates’
employability
Standard 1.8
DF JAMU
The Theatre Faculty systematically collects contacts among the ending years by means of an
informed consent (in connection with the General Data Protection Regulation - GDPR). Students
give their email or telephone contact to the faculty at the graduation and confirm with their own
signatures that a future contact is possible. In 2018, the faculty used its network of contacts for
the research conducted by the Ministry of Education, Youth and Sport - see 4b).
A year ago (in 2017), JAMU celebrated the 70th
anniversary of its establishment. One of the most
important events organized in that jubilee year was the gathering of graduates, current students
and teachers of the faculty.
Other platforms for meeting graduates include important events organized by the faculty: the
international festival of theatre schools SETKÁNÍ/ENCOUNTER (17 to 21 April 2018), festival of
authorial plays Salon of Original Creation (9 to 10 March 2018), festival Sítko of the Theatre and
Education Atelier (31 May to 3 June) and more.
In the calendar year 2018, a survey of graduates was carried out by the Ministry of Education,
Youth and Sports. The aim of this research was to better understand the problems of transition
of current generation of graduates from school to the labour market and to improve the quality
and usability of higher education. There were two research surveys: Eurograduate and Graduate
2018.
The Theatre Faculty of JAMU also participated in the survey and addressed its graduates with
a request to fill in the questionnaire. In the research part of Graduate 2018, a total of 209
graduates were addressed (graduates from 2013-2017 who are no longer continuing their
studies), while in the research part of Eurograduate, 31 graduates were addressed by the faculty
(graduates from 2013-2017 who are no longer continuing their studies). The faculty did not
receive the final report until the Annual Report on Activities was finalized; it only has data on the
return rate of questionnaires, which was 9.2 percent for JAMU as a whole.
The survey of employment and employability of graduates was solved by a continuous feedback
of the heads of ateliers, which the students graduated from. The findings can subsequently be
reflected in the composition of curricula (in the past, for example, the courses of acting in front
of the camera, dubbing/voice acting, dubbing direction, etc.) and may also be the starting point
for the emergence of new disciplines (audio-visual production and theatre, light design, etc.).
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The graduate employment survey is carried out through the communication of heads of ateliers
with former students and using information from social media.
HF JAMU
At the Music Faculty, each main course teacher further keeps an eye on his/her former students
during their professional careers, encounters with them in pedagogical cooperation if they are
teachers at primary arts schools, conservatories or music gymnasiums, and observes their work
in renowned musical ensembles or opera houses or art agencies.
The employability of the Music Faculty graduates depends mainly on vacancies in orchestras,
opera ensembles, primary arts schools, conservatories, music gymnasiums and art agencies. If
such an institution announces a selection procedure, they have an opportunity to participate. It
should be however emphasized that most HF graduates already gain such positions during their
studies at HF JAMU.
The faculty obtains data on employment through a questionnaire survey. Students who complete
their studies submit a completed questionnaire with the place of their (in most cases planned or
expected) work at the final state exam.
Educational and creative activities
• International dimension and application of the contemporary state of
knowledge
Standard 1.9
DF JAMU
In 2018, the XXVIII International Festival of Theatre Schools SETKÁNÍ/ENCOUNTER was held
from 17 to 21 April 2018. This year’s theme was ‘Loosing ground’.
The annual main organizer of the festival is the Theatre Faculty of the Janáček Academy of Music
and Performing Arts in Brno (JAMU). The Centre of Experimental Theatre, p.o. and MuseYou, z.s.
also participate in the festival organization. The festival also enjoys the auspices of the JAMU
Rector Mgr Petr Oslzlý; the Governor of the South Moravian Region JUDr Bohumil Šimek; the
Mayor of the Statutory City of Brno Ing. Petr Vokřál; the Mayor of the Brno-střed District Martin
Landa; the Minister of Culture of the Czech Republic Mgr. Daniel Herman; the Czech Commission
for UNESCO and the ENCATC (European Network of Cultural Administration Training Centres).
The 2018 festival ambassador was the actor and former JAMU graduate Jiří Bartoška. Since its
inception, the festival aims to create a meeting place for students of art theatre schools, where
they can inspire each other and get feedback on their work from prominent professionals from
around the world.
The SETKÁNÍ / ENCOUNTER festival is regularly organized by the bachelor’s degree students of
the Theater Production and Stage Technology Atelier. These students form an organizational
line-up, which is led by the so-called narrow organizational team, i.e. students of the 3rd
year of
Theater Production and Stage Technology, who take individual leadership positions. The narrow
organizational team also includes a student coordinator who manages the entire team and an
economist who takes care of the economic and contractual aspects of the festival.
The team has an art section composed of participants of the Direction and Dramaturgy Atelier
and Scenography Atelier. These are usually three students acting for the festival as its director,
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dramaturge and scenographer. Among others, also the Audiovisual Production and Theatre
Atelier is significantly involved in the festival; its students form the TV Encounter group, which
brings daily festival edits as well as the final summarizing video. Students of this atelier are also
in charge of filming video spots or all photo documentation.
HF JAMU
Procedures in the area of music art are subject to permanent comparison with the practice in
organizing and performing concerts, performances and other scenic and multimedia projects, as
well as benchmarking with similar trends abroad, for example, the rich participation of students
in international competitions and international interpretation courses and workshops.
The HF artistic production programme and constant contact with audience is ideal for realizing
international contacts in the area of creative, educational and scientific activities. That is, not
only for expanding the range of presentations of its outputs and projects, but also for gaining
new impulses, information and approaches for enriching and innovating its creative and
educational programme, the structure and varied composition of courses. The composition of
lecturers and teaching personalities at HF is regularly complemented by visiting foreign teachers
(leadership of creative workshops, master classes or opera stagings at the Orlí Street Theatre).
Teachers and students of HF participate in foreign stays and placements at partner institutions
(Erasmus Programme, etc.). This leads to a direct confrontation of approaches within the
framework of educational and creative activities and to a reciprocal enrichment or refining
contemporary state of knowledge.
In order to develop its degree programmes, HF JAMU organizes major international events, such
as the Leoš Janáček International Competition in Brno, the International Interpretation Courses
and the International Festival New Music Encounters Plus, through which it significantly
expands the range of similar events in the Czech Republic and is directly involved in the current
state of knowledge on a European scale.
• Cooperation with practice in realizing degree programmes
Standard 1.10
Both faculties of JAMU develop cooperation with practice with regard to the types and possible
profiles of the degree programmes. It includes, in particular, practical education, the assignment
of bachelor's and master's theses or doctoral dissertations, the awarding of scholarships or
involvement of practitioners in the educational process.
There is a close communication between the JAMU management and the city and region
management, primarily as a mutual exchange of information and coordination of some activities.
These strategic considerations are mostly linked to other Brno universities to achieve a
maximum synergy in this area (city + region + higher education institutions). Such conceived cooperation
brings satisfactory results.
An integral part of the regional role is the regular repertoire activity of both JAMU faculties in
the Orlí Street Theatre and the Marta Studio Theatre as well as their rich concert activity. The
public (both urban and regional) has the opportunity to immediately see the creative outputs of
teaching, i.e. concerts, theatre performances and other artistic performances and works in a
varied offer that significantly complements the cultural offer of the city and the region.
JAMU carries out creative activities as an integral part of teaching and the students' own creative
activities under the guidance of teachers are the basis of university education of this type in the
region where it is established.
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High-quality artistic activity of teachers is one of the important conditions and prerequisites for
their successful pedagogical work in arts disciplines. Own creative experience and knowledge
are irreplaceable in recognizing and developing students' talent. The art achievements of JAMU
teachers in other art institutions are recorded annually in the Register of Artistic Outputs (RUV).
Through the work of teachers directly in the professional sphere, contacts with cultural
institutions are established which bring immediate findings of contemporary artistic practice to
the faculties and relevant degree programmes, and also enable students to undertake
professionally oriented placements.
JAMU therefore acts as an arts centre at its place of operation. Thanks to the necessary regular
and institutional cooperation with the professional sphere, it fulfils the role of a cultural
ambassador in the region and in the national context. It significantly enriches the offer of
cultural events in the area and influences its further development.
The above-mentioned direct dependence of educational processes on programme public
presentation of study outputs, which must simulate the professional running of concert, theatre
and gallery houses, and is thus a direct competitor to professional artistic operation - all this is
no longer sustainable without cooperation and partnership. A good example of this is the
participation of the Academy at the Janáček Brno Festival, which is currently organized by the
National Theatre Brno and the production of HF JAMU is a regular part of its main programme,
or cooperation with professional orchestras, especially in the presentation of contemporary
music, and a significant contribution to the organization of festivals such as the Exposition of
New Music and the like.
The selected degree programmes of DF JAMU cooperate very closely with the practice and have
practical activities included in their curricula. Qualification works very often deal with topics
applicable in practice. DF has many teachers who are excellent practitioners and are able to
provide their students with modern and usable information.
• Cooperation with practice in creating degree programmes
Standard 1.11
When opening up career opportunities for graduates and bringing students' knowledge and
skills closer to the requirements of practice and subsequent developing and modifying the
curricula, DF works closely with many professional associations, chambers, employers'
organizations, schools, theatres and the like. The described principle of linking the school with
practice through personalities working in both types of art is reflected in the creation of degree
programmes. On the one hand, the teachers directly bring from practice new knowledge, new
procedures and approaches to creation, and on the other hand the feedback provided by the
institution to the students' placements is always a reason to intervene in the curricula with the
aim of adding to teaching a possibility of acquiring knowledge, skills and competencies whose
lack was perceived by the institution as a lack of professional readiness of students. This is done
through innovation of existing courses and the inclusion of new ones.
At this moment of transition from fields of study to degree programmes and their
specializations, the experience gained due to contacts with the professional sphere significantly
influences the composition and content of study of the newly conceived degree programmes.
Since the subject of art theories and sciences is the creative activity of a man whose origins go
back far into the past, and the contemporary artistic creation is not bounded or predictable in its
development, the studying is characterized by special demands as it draws on many specific
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fields and disciplines (history, philosophy, psychology, sociology, etc.). The essence of the
requirement for uniqueness of such a way of interpretation and formulation of professional
opinion also implies an exclusively individual form of mainly practical but also a large part of
theoretical preparation of future artistic personalities.
Therefore, at all levels, in addition to the necessary deep practical training, students are
encouraged to gain a historical overview and awareness of the broader context, with an
emphasis on independent qualified interpretation and an analytical-critical comparison of
already closed forms and manifestations of contemporary art and the current state of informed
historical interpretation. In the master's degree, these competencies should culminate to achieve
a distinctive insight into the subject, with an overlap to other fields and a wider range of artistic
disciplines. At the doctoral level, these practices are completed in an individual programme of
a professional artist applied in all independent creative and academic activities and in an
international context.
Supporting resources and administration
• Information system
Standard 1.12
The JAMU Information System (IS) is operated and developed by the Faculty of Informatics of
Masaryk University. The system was developed and is operated in accordance with the current
wording of Act No. 111/1998 Sb., on Higher Education Institutions. The system is operated
under an outsourcing scheme, i.e. the operation and responsibility for operation is transferred to
the provider. The Masaryk University provides the operation directly in the form of hosting.
The system allows administering students with a low number of administrative staff and their
increase without increasing the number of these administrative workers; accentuates the
possibilities of work for the general academic public; and offers quality communication and
presentation tools and electronic support to teaching.
• Libraries and electronic resources
Standard 1.13
The JAMU Library provides public information services for students and teachers of the school
in an extremely wide range due to the uniqueness of its library collection.
The framework for the acquisition strategy of the JAMU Library is a systematic building and
maintenance of a consistent specialized library collection, which has the function of providing
information support for the needs of study, science and research at JAMU. The information
profile of the library collection is based on accredited fields of study at the Theatre Faculty
(Dramatic Arts) and Music Faculty (Musical Arts) and realized scientific and artistic intentions as
stated in the Organizational and Operating Rules of the Library.
The profile of the library collection consists of specialized Czech and foreign music, theatre and
dance literature, including scenography, stage technology, art marketing and management and
literature from related fields: fine arts, applied arts, clothing and textile industry, photography,
architecture, design, aesthetics, film, television, radio, Czech and world literature (theory, choice
of fiction), philosophy, psychology, sociology, pedagogy. At the same time, a universal collection
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is being built - encyclopaedias, language and educational dictionaries, language textbooks,
history, biographies, etc.
The library collection includes the following types of supplemented information sources: book
publications, including university textbooks (JAMU, AMU), theatre plays (various translations),
theatre programmes, opera librettos, anthologies, periodicals (magazines), sheet music (printed
scores), audio and audiovisual documents (CDs, CD-ROMs, DVDs, VHSs, phonograph records). In
addition to newly published literature or updated editions, older editions are complemented as
necessary.
Furthermore, the library collection includes diploma, dissertation and habilitation theses of
JAMU (since 2013 only in electronic version) and electronic information sources (EIZ specialized,
licensed or freely available databases).
Starting from the academic year 2015/2016, registration fees for JAMU-based users were
cancelled for more comfortable access to library services.
In 2016, the retrospective cataloguing of the older sheet music collection was completed, i.e. all
the sheet music purchased since the library was founded can be found and ordered for lending
in the Aleph online catalogue.
In 2017, a subscription to the CitacePro licensed online manager began. The service helps the
academic community to manage citations and texts, prepare seminar and diploma theses,
materials for lectures or conference papers.
In cooperation with the HF Concert Department, the Chamber Opera and the Orlí Street Theatre,
the library provides the agenda for rental or purchase of operating orchestral materials for
student artistic activities.
The library provides information education lessons and Interlibrary Loan (ILL) Service.
In the framework of dislocations at JAMU, two changes occurred in the JAMU Library in autumn
2017. The library recovered the original premises with an area of about 42 square metres for
storing the sheet music collection. The total area is about 86 square metres, including a reserve
space and facilities for a librarian. Subsequently, in the summer of 2018, a reorganization and
revision took place in the sheet music collection, which was carried out for the first time using
a barcode reader.
• Study of students with specific needs
Standard 1.14
DF JAMU
There is a unique field of study at the Theatre Faculty - Educational Drama for the Deaf - with the
bachelor's and follow-up master's degree in both regular and combined forms of study. This field
boasts excellent results and is extremely highly rated in the Czech Republic and abroad. Both
artistic work and activities in the field of special education are appreciated.
In 2018, DF JAMU received a financial contribution of CZK 461,000 to support students with
specific learning needs.
HF JAMU
There are currently two blind students at the Music Faculty, who are provided with all the
conditions to study in the form of individual care so that their handicap is not an obstacle in
their studying.
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• Measures against unethical behaviour and intellectual property protection
Standard 1.15
In 2018, JAMU prepared a new version of the JAMU Code of Ethics. Its final version is the result
of extensive discussions across both faculties of JAMU
JAMU has measures in place against intentional action against good morals during study and
measures to protect intellectual property.
Part of the JAMU information system, which is being developed by MU in Brno, is a special app
called Theses for detecting potential plagiarisms. It is tied to a database of qualification works
(theses) such as Repozitář and the like. The content of the files in the IS data storage (i.e. the
objects available in the File Manager), for which a pure text version is available, is continuously
analysed by machine. The system searches for similarities across the shared database of
compared documents, which includes, in addition to the IS document server, the final works of
schools participating in the Theses.cz system, seminar and other works in the Odevzdej.cz
system, scientific publications in the Repozitar.cz system and other documents in the JAMUoperated
information systems. Similarity search includes an algorithm that analyses the
document being compared and examines possible similarities also against sources across the
Internet.
Qualification works of all students of both faculties of JAMU must be checked by this app prior to
their definitive submission.
II. Degree programme
Compliance of the degree programme with the JAMU mission statement and
the international dimension of the degree programme
• Compliance of the degree programme with the JAMU mission statement and
strategic documents
Standard 2.1
The aim of the study at JAMU within the thematic area of Arts is the development of an
independent creative personality with complex psychophysical prerequisites for the
performance of artistic profession in the area of music and dramatic arts and related
professions. The degree programmes carried out in the thematic areas Music Art, Theatre Art,
Radio Art, Television Art and Multimedia Art correspond to the current development and
knowledge in arts, undergo regular comparisons within standard benchmarking methods with
higher education institutions having adequate reputation in the Czech Republic and abroad with
similar degree programmes of international parameters and levels and satisfy the professional
demands of arts or educational institutions as well as the expectations of stakeholders.
DF JAMU
Due to the revision of all JAMU strategic documents in the course of 2018, the degree
programmes of DF JAMU are fully in line with them. Similarly they comply with the main mission
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of JAMU, which is to develop the artistic talent of its students and to interlink art education,
artistic creation and research in art and through art as various forms of cognition and
development of society.
HF JAMU
Degree programmes carried out at HF JAMU within the framework of the Music Art study area
are in terms of their type, form and possible profile in accordance with the mission statement
and strategic long-term intent of JAMU's educational and other creative (artistic, scientificresearch
and artistic-research) activities and other strategic documents of the faculty.
The offer of study fields covers not only the classic range of disciplines, common in other arts
schools, but also bonuses in the form of Historical Interpretation and Jazz Interpretation.
Openness to the demand for new fields of art is a hallmark of HF's aiming in recent years.
HF takes into account social needs, monitors social feedback on its activities and communicates
with chambers of commerce or employers' organizations in music and cultural institutions, or
other practitioners, to determine their expectations and requirements for graduates from the
degree programmes carried out within the thematic range of Music Art.
JAMU monitors the indicators set by HF for educational and creative activities. HF always
monitors rate of study failure, the rate of duly completed study, the success rate in admission
procedure and the employability of graduates from degree programmes carried out in the
framework of typical Music Art degree programmes.
• Connection with the JAMU creative activity
Standard 2.2
Degree programmes of the profiling base are connected with the artistic or research activities of
students in the area of arts and JAMU applies a methodology for evaluating results of creative
activity based on established key performance indicators in creative activity (RUV, RIV or other
register for keeping records on professional performance of the institution and its evaluation)
and assesses its most important creative activities at regular intervals. Both faculties archive
relevant qualification performances (recordings of concerts, theatre and opera stagings,
projects, audio and video recordings, photographic documentation, printed outputs, etc.) so that
they can present them to external evaluators. Registration and maintaining records of creative
achievements is part of the internal system for quality assurance and corresponds to Section 77c
of the Higher Education Act.
DF JAMU
The Theatre Faculty of JAMU engages in teaching many artistic and pedagogical personalities of
the Czech Republic and other countries, through workshops, courses, lectures and co-operation
on graduate projects (e.g. directing, dramaturgy, scenography). Given that the faculty exclusively
conducts studies in the educational area of Arts, the creative artistic activity is an integral part of
the curricula and therefore is not considered to be ancillary or parallel to educational activity. Its
results are presented in the annual report virtually everywhere.
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HF
The specificities of JAMU are mainly that it
- Uniquely combines artistic education, artistic creation (through the work of its teachers in
arts and through the creative work of its students) and research in art and through art
- Clearly signals to the general public its artistic view and concept of art as an equal way of
human cognition and understands artistic creation as a manifestation of social commitment
- Provides education in all fields of music art, dramatic arts and theatre with an overlap into
audiovisual fields that are related to music and dramatic arts and theatre
- Responds through accreditation of new fields directly to the development in music and
dramatic arts
- Strives for high-quality pedagogical support of teaching, cooperation with prominent artistic
personalities, encourages the entry of new generation into the pedagogical, artistic and
research activities of faculties
- Creates conditions for developing students' talents and their independent creative activity
- Provides top-quality material support for pedagogical, creative and research activities
- Actively participates through pedagogical fields of study in the effort to expand the
possibilities of formal and informal arts education including the support of inclusion in the
education area of Arts and Culture at the level of primary and secondary education alongside
the traditional disciplines of music education/field and fine art education/field also the fields
of drama education/field, film and audiovisual education/field and dance and movement
education/field and thus unfolds the idea of equality of scientific and artistic cognition and
education
• Cooperation with practice
Standard 2.2
DF JAMU
The fields of study whose professional focus so requires have entered in their curricula practices
that serve to gain practical experience. These include co-operation with primary schools,
primary arts schools, higher education institutions, as well as co-operation with theatre
institutions at home and abroad and the like.
In the degree programmes the relationship with practice is also fulfilled directly in teaching.
Many teachers are at the same time professionals who work in professional sphere in various
positions and in various types of art institutions.
HF JAMU
Cooperation with practice takes place along two lines at HF JAMU, namely
- through teachers who are simultaneously involved in the professional sphere, mostly in
top art institutions, and their teaching and artistic practice is closely linked (findings from
contemporary artistic practice are immediately transferred to teaching and vice versa, the
results of students' creative work have an impact on their teachers' artistic practice).
- in the form of work and professional placements and both short-term and continuous
practice; students' practice and work placements are part of the curricula and are based
on the needs of the profession being studied and the opportunities offered by the
professional sphere.
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Students' practice is also considered to be their involvement in stagings at the Marta Studio
Theatre and Orlí Street Theatre, where they also gain experience in routine music and opera
operations and in realization of orchestral concerts.
• Connection with the scientific/artistic activity of JAMU
Standard 2.2
At JAMU, artistic and creative activities are a priority, on which the whole pedagogical process is
based. We perceive artistic creation as a specific way of cognition and self-cognition of man and
society, i.e. research through art, for which the term ’Artistic Research’ has become established.
In addition to this, classical art-scientific research takes place at both faculties, with its own
methodology, creating a theoretical and historical breeding ground for artistic creation.
The research results are immediately reflected in the teaching of theoretical courses as well as
courses focused on artistic, artistic-managerial and artistic-pedagogical work.
In the ’Artistic Research’ concept, also professional reflection of all work at all levels of study
generates research results.
Students of the doctoral degree programme report their activities within the Register of Artistic
Outputs (RUV) and in the internal environment of the faculty their artistic outputs are a natural
part of the doctoral degree programme study portfolio.
• International dimension of the degree programme
Standard 2.3
The international dimension of HF JAMU degree programmes consists of the mobility of
students, teachers and other employees, access to professional literature in foreign languages
and its use in professional activities, teaching of courses in a foreign language, international
cooperation in research or artistic activities and relates to the content and corresponds to the
focus of the degree programme. The scope of international cooperation corresponds to the type
of degree programme and the nature of study fields.
DF JAMU
The ERASMUS+ is a widely used programme providing our students with an opportunity to
study at foreign schools. In 2018, 19 DF JAMU students left for study abroad. The degree
programmes of DF JAMU in Brno also became increasingly attractive for students from foreign
universities. In 2018, 25 students from abroad studied at DF JAMU. Teaching through foreign
teachers was also realized within the degree programmes. In 2018, five foreign teachers
attended DF. Our teachers and staff also worked at foreign schools, five of them in 2018.
Another important international dimension was the organization of the international festival of
theatre schools, SETKÁNÍ/ENCOUNTER 2018, in which students are involved both
organizationally and artistically.
HF JAMU
HF JAMU continuously confronts the results of its creative activities with comparable schools in
the Czech Republic and abroad, in a form appropriate to the thematic area Music Art, within the
festivals, shows, art competitions, concerts, etc. Within its budget, it regularly allocates funds for
this purpose.
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Educational, creative and related activities of HF are of international character, taking into
account the type and profile of degree programmes implemented within the thematic area Music
Art. International mobility of students and academic workers takes place. Courses taught in a
foreign language and study or work placements in a foreign language are offered. Other forms of
involvement in international activities take place, such as joint concert projects, festivals with
international participation, shows and conferences with international participation,
international competitions, international summer schools and master classes and other
international activities in music art.
HF creates conditions for mobility of students, teachers and other employees and takes care of
improving their language skills. It supports international artistic and other creative (scientificresearch
and artistic-research) projects. It creates an open and accommodating environment for
incoming students, teachers and practitioners.
As part of the international student mobility, the students present results of their creative
activities (concerts, festivals, shows, scenic projects) to public. Also students from abroad are
involved in the institution's artistic activities and their public presentation (playing in orchestra,
chamber play, joint scenic projects or concerts).
HF JAMU is involved in international artistic, creative and research projects on an ongoing basis
in which it can guarantee active participation and satisfy the interest of foreign partners. It
actively uses its membership in international organizations (especially AEC) for continuous
cooperation, evaluation and benchmarking in the area of music and drama education and
cooperates with foreign partners also within the framework of international grants - Erasmus,
Creative Europe and the like.
HF JAMU is intensively preparing for the possibility of sharing some degree programmes with
foreign partners. Currently, it is bound by a long-term plan and ESF project implemented with
the support of the Operational Program Research, Development and Education. In November
2018, it filed accreditation for the Historical Interpretation degree programme under a new
methodology of the National Accreditation Bureau. In the follow-up master’s degree it will be
realized as a joint programme in cooperation with the Royal Conservatoire in The Hague
(Koninklijk Conservatorium den Haag).
Profile of the graduate and content of the study
• Compliance of the acquired professional knowledge, skills and competencies
with the type and profile of the degree program
Standard 2.4
In accordance with the National Qualifications Framework for Tertiary Education, JAMU has
created a qualifications framework (Q-RAM) for its newly conceived degree programmes and
their specializations. In their creation it starts from the previous qualifications frameworks for
individual JAMU disciplines. When creating new accreditation files and thus preparing new
curricula for the newly built degree programmes, Q-RAM is the default system for their creation.
In all existing fields of study at both faculties of JAMU, students take a state examination in
theory and history of the relevant field. The content of the examination and the requirement for
the student's ability to put theoretical and historical findings into a broader context of
contemporary artistic creation and social issues and relate them with his/her own work differs
according to the degree of study.
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According to individual fields, this state examination base is complemented by other disciplines,
e.g. of managerial focus, examinations in pedagogy, psychology and didactics for pedagogically
oriented fields, in courses focused on methods of artistic creation in the authorial fields.
Qualification works at JAMU are of two kinds
- Written work (bachelor’s thesis, master’s thesis, dissertation)
- Graduate artistic, artistic-managerial, artistic-pedagogical performance (at the bachelor's
and master's level, in the doctoral study the own creative projects are part of the
dissertation research and the results are included in the dissertation)
The study courses, the content of state exams and the requirements for qualification works are
consistently based on qualification outputs formulated for individual fields and from specified
accreditation standards for theatre and music arts.
The content and scope of the final state examination and requirements for the qualification
works are subject to a thorough analysis when conceiving degree programmes and their
specializations
Requirements for the graduate performances are newly formulated in the System for Internal
Quality Assurance and Evaluation. The type of performance has been determined, its
characteristics and requirements for professional knowledge, skills and competencies to be
demonstrated by the performance.
The content of the courses taught, teaching methods, practical training, method of assessment,
content of the state final exams, and the topics and focus of the qualification works are
consistent with the planned learning outcomes and the graduate’s profile in the given degree
programme and create a logical whole. The content and scope of the final state examination and
requirements for the qualification works are subject to a thorough analysis when conceiving the
degree programmes and their specializations.
• Language competencies
Standard 2.5
The degree programmes at both faculties of JAMU are conceived in such a way that during their
study the students must demonstrate their ability to use the acquired professional knowledge,
professional skills and general competencies in at least one foreign language.
DF JAMU
A system of foreign language teaching has been established at the Theatre Faculty. Students are
continually confronted with foreign teachers and incoming foreign students within the
ERASMUS+ programme.
HF JAMU
The degree programmes of the Music Faculty are conceived in such a way that during their study
the students must demonstrate their ability to use the acquired professional knowledge,
professional skills and general competencies in at least one foreign language. In the curricula for
the bachelor's degree, the foreign language teaching is a part of the compulsory quota of the field
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base in four semesters. The composition of curricula allows the choice of additional foreign
language as an optional course.
For admission to the follow-up master's and doctoral degree studies, knowledge of a foreign
language is a prerequisite and is examined during the admission procedure. Teaching of
additional foreign language is then part of the curricula for doctoral studies
For foreigners to be admitted to degree programmes carried out in the Czech language, the
passing of Czech language exam, which is part of the admission procedure, is essential.
• Rules and conditions of curricula development
Standard 2.6
The rules and conditions of curricula development are part of the JAMU's internal regulation
‘Rules of the System for Assuring Quality of Educational, Creative and Related Activities and
Internal Evaluation of Quality of Educational, Creative and Related Activities’.
The system of study at JAMU is aimed at a total of at least 180 credits for all three years of study
for the bachelor’s degree, at least 120 credits for two years of study for the follow-up master's
degree and at least 240 credits for four years of study for the non-follow-up master's degree. We
create it so that the student can achieve at least 30 credits per semester (60 credits for one year
of study). The courses are divided into the specialization base courses and personal
specialization courses. Personal specialization courses are optional and serve to complement
and expand the students' knowledge and skills.
• Specification of the career prospects of graduates
Standard 2.7
JAMU has set up functional rules and conditions for developing curricula and length of teaching,
including self-study; the curriculum is designed to enable students to acquire necessary practical
skills and theoretical knowledge needed for the pursuit of a profession, including career in
creative activities. Part of the curricula is the artistic work itself and its public presentation.
DF JAMU
As part of the creation of new accreditation files reflecting the curricula restructuring, the
transition from study fields to degree programme and their specializations, analyses of the
expected employability of graduates on the labour market were prepared for each degree
programme. Due to the diversity of focus of individual degree programmes, there is a very wide
range of options from acting engagements in theatrical ensembles to leading amateur and
professional ensembles, theatre marketing manager and cultural project manager positions,
head of artistic-technical operations, scenographer, costume designer, light designer,
dramaturge, director, screenwriter, audio-video editor, teacher of art-oriented courses at
primary schools, gymnasiums, secondary schools, primary arts schools and the like.
HF JAMU
HF has set up functional rules and conditions for developing curricula so that, in particular, the
acquisition of the necessary practical skills and the acquisition of theoretical knowledge prepare
students for the chosen professions and enable their employment in further creative activity.
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• Standard length of study
Standard 2.8
The standard length of study for individual levels of degree programmes and their
specializations is determined in accordance with Sections 45, 46 and 47 of the Higher Education
Act and the internal regulations of JAMU; three years for the bachelor’s degree programmes; two
years for the follow-up master’s degree programmes and four and five years for the non-followup
master’s degree programmes and four years in the doctoral degree programme
• Consistency of the study content with study objectives and the graduate’s
profile
Standard 2.9
The content of study corresponds to the study objectives, enables to achieve the defined profile
of the graduate and is based on the application of contemporary findings, scientific knowledge or
artistic creation and methods of creative activity in the given area of education. At the same time
the basic theoretical disciplines are a part of the study content.
The content of study at both faculties is continuously updated according to developments in the
professional sphere. Teaching is regularly complemented by meetings with outstanding artistic
and pedagogical personalities from practice (lectures, seminars, workshops, classes). Meeting
them provides students with valuable information about the situation in professional sphere and
can influence their own professional aiming
Arts education enables students to become creative art professionals. Students learn to develop
the necessary imaginative, intellectual, theoretical and practical skills and dexterities to equip
them for further personal development and professional career in arts. Students are required to
become actively involved in their own education and to specify their own practical, theoretical
and research spheres, including the relevant professional skills necessary for this practice.
When conceiving the transition of the existing fields of study to new degree programmes and
their specializations, the professional career prospects are re-formulated. The content of study is
thus gradually verified and adapted to the objectives of the study; it enables to attain the defined
graduate’s profile in accordance with the established qualifications frameworks and is based on
the application of contemporary findings and methods of creative activity in the given area of
education.
• Differentiation of the doctoral degree programme form other types of degree
programmes
Standards 2.10-2.11
The doctoral degree programme at JAMU is realized in full-time or combined form, which differs
significantly from the intensive contact teaching within the bachelor's or master's (whether
follow-up or non-follow-up) degree programmes. Studying in the doctoral degree programme
also emphasizes the pedagogical participation in teaching within the individual specializations of
disciplines and according to the professional or artistic focus of the student and thus the
preparation of potential young teachers.
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Doctoral degree programmes are conceived as a platform connecting students of individual
artistic professions and focus. They combine research with artistic creation and pedagogical
activity of students.
The PhD study builds on the issues of professional knowledge, deepens it and consequently
enables to complete the study of issues learnt through own artistic and creative work by a
systematic and focused theoretical and practical examination, generalization and written
reflection. Skills include the ability to use the procedures of research, artistic and creative
activities to evaluate the latest findings in dramatic and music arts.
Part of the doctoral study is the obligation to perform artistic, pedagogical and publishing
activities.
Research activities of doctoral students are also supported from the funds of the Specific Higher
Education Research, which the students apply for within an internal grant competition.
HF JAMU organizes a doctoral conference every year.
Compulsory specialist study courses of the doctoral degree programmes are not identical in
content to the compulsory study courses of bachelor’s or master’s degree programmes, having a
strong focus on research (traditionally conceived research as well as ’artistic research’), on the
ability of theoretical reflection on one's own work and that of others, and on pedagogical activity
within the faculties.
• Structure and scope of study courses
Standard 2.12
The degree programmes of both faculties have a clearly defined and reasoned structure of study
courses, their scope and characteristics as well as conditions and requirements for their
successful completion and evaluation.
DF JAMU
The degree programmes have, through approved accreditation, set and precisely justified
structure of study courses, their scope and characteristics. This information is available through
the JAMU Information System.
HF JAMU
Study courses in the existing fields of study are traditionally divided into courses of the field
base and courses of personal specialization. Personal specialization courses are of two kinds courses
offered across all fields of degree programmes and courses offered within individual
departments to students of a particular field to complement the compulsory field base.
The specificity of studying artistic fields is blending theory with practice. Even in teaching
practically focused courses, inputs are necessarily being continually included in the form of
lectures or seminars on the project, providing a theoretical reflection, enabling identification of a
historical context and allowing the generated output to belong to a wider theoretical framework.
• Consistency of the curricula content, state exams and qualification works with
learning outcomes and the graduate’s profile
Standard 2.14
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Qualification works at JAMU are of two kinds
- Written work (bachelor’s thesis, master’s thesis, dissertation)
- Graduate artistic, artistic-managerial, artistic-pedagogical performance (at the bachelor's
and master's level, in the doctoral study the own creative projects are part of the
dissertation research and the results are included in the dissertation)
The study courses, the content of state examinations and the requirements for qualification
works are consistently based on qualification outputs formulated for individual fields and
specified accreditation standards for music arts.
The content and scope of the final state examination and requirements for the qualification
works are subject to a thorough analysis.
Requirements for the graduate performances are contained in the syllabi of the main field
course, where the type of performance, its characteristics and requirements for professional
knowledge, skills and competencies proven by the performance are specified.
DF JAMU
The state examinations and qualification works are the culmination of several years of study,
which is conceived at the theoretical and practical level so that the content of the courses taught
logically fulfils the planned learning outcomes and the graduate’s profile in the given degree
programme.
HF JAMU
In all existing fields of HF JAMU students take state examinations in methodology, history and
literature of an instrument; depending on individual fields this base is complemented by other
disciplines, e.g. of managerial focus, examinations in Pedagogy and Psychology and Philosophy
of Art. The content of the examination and the requirement for the student's ability to put
theoretical and historical findings into a broader context of contemporary artistic creation and
social issues and relate them with his/her own work differs according to the degree of study.
According to individual fields, this state examination base is complemented by other disciplines,
e.g. of managerial focus, examinations in pedagogy, psychology and methodology with
pedagogically oriented fields, and in courses focused on methods of artistic creation with the
authorial fields.
Educational and creative activities in a degree programme
• Methods of teaching and evaluation of study results
Methods of teaching are based on the following principles:
- Individual approach to each student (recognition of his/her strengths and weaknesses
and guidance in developing his/her talent)
- Contact teaching in disciplines based on development of professional skills and
techniques (continuous checking and correction of performance)
- Guiding students to independent creative work (continuous feedback and further
direction of creation)
- Mastering the principles of teamwork
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- Knowledge of the theory and history of the field as a prerequisite for creation and its
reflection
- Understanding the significance of artistic cognition of the world in addition to scientific
cognition and the role of art in society
- Importance of research through art (artistic research, theatre based research)
The most commonly used methods are
- Lecture, discussion, heuristic methods in theoretical disciplines
- Methods of developing professional skills and techniques in practically oriented
disciplines
- Project methods, discussion methods, heuristic methods, problem solving,
brainstorming, learning in life situations - creation and presentation of a theatre staging,
creation and realization of an artistic-pedagogical and artistic-managerial project - in the
case of creative projects
Teaching at JAMU most often takes form of individual teaching (development of professional
skills and techniques, guiding independent creative activities of students) and group
individualized teaching (especially for creative projects based on teamwork). In the course of
study process, especially student-centred approaches that support their active, individual
creative activities and group cooperation are used.
Due to the gradual transition from fields of study to degree programmes with specializations,
there is a greater interconnection of teaching and thus of methods and creative practices
between the various professions studied and the principle of team creation is strengthened.
The development of methods of studying, teaching and evaluating results includes the use of
study results as a positive learning tool that enables to engage students in critical peer review
processes. There is a general shift towards a more responsible and transparent approach to
teaching that focuses on students and study to support their personal specialization.
Students are evaluated for their artistic performance, demonstration, presentation of work or
project to their colleagues and teachers. In this way, the group of students gain valuable
information and insight into the problem thanks to their colleagues' experience while
developing their own presentation skills.
The composition of study literature and that of study materials, which are included in the
requirements of the profiling base courses, reflect the current state of development in the area
of art. Students are provided access to study literature and study materials, which is indicated in
the requirements of the profiling base courses.
Standards 3.1-3.4
• Creative activity related to a degree programme
Standards 3.5-3.7
DF JAMU
In 2018, all stagings at the Marta Studio Theatre and the Orlí Street Theatre were evaluated, in
which the students graduated. Evaluation of semestral and yearly works of all ateliers and fields
of study took place continuously. DF students were actively involved in the
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SETKÁNÍ/ENCOUNTER festival, where they could compare with the most prestigious theatre
schools from all over the world.
Creative and educational activities are inextricably linked at the Theatre Faculty and especially
artistic creation is a means and a goal of education. Teachers are active artistic personalities
who, during their lessons, provide students with practical artistic experience.
It is possible to use for teaching the advanced technologies of Orlí Street Theatre, all facilities of
the Marta Studio Theatre and also the adequately equipped premises in the building on the
Mozartova Street.
Workshops with foreign and domestic practitioners also helped to link educational and creative
activities. The knowledge and experience gained during workshops was then verified through
the realization of practical projects and graduate stagings at the Orlí Street Theatre and at the
faculty’s Marta Studio Theatre as well as in the audiovisual, audio and radio projects focused on
documentary, dramatic and experimental production.
A significant case of interconnection of creative and educational activities is the organization of
international festivals, shows and projects, allowing mutual inspiration and sharing some
examples of good practice; this was in particular the XXVIII International Festival
SETKÁNÍ/ENCOUNTER in 2018. Another important activity is the emerging project ‘JAMŮví’
(festival of student creation) that focuses on audiovisual and audio works and has a potential to
become a platform for interconnection of creative and educational activities, but also for
networking of young creators not only from media-oriented fields.
HF JAMU
At HF, students present their artistic activity at public concerts or within other artistic
productions; works for final examinations are presented in the form of outputs at HF only within
the relevant department. Graduate performances, which have the character of completed and
publicly presented artistic, artistic-managerial, artistic-pedagogical works, constitute a special
category.
A detailed list of realized and published creative projects from the degree programmes is
contained in the annual report for the year in question.
Given the faculty's specific profile in the area of music art, the artistic creativity of students is an
integral part of its artistic operations (concerts, authorial compositions, opera performances,
music festivals, etc.).
The basic tool for scientific and research activities of students, with the exception of the
bachelor’s degree students, is the student’s grant competition within the framework of a specific
research. Projects are being realized in close ties with scientific activities of teachers. The
scientific and research activities are further supported by the opportunity of publishing in the
faculty internet journal JAMUsica, or by an appearance at the annual doctoral conference of HF.
In the doctoral degree programme, the selected courses are then targetedly profiled to increase
the scientific and research competencies of students (methodology of scientific work, musichistorical
research).
Financial, material and other support provided to a degree programme
• Financial support to a degree programme
Standard 4.1
The educational activities of JAMU are funded from the state budget.
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• Material, technical and informational support to a degree programme
Standard 4.2
Operational Programme for Research, Development and Education
Within the Operational Programme for Research, Development and Education, JAMU
implements two individual projects funded from the European Regional Development Fund
(ERDF):
Project ‘Improvement of the Music Arts Degree Programme infrastructure at JAMU’,
Project Registration no. CZ.02.2.67/0.0/0.0/16_016/0002246 in the total amount of eligible
expenditures of CZK 79,373 thousand, of which CZK 69,868 thousand of investment funds and
CZK 9,505 thousand of non-investment funds. JAMU participates in expenditures with own funds
in the amount of 5 %, i.e. a total of CZK 3,969 thousand (CZK 3,494 thousand of investment and
CZK 475 thousand non-investment funds). In 2018, a total of CZK 25,799 thousand of investment
funds, of which the ERDF share amounted to CZK 24,509 thousand and CZK 321 thousand of
non-investment funds, of which the ERDF share amounted to CZK 268 thousand, were spent.
The following musical instruments and technologies have been purchased to improve the quality
of degree programmes at the Music Faculty:
- keyboard instruments - concert grand piano, length 274 cm; chamber grand piano,
length 212 cm; three chamber grand pianos, length 180 - 195 cm; chamber grand piano,
length 173 cm; four upright pianos; 2 digital keyboards
- instruments for historical interpretation - Classicist and Romantic flute, two Baroque
oboes, viola da gamba
- other musical instruments - viola and bow, concert guitar, bassoon, English horn, piccolo,
oboe, four clarinets
- scenic and lighting technologies - portable lighting panel, sets of reflectors and fixtures
with accessories, dimmers for mobile rental and classroom 09 at HF
- audio technologies - mixing digital audio, sound systems, amplifiers and speakers for
auditoriums, classrooms and mobile rental at HF, portable recording equipment
including a set of microphones with accessories, modular synthesizers, sound system
and a set of microphones for the Orlí Street Theatre
- video technologies - scenic data-video projector, portable live TV studio, cameras and
video recorders for a chamber hall, classroom 09 and HF auditorium
- IT technologies – workstations with a graphics tablet with accessories and audio SW for
electroacoustic music and graphic scores, colour copying machine
In aggregate financial terms, the following groups of assets were purchased under the project in
2018:
- musical instruments in the amount of CZK 19,725 thousand
- scenic and lighting technology in the amount of CZK 952 thousand
- video technologies in the amount of CZK 708 thousand
- audio technologies in the amount of CZK 4,194 thousand
- IT technologies in the amount of CZK 541 thousand
Project ‘Improvement of the Dramatic Arts Degree Programme infrastructure at JAMU’,
Project Registration no. CZ.02.2.67/0.0/0.0/16_016/0002469 in the total amount of eligible
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expenditures of CZK 78,135 thousand, of which CZK 68,122 thousand of investment funds and
CZK 10,013 thousand of non-investment funds. JAMU participates in expenditures with own
funds in the amount of 5 %, i.e. a total of CZK 3,907 thousand (CZK 3,406 thousand of investment
and CZK 501 thousand non-investment funds). In 2018, a total of CZK 44,225 thousand of
investment funds were spent, of which the ERDF share amounted to CZK 42,014 thousand.
The following investments have been carried out to improve the quality of teaching in degree
programmes at the Theatre Faculty:
 Completion of building adaptations in the Astorka Building to be used as teaching areas of
the Theatre Faculty, with 399 square metres of new teaching areas acquired
 Overall modernization of the Marta Studio Theatre technologies consisting of acquisition or
modernization of:
 Stage technologies including nine motor shaft pulls, mobile trapdoor system, new
handling and control of stage mechanisms, main curtain and other fabrics
 Scenic lighting including new modern lighting panels, sets of reflectors and fixtures with
accessories
 Projections and videos including video server with accessories, workstations, two
projectors with objective lenses, projection motor and folding screen
 Audio technologies including digital and analogue mixing console with accessories,
sound systems, microphone systems with accessories, amplifiers, workstations and
a technology table for the director’s room
 New facilities for the assistant director in the theatre
 Video technologies incorporating a camera system with video editing and recording
equipment
 Lighting equipment - lighting console for musical ateliers
 Sound technologies – sound systems, microports and audio systems in the Orlí Street
Theatre auditorium
 Photographic technologies – six semi-professional cameras and eight objective lenses
 Digital archiving of artistic outputs - 14 powerful multimedia workstations with
converters for 3D record processing, technology chain for digital data archiving
consisting of network infrastructure, AVID gateway, shared file system, disk data storage,
UPS and its implementation into the existing IT environment of the school
 Reconstruction of technologies in classroom 104 consisting of the overall modernization
of projection, presentation, video and audio technologies with a common control system
 Reconstruction of HVAC in classroom 104 consisting of adding air conditioning to the
existing HVAC system
In aggregate financial terms, the following groups of assets were purchased under the project in
2018:
- Reconstruction of buildings and structures in the amount of CZK 1,595 thousand
- Stage technology in the amount of CZK 6,007 thousand
- Scenic and lighting technologies in the amount of CZK 12,081 thousand
- Audio technologies in the amount of CZK 11,541 thousand
- Video technologies in the amount of CZK 2,070 thousand
- Photographic technologies in the amount of CZK 792 thousand
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- IT technologies in the amount of CZK 10,139 thousand
Centralized development projects
The Ministry of Education, Youth and Sports has awarded an investment grant of CZK 520
thousand to JAMU to carry out an investment centralized development project. The project
‘Synergies of Technological Development and Implementation of New Legislation’ is solved
together with other 13 higher education institutions, with the Czech Technical University in
Prague as the project co-ordinator. The upgrade of the SAP ERP Information System was
completed under the project. Total costs reached CZK 520 thousand.
Institutional plan
The Ministry of Education, Youth and Sports has provided a contribution of CZK 7,568 thousand
to JAMU to implement an institutional plan, of this CZK 592 thousand of investment funds.
Investment funds in the amount of CZK 586 thousand and part of non-investment funds in the
amount of CZK 1,931 thousand were used for the technological development of the university
aimed at the renewal and innovation of teaching technologies. Unused funds in the amount of
CZK 6 thousand was transferred to the Fund for reproduction of investment assets (FRIA).
As part of the project, the Theatre Faculty used the investment funds to purchase two projectors
and a MacBook, a projector for the Rector's Office and the upgrade of the connection speed of the
Marta Studio Theatre to 10GB, were acquired from the capital resources for the Theatre Faculty.
The non-investment funds were spent at HF and the Rector’s Office to purchase workstations,
multimedia components and the extension of SW licenses for end PCs, active elements and
services for necessary modifications of the JAMU computer network configuration. A new part of
the asset module was implemented in the SAP system. In addition, licenses for IP telephony have
been extended and modifications have been made in its settings in the form of services. Service
support for JAMU central data fields has also been extended.
Contribution towards capital expenditures outside the programme funding
Upon an application, a contribution towards capital expenditures in the amount of CZK 4,818
thousand was granted to the school outside the programme funding, of which a total of CZK
4,678 thousand was invested. Unspent funds in the amount of CZK 140 thousand were
transferred to the FRIM fund. The contribution covered the costs of modernization of the Marta
Studio Theatre technologies, which could not be financed from the OP RDE sources.
This money was used to repair the existing stage technologies and purchase new ones, new highcurrent
and low-current lines and new air-conditioning in the Director’s Room and electrical
substation were installed, the existing wooden floor in the theatre premises was repaired as well
as plasters and walls were painted.
Fund for reproduction of investment assets (FRIA)
A total of CZK 14,921 thousand was available in FRIA in 2018. Money was used either separately
or together with other grant titles and resources for the actions listed below in the total amount
of CZK 13,274 thousand:
- Authorial supervision by the designer of the construction project ‘Building adaptations
of premises in the Novobranská Building no. 691/3, Brno’ in the amount of CZK
48 thousand
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- Completion of the construction project ‘Building adaptations of premises in the
Novobranská Building no. 691/3, Brno’ started in 2017. The FRIA resources were used
to cover the part of construction that could not be funded from the OP RDE resources.
Building adaptations on the 7th
floor bring 39 square metres of new teaching areas and
27 square metres of accommodation areas were reconstructed; 101 square metres were
reconstructed for the JAMU Publishing House on the 2nd
floor. In 2018, CZK 772 thousand
were invested
- Co-funding of authorial supervision by the designer of the project ‘Modernization of the
Marta Studio Theatre technologies’, which was mostly covered from the OP RDE
resources in the amount of CZK 21 thousand
- Co-funding of costs of modernization of the Marta Studio Theatre technologies which
couldn’t be covered from the OP RDE resources. These FRIA resources in the amount of
CZK 2,242 thousand complemented the contribution to capital expenditures (see the
previous paragraph)
- Project preparation and building adaptations of the Department of Languages premises
within the Rector’s Office, where two offices and a meeting room of the Rector’s Office
were created. The Rector's Office thus acquired 73 square metres of office space. The
costs amounted to CZK 568 thousand
- Project preparation of a new optical connection for the Marta Studio Theatre in the
amount of CZK 83 thousand
- Complete replacement of the air-conditioning unit for auditorium of the Music Faculty in
the amount of CZK 2,407 thousand
- Project preparation of a new active lightning conductor at the Music Faculty, which will
replace the current unsuitable lightning conductor in the amount of CZK 16 thousand
- New residence and hotel SW system for the Astorka Hall of Residence in the amount of
CZK 189 thousand
- Passenger car for the Rector’s Office in the amount of CZK 948 thousand
- Winch spot pulling system for hanging audio equipment in the Orlí Street Theatre in the
amount of CZK 106 thousand
- Conference chairs for the auditorium of the Music Faculty; 180 pieces of upholstered
chairs totalling CZK 170 thousand were purchased
- Furniture for the newly created premises of the Theatre Faculty on the 3rd
and 7th
floor in
the Astorka building in the amount of CZK 787 thousand
- Photographic objective and servomotor unit for the objective for the Theatre Faculty in
the amount of CZK 634 thousand
- Active Cisco elements for the expansion and strengthening of the school's backbone
computer network in the amount of 2 pieces in the total amount of CZK 733 thousand
- Co-funding of investment projects paid from public subsidies of OP RDE in the total
amount of CZK 3,550 thousand
• Professional literature and electronic databases relevant to a degree
programme
Standard 4.3
The JAMU Information System (IS) is operated and developed by the Faculty of Informatics of
Masaryk University. The system was developed and is operated in accordance with the current
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wording of Act No. 111/1998 Sb., on Higher Education Institutions. The system is operated
under an outsourcing scheme, i.e. the operation and responsibility for operation is transferred to
the provider. The Masaryk University provides the operation directly in the form of hosting. The
system allows administering students with a low number of administrative staff and their
increase without increasing the number of these administrative workers; accentuates the
possibilities of work for the general academic public; and offers quality communication and
presentation tools and electronic support to teaching.
JAMU is the holder of the Diploma Supplement Label.
Access to study literature is provided through the JAMU Library and through JAMU IS.
Degree programme guarantor
• Guarantor's powers and responsibilities
Standard 5.1
The powers and responsibilities of a degree programme guarantor are specified in the internal
regulation Rules of the System for Assuring Quality of Educational, Creative and Related
Activities and Internal Quality Evaluation of Educational, Creative and Related Activities of 21
August 2017. The degree programme guarantors were appointed in accordance with the
requirements of the National Accreditation Bureau (NAB).
The selection criteria were as follows:
- The higher education qualification achieved
- Undisputed quality of pedagogical and creative activities and long-term experience in
pedagogy and arts
- Reputation of a professionally and internationally recognized pedagogical and artistic
personality
- Assumption of further professional (pedagogical and artistic) growth
- Experience in creating pedagogical documents
- Last but not least, the age of the guarantor which allows him/her to guarantee the degree
programme throughout the period of accreditation
When selecting a personality for the position of a guarantor, the higher education qualification
and previous education were considered, as well as the undisputed quality of pedagogical and
creative activities so far and long-term experience in pedagogy and arts, the assumption of
further professional (pedagogical and artistic) growth, the experience in the creation of
pedagogical documents and introduction of new courses and the age of the guarantor allowing
supervision of the degree programme throughout the period for which the accreditation was
awarded
DF JAMU
On the basis of Amendment to the Higher Education Act and methodology of the National
Accreditation Bureau on the definition, accreditation and implementation of degree
programmes, DF appointed guarantors for the future degree programmes (‘DPs’):
Prof. Zbyněk Srba guarantor of the Dramaturgy and Direction DP
Doc. Igor Dostálek guarantor of the Acting DP
Doc. Marie Jirásková guarantor of the Scenography DP
Doc. Petr Francán guarantor of the Dramatic Production and Media DP
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Doc. Blanka Chládková guarantor of the Theatrical Production and Stage Technology DP
Prof. Veronika Broulíková guarantor of the Theatre and Education DP
HF JAMU
On the basis of Amendment to the Higher Education Act and methodology of the National
Accreditation Bureau on the definition, accreditation and implementation of degree
programmes, HF appointed guarantors for the future degree programmes (‘DPs’):
Doc. Mgr Ing. Dan Dlouhý, Ph.D. guarantor of the Composition DP
Doc. Mgr MgA. Monika Holá, Ph.D. guarantor of the Conducting, Singing and Opera Direction
DP
Prof. MgA. Miloslav Jelínek guarantor of the Playing String Instruments DP
Prof. MgA. Jan Jiraský, Ph.D. guarantor of the Piano Playing and Piano Pedagogy DP
Prof. MgA. Martin Opršál guarantor of the Percussion Instruments Playing and Jazz
Interpretation DPs
doc. MgA. Lucie Pešl Šilerová, Ph.D. guarantor of the Music Production DP
Prof. Mgr Milan Polák guarantor of the Playing Wind Instruments DP
Prof. Barbara Maria Willi, Ph.D. guarantor of the Organ and Historical Interpretation DP
• Evaluation of a guarantor in terms of meeting the standards
Standards 5.2-5.4
The guarantor of the JAMU degree programme is the JAMU’s employee, who works at the faculty
as an academic worker under an employment or service relationship with a total weekly
working time corresponding to the set weekly working time pursuant to Section 79 of the
Labour Code and who has been appointed professor or associate professor or has attained the
education by completing the doctoral degree programme. The guarantor has a professional
qualification relating to the given degree programme or a degree program of close or related
content and has been performing artistic activities for the past five years corresponding to the
area or areas of education within which the degree program is to be realized.
Degree programme guarantors meet the conditions as far as the maximum number of degree
programmes is concerned. Their professional curricula are available in the JAMU information
system.1
Staffing of a degree programme
• Evaluation of the overall staffing of a degree programme in terms of meeting
the standards
Standards 6.1-6.2, 6.7-6.8
Among JAMU teachers, there are prominent artistic personalities with an international overlap,
actively performing artistic practice in the field of theatre and music arts. Staffing of
academically oriented degree programmes also includes an adequate involvement of
practitioners. Running of degree programmes is ensured by academic workers or by other
professionals with appropriate qualifications to provide for individual courses. The overall
structure of the degree programme academic staff corresponds in terms of qualification, age,
1 Their professional curricula are available in the JAMU informa%on system, h(ps://is.jamu.cz/lide/
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length of weekly working time and foreign or practical experiences to the structure of the
curriculum, objectives and possible profile of the degree program specialization; academic
workers perform creative activity that corresponds to this or related expertise. According to the
law, the pedagogic positions are occupied on the basis of a successful selection procedure to
which precise rules apply concerning its conditions and public announcement.
Administrative, organizational and technical aspects of the institution’s operations are ensured
by non-academic staff. They are employees of the study, foreign, project, concert and production
departments. These workers also take care of the spaces that are used for public presentation of
artistic and creative work of students. There are several research centres in the institution that
are closely linked to the relevant departments, where both academic and non-academic
researchers work.
• Staffing of the profiling base courses
Standards 6.4, 6.9-6.10
The courses of the profiling base in the newly conceived degree programmes are guaranteed
according to the requirements of the National Accreditation Bureau.
The basic theoretical study courses of the profiling base of degree programme have their
guarantors, who are significantly involved in teaching, for example by giving lectures. The
degree programme is adequately staffed in terms of the period of validity of its accreditation and
prospects of its development, especially with regard to the length of weekly working hours of
the guarantors of basic theoretical courses of the profiling base of degree programme and the
period for which the employment of these employees in the given higher education institution is
arranged or for which its arrangement is ensured.
The basic theoretical study courses of the profiling base will be guaranteed by academic workers
appointed by the professor or associate professor or academic workers with a scientific degree.
At the same time, study courses of the profiling base of degree programmes in arts can also be
guaranteed by academic workers with an appropriate artistic erudition. Guarantors of these
courses are involved in teaching these courses.
The basic theoretical study courses of the profiling base of the master’s degree programme will
be guaranteed by academic workers appointed by the professor or appointed by the associate
professor in the field that corresponds to the area or areas of education within which the
master's degree program in question is to be pursued or in a related field. At the same time, the
basic theoretical study courses of the profiling base of degree programmes in arts can also be
guaranteed by academic workers with an appropriate artistic erudition.
• Doctoral student supervisors
Standard 6.11
Supervisors for the doctoral degree programme are only associate professors and professors or
other experts holding a scientific degree who are approved by the relevant scientific or arts
council; supervisors for the doctoral students in arts degree programmes are also experts having
an appropriate artistic erudition.
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Specific requirements for providing a degree programme
• Realizing a degree programme in a combined and distance form of study
Standards 7.1-7.3
E-learning study supports are systematically created for JAMU degree programmes for
a combined form of study
.
 Realizing a degree programme in co-operation with a foreign higher
education institution
Standard 7.10
An extraordinary opportunity is the sharing of teaching, which is done in co-operation with the
Early Music Department of the Royal Conservatoire Den Haag. In November 2018, the Faculty of
Music, in accordance with the long-term intent and the ESF project implemented with the
support of the Operational Program for Research, Development and Education, applied for
accreditation of the Historical Interpretation Degree Programme according to a new
methodology of the National Accreditation Bureau. This programme will be realized as a joint
programme in the follow-up master's degree study in cooperation with the Dutch Royal
Conservatoire Den Haag (Koninklijk Conservatorium den Haag).
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Annex 04: Self-Evaluation Report of JAMU, 2018
Verification
JAMU
http://dokumenty.jamu.cz/ Strategic intent
Annual Report on JAMU activities
Annual Report on JAMU economic activities
http://dokumenty.jamu.cz/ Strategic intent
Strategic intent (Long-term intent for educational, creative and other related activities of JAMU)
Plan of realization of the JAMU 2017 strategic intent
https://is.jamu.cz/
JAMU IS
DF JAMU
http://difa.jamu.cz/dokumenty-difa-www.html
Strategic intent (Long-term intent for educational, creative and other related activities of DF
JAMU)
Plan of realization of the DF JAMU 2017 strategic intent
Annual Report on DF JAMU activities
Annual Report on DF JAMU economic activities
HF JAMU
http://dokumenty.jamu.cz/ Music Faculty
Strategic intent (Long-term intent for educational, creative and other related activities of HF
JAMU)
Plan of realization of the HF JAMU 2017 strategic intent
Annual Report on HF JAMU activities
Annual Report on HF JAMU economic activities
Internal regulations:
http://dokumenty.jamu.cz/ JAMU Sheet
Statute of JAMU
Study and Examination Code of JAMU
Rules of the System for Assuring Quality of Educational, Creative and Related Activities and
Internal Quality Evaluation of Educational, Creative and Related Activities
JAMU Internal Evaluation Board Rules of Procedure
JAMU Academic Senate Rules of Procedure
Electoral Code of the Academic Senate of JAMU
JAMU Arts Council Rules of Procedure
Internal Evaluation Board Rules of Procedure
JAMU Scholarship Rules
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JAMU Code of Ethics
JAMU Disciplinary Code
Statute of DF JAMU
Statute of HF JAMU
Rules of Procedure of DF JAMU Academic Senate
Rules of Procedure of HF JAMU Academic Senate
Electoral Code of the Academic Senate of DF JAMU
Electoral Code of the Academic Senate of HF JAMU
DF JAMU Arts Council Rules of Procedure
HF JAMU Arts Council Rules of Procedure
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for 2017
REPORT ON THE INTERNAL EVALUATION OF QUALITY
OF EDUCATIONAL, CREATIVE AND RELATED ACTIVITIES
OF JAMU
FOR 2017
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Discussed in the Arts Council of JAMU on
Approved by the Academic Senate of JAMU on
Discussed by the Administra/ve Board of JAMU on
Table of Contents
SPECIFICS OF THE SYSTEM OF ASSURING AND EVALUATING QUALITY OF EDUCATIONAL AND
CREATIVE ACTIVITIES AT JAMU............................................................................................................... 3
EXPERIENCE WITH ASSURANCE AND EVALUATION OF QUALITY OF EDUCATIONAL AND CREATIVE
ACTIVITIES AT JAMU............................................................................................................................... 4
Internal evalua/on of quality of educa/onal and crea/ve ac/vi/es at DF JAMU ................................. 4
Internal evalua/on of quality of educa/onal and crea/ve ac/vi/es at HF JAMU ................................. 5
KREDO Project ........................................................................................................................................ 5
SUPPORTING DEVELOPMENT OF THE SYSTEM FOR ASSURING AND EVALUATING QUALITY OF
EDUCATIONAL AND CREATIVE ACTIVITIES OF JAMU.............................................................................. 6
Mul/annual JAMU projects in OP RDE .................................................................................................. 6
Coopera/on with the Czech higher arts schools ………………................................................................... 8
PREPARING THE JAMU SYSTEM OF QUALITY ASSURANCE AND EVALUATION ...................................... 9
Basic principles for evalua/ng quality of educa/onal and crea/ve ac/vi/es at JAMU ......................... 9
Quality assurance subject maBer and criteria for process evalua/on at JAMU ................................... 9
JAMU Quality Assurance System …….................................................................................................... 10
OVERVIEW OF EVALUATIONS REALIZED IN 2017 ………......................................................................... 11
Internal evalua/on of educa/onal and crea/ve ac/vi/es of JAMU .................................................... 11
Evalua/on of Delds of study in the transi/on to degree programmes with specializa/ons …............. 11
Documents related to the system of assuring and evalua/ng quality of JAMU's educa/onal and
crea/ve ac/vi/es ................................................................................................................................. 12
StaFng of internal assurance and evalua/on of educa/onal and crea/ve ac/vi/es of JAMU ……….. 14
RUV and RIV results ……........................................................................................................................ 14
SpeciDcs of the JAMU facul/es ............................................................................................................ 14
ACTIVITIES PLANNED FOR THE NEAREST PERIOD ................................................................................ 16
Coopera/on with the higher arts educa/on ins/tu/ons .................................................................... 16
Tasks for 2018 ……………........................................................................................................................ 17
Analysis of RUV and RIV results …………................................................................................................ 18
Prepara/on of interna/onal evalua/on of JAMU ................................................................................ 18
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SPECIFICS OF THE SYSTEM OF ASSURING AND EVALUATING QUALITY OF
EDUCATIONAL AND CREATIVE ACTIVITIES AT JAMU
In line with the JAMU's mission statement, the quality assurance system puts emphasis on educa/onal
ac/vi/es. Teaching in arts degree programmes is closely connected with crea/ve ac/vity. It is both its content
and objec/ve. Quality indicators are, in par/cular, the ar/s/c outputs of teaching as learning results. Art is not
deDned as a Dxed and unchanging system of knowledge and skills. Respect for plurality, diversity and dynamism
is a prerequisite for free ar/s/c crea/on and unrestricted development of students’ talents. The sphere of
educa/on and ar/s/c crea/on is found in a space between classical and tradi/onal methods on the one hand
and constant experimenta/on and upda/ng in search of new forms on the other. Arts educa/on is
characterized mainly by individual teaching based on a personal rela/onship between a teacher and student or
taking place in small groups of students and by an evalua/on based on a mutual discussion and providing the
teacher’s feedback to students, between students and the students giving a reJec/on on teaching to the
teacher. Given these speciDcs, it is not possible to employ quan/ta/ve methods of evalua/on and methods of
anonymous ques/onnaire evalua/on at JAMU, but rather qualita/ve methods and, above all, evalua/on of
crea/ve outputs of teaching as an indicator of quality for educa/onal ac/vi/es that preceded them.
Most teaching at JAMU leads to the crea/ve outputs being presented either internally within the facul/es or to
the wider public. The quality of crea/ve outputs of teaching is considered to be an indicator of quality of the
educa/onal process that preceded these outputs. Therefore, their evalua/on is at the same /me the
evalua/on of teaching. Tradi/onal evalua/on methods, such as discussions on realized projects and stagings,
are used to assess the quality of educa/on. The measure of quality of educa/on can also be derived from the
response of public to the outputs of ar/s/c crea/on presented at the Marta Studio Theatre, the Orlí Street
Theatre, as part of the interna/onal SETKÁNÍ/ENCOUNTER fes/val, the Sítko fes/val of the Theatre and
Educa/on Atelier, concert ac/vi/es (soloist concerts, chamber and orchestral concerts), opera stagings at Orlí
Street Theatre, the Leoš Janáček Interna/onal Compe//on (SLJ) or as part of regional and na/onal
presenta/ons of JAMU projects.
Students' evalua/on of the quality of teaching takes place at the level of discussions with teachers and heads of
departments and ateliers. Students are systema/cally led to open dialogue with their teachers. According to
the current needs, the adapted EFQM1
method and the ques/onnaire survey are used to evaluate the quality of
teaching at DF JAMU and HF JAMU respec/vely.
A substan/al and irreplaceable func/on in the evalua/on ac/vi/es has the Academic Senate and the Arts
Council of JAMU as well as the senates and arts councils of both facul/es. JAMU par/cipates in the project of
1 Method to enhance the quality of a higher level of educa/on, based on the EFQM (European Founda/on for
Quality Management) Model, Second English version, October 1999.
Graphic design: Ekkers and Paauw, George Hall, Paul Hulsman
English transla/on: George Hall, Paul Hulsman
Editors: Joost Degenaar, Everard van Kemenade
Editorial Board: HBO Expert Group, Z Inklaar, Hogeschool van Amsterdam, F. Hengeveld, Hogesschool van
Groningen, J. van Onzenoort. Hogeschool Ijsselland, M. van Schaik, Hogeschool Holland, E. Biesta, Higher Educa/on
Inspectorate (observer), E. Kemenade, Fontys
First Czech Version 2000
Transla/on: Dobra Švrčková and Šárka Bendová, JAMU, Czech Republic
Editors: Marion Beltman, Everard van Kemenade
The basic model of this method was derived from the EFQM (European Founda/on for Quality Management)
model, which aims to disseminate and popularize the philosophy of overall quality management across Europe. The HBO
Expert Group recognizes the rights of EFQM and is an ac/ve EFQM member.
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the Register of Ar/s/c Outputs, which it considers, among other things, to be a quan/Ded form of evalua/on of
ac/vi/es of the faculty and its teachers
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EXPERIENCE WITH ASSURANCE AND EVALUATION OF QUALITY OF EDUCATIONAL AND
CREATIVE ACTIVITIES AT JAMU
JAMU gradually creates its own system for assuring and evalua/ng quality of educa/onal, crea/ve and related
ac/vi/es, based on previous experience with them.
In 2000 – 2001, JAMU held its Drst external evalua/on of quality of educa/onal and crea/ve ac/vi/es. This
training and the subsequent JAMU quality evalua/on process took place as a sub-project of the SCART Project
Quality Management2
.
The long-term goal of the Quality Management sub-project was to equip the par/cipants with basic knowledge,
abili/es and aWtudes to quality management so that they could - on the basis of self-evalua/on professionalize
their own work. In the framework of this programme, a two-day training took place by the
Quality Management CommiBee of the Utrecht School of Art and the Amsterdam School of Art, composed of
Marion Beltman and Leo Capel.
JAMU has joined the call announced by the Dutch Quality Management CommiBee for the Czech schools
par/cipa/ng in the project to produce self-evalua/on reports and prepare for a visit by an expert group to
make a peer review.
Internal evalua/on of quality of educa/onal and crea/ve ac/vi/es at DF JAMU
At the beginning of 2000, a working group composed of JUDr. Lenka Valová, doc. PhDr. Silva Macková and
MgA. Blanka Chládková was set up. This group produced an Internal Assessment Report. The Internal
Assessment Report was completed on 29 May 2000
The Dutch Frame of Reference of the Council for Higher Professional Educa/on in combina/on with the
European Founda/on for Quality Management (EFQM) model3
was used to gather the evidence to create a
self-evalua/on report. Material produce within the Phare4
project was used as a manual for the self-evalua/on
report. The Dutch expert group received this report in English. The peer review was then held at DF JAMU in
April 2001. Members of the Quality Management CommiBee of the Utrecht School of Art and the Amsterdam
School of Art, Marion Beltman and Leo Capel together with two external experts from the Theatre Faculty of
the Utrecht School of Art (Rien Sprenger and Ton van Vlijmen) held intensive interviews with representa/ves of
all faculty components (teachers, students, opera/onal staX, school management, academic senate, art
council) and prac//oners for two days. The peer review of the Dutch Expert Group results in the 2001 Final
Report.
In 2007, the Internal Evalua/on Report of DF JAMU was prepared according to its own structure based on that
of the Final Report of the SCART Sub-project Quality Management and the Report for Sub-project No. 6
2 SCART stands for Structural Coopera/on in Art Educa/on between the Czech Republic and the Netherlands (Structural
Coopera/on in Art). The name derives from a data cable that provides high-quality connec/on between diXerent
audiovisual applica/ons thanks to an integrated mul/-pin system. In par/cular, SCART was a partnership between Dutch
and Czech art schools. Its aim was to increase quality and interna/onal educa/on through the crea/on of a structured
coopera/on. The project lasted three years and was co-Dnanced by the par/cipa/ng schools and the Dutch Ministry of
Educa/on, Culture and Science.
3 The EFQM manual has been translated into Czech at DIFA JAMU and published thanks to the SCART project. A number of
interested persons from the Czech higher educa/on ins/tu/ons and staX responsible for assessing the quality of higher
educa/on ins/tu/ons have requested it over /me
4 The Phare project was part of the European Union's assistance to the countries of Central and Eastern Europe to prepare
for accession to the European Union and was managed by the European Training Founda/on.
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’Qualita/ve Elements of Financing Higher Educa/on Ins/tu/ons’5
. In 2013, a pilot tes/ng of the modiDed EFQM
methodology took place in the Atelier of Theatre and Educa/on and subsequently in 2014 in the Atelier of
Scenography. The survey concerned the educa/onal ac/vi/es of the ateliers and involved atelier students and
teachers.
In 2016, the Internal Evalua/on Report for the period 2011 - 2015 was created at DF on the basis of previous
experience and results obtained in the KREDO project and in 2017 its update for 2016 followed.
Internal evalua/on of quality of educa/onal and crea/ve ac/vi/es at HF JAMU
HF JAMU performs an internal evalua/on of quality of educa/on by means of an evalua/on module of
individual departments. This evalua/on method is based on the methodology of the Associa/on Européenne
des Conservatoires (AEC) developed under the project ’The Polifonia Tuning’ (the principles of evalua/on are
published in the ’Handbook for Internal Quality Assurance in Higher Music Educa/on’) and has been carried out
from 2006. Since then, all departments of HF that have students /ed to individual Delds of their accredited
degree programme have been internally assessed. Therefore, the Department of Foreign Languages and the
Department of Music and Humani/es, which provide theore/cal courses for the en/re faculty and do not have
their own students, have not been evaluated so far. The evalua/on period is set so that always two
departments can go through the evalua/on process each year. This completes the Drst cycle of evalua/on in
2010. The evaluators are students and teachers belonging to the rated department. The actual evalua/on
process includes the survey among students using ques/onnaires and a list of student ac/vi/es, especially their
concert ac/vi/es, par/cipa/on in domes/c and foreign compe//ons, par/cipa/on in workshops and courses,
par/cipa/on in foreign placements, involvement in art projects, or research and scien/Dc ac/vi/es.
The survey con/nues further with evalua/on in the basic areas: departmental teachers, func/onality of the
Dean's oFce, curricula, study opportuni/es abroad, inJuence of students on the school management and
development of tools and technical equipment. Evalua/on also includes the survey among teachers, again
using ques/onnaires and a lis/ng of their ar/s/c, research and publica/on ac/vi/es. The survey is conducted in
the following areas: func/onality of the Dean's oFce, school management, departmental management,
curricula of the department. Sta/s/cal data for the last Dve years have also been collected to become part of
the evalua/on of individual departments. These data are further processed by the faculty’s Dean's oFce and
concern the following areas: admission procedure - numbers of applicants/number of admiBed students in the
bachelor’s, master’s and doctoral programmes, total number of enrolled students of the department according
to study Delds, study success rate, average student’s workload, results of ar/s/c ac/vity of students of the
department, mobility of departmental teachers, foreign placements of students of the department, foreign
teachers at the department, foreign students at the department, grant ac/vi/es of the department,
qualiDca/on proDle of the department staX, age stra/Dca/on of the department staX, habilita/on and
appointment procedure at the department and employment rate of the department graduates. The evalua/on
results are processed in the evalua/on report, which is an output of evalua/on of the individual department of
HF. It summarizes the results of the above-men/oned areas, which are verbally commented on and trends in
the last Dve years are graphed. The use of the outputs of the evalua/on report serves as an informa/on
document that contains sta/s/cal data as well as the results of ques/onnaire surveys, which may inJuence
some decisions by both faculty management and department heads.
5 Working Group in the following composi/on: Coordina/on: Doc. Ing. J. Durčáková, CSc. (VŠE); Members of the Working
Group: Prof. Ing. T. Čermák, CSc. (VŠB-TUO); Prof. PhDr Z. Jirásek, CSc. (SU); Doc. Ing. B. Bernauer, CSc. (VŠCHT); Prof. MUDr
Š. Svačina, DrSc. (UK); Doc. Prof. PhDr S. Macková (JAMU); Prof. RNDr J. Cihlář, CSc. (UJEP) worked on the Report for Subproject
No. 6 Qualita/ve Elements of Financing Higher Educa/on Ins/tu/ons within the project ’Development of Public
Higher Educa/on Ins/tu/ons, Financial Condi/ons and Prerequisites‘.
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KREDO Project
JAMU and its facul/es have joined the KREDO project - Quality, Relevance, EFciency, DiversiDca/on and
Openness of Higher Educa/on in the Czech Republic, Higher Educa/on Strategy un/l 2030.
The aim of the project was to create the Higher Educa/on Development Strategy un/l 2030 following the
elabora/on of strategic plans for the development of higher educa/on ins/tu/ons by 2030. The project was
implemented in the period from 20 March 2012 to 31 October 2015. JAMU has been involved in basic strategic
areas (Educa/on and Research and Crea/ve Ac/vi/es) and in four suppor/ng strategic areas (Higher Educa/on
Funding, Human Resources Policy, Public Rela/ons and Interna/onaliza/on). Based on the results of the KREDO
project, the Internal Evalua/on Report of the Theatre Faculty of JAMU for the period 2011 - 2015 and the
Internal Evalua/on Report of the Music Faculty of JAMU have been prepared which are based primarily on the
SWOT analysis.
Results of the KREDO project as a basis for quality assurance and evalua;on
The SWOT analysis in the area of educa/onal and crea/ve ac/vi/es has brought to light the strengths and
weaknesses in educa/onal and crea/ve ac/vi/es and iden/Ded opportuni/es and threats related to the
ac/vi/es and posi/on of JAMU and art educa/on.
The Dndings covered the following areas:
Educa/onal ac/vi/es
- Degree programmes and their Delds
- Interest in studying at JAMU
- Study organiza/on
- Methods of teaching and acquiring knowledge, skills and competencies
- Professional placements and prac/ce
- Con/nuity of study and career opportuni/es of graduates
Crea/ve ac/vi/es
- Scien/Dc and research ac/vi/es
- Ar/s/c ac/vi/es of students
- Ar/s/c ac/vi/es of teachers
- RIV (Register of Results), RUV (Register of Ar/s/c Outputs)
Interna/onaliza/on
- Foreign coopera/on in educa/on and crea/ve ac/vi/es
Third role of JAMU
- Lifelong learning
- JAMU ac/vi/es in the professional sphere and in various areas of public life
These Dndings were the basis for the crea/on of the JAMU Strategic Plan for 2015-2020.
SUPPORTING DEVELOPMENT OF THE SYSTEM FOR ASSURING AND EVALUATING
QUALITY OF EDUCATIONAL AND CREATIVE ACTIVITIES OF JAMU
Mul/annual JAMU projects in OP RDE (Opera/onal Programme for Research, Development and
Educa/on)
At present, three mul/annual OP RDE projects are being implemented at JAMU:
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- Improving the quality of educa;on at JAMU (CZ.02.2.69/0.0/0.0/16_015/0002245)
The aim of the project is to extend students' competencies by increasing the number of courses taught in a
foreign language, courses to acquire so_ skill competencies, courses supplemented by electronic supports and
to complete the quality management system at JAMU
In support of the project, internal regula/ons of JAMU were developed in 2017, work began on the crea/on of
the System of Internal Assurance and Evalua/on of the Quality of Educa/onal and Crea/ve Ac/vi/es of JAMU
and the prepara/on of the JAMU external evalua/on in 2020 started.
- Enhancing the infrastructure of the Music Art degree programme at JAMU
(CZ.02.2.67/0.0/0.0/16_016/0002246)
The aim of the project in the area of musical instruments, scenic, light, video and audio technology is to
increase the quality of teaching taking place through ar/s/c work of students in the Delds studied at the Faculty
of Music.
- Enhancing the infrastructure of the Drama;c Arts degree programme at JAMU
(CZ.02.2.67/0.0/0.0/16_016/0002469)
The aim of the project in the area of spa/al condi/ons, scenic, light, video, audio and IT technologies is to
increase the quality of teaching taking place through ar/s/c work of students of the degree programmes at the
Faculty of Theatre.
Within these projects, the transforma/on of Delds of study into degree programmes and their specializa/ons is
also planned. In 2017, work began on preparing materials for applying for the accredita/on of these degree
programs and their specializa/ons.
Theatre Faculty of JAMU
Area of
Educa;on
Typical
Degree
Programme
Thema;c
Area
Degree
Programme
Specializa;on Degree
Programme
Guarantors
Deadline for
applying for
accredita;on
ARTS Drama/c
arts
Theatre art Dramaturgy
and direc/on
Direc/on
Prof. MgA.
Zbyněk Srba,
Ph.D.
September 20186
Dramaturgy
Theatre art Ac/ng Drama/c ac/ng
Doc. Mgr Igor
Dostálek
September 2018Musical ac/ng
Physical theatre
Theatre art Scenography Scenography Doc. MgA.
Marie Jirásková,
Ph.D.
March 20187
September 2018Light design
Theatre art
Radio art
Television
Drama/c
crea/on and
media
Audiovisual
crea/on and
theatre Doc. Mgr Petr
Francán
March 2018
September 2018Radio and television
6 In the case of degree programmes where September 2018 is indicated, the applica/on for accredita/on of the bachelor's
and follow-up master's degree level will be submiBed at the same /me.
7 In the case of degree programmes where March 2018 and September 2018 are indicated, the applica/on for
accredita/on of the follow-up master's degree level within the ESF project will be submiBed in March and the applica/on
for accredita/on of the bachelor's degree level will be submiBed in September, together with the applica/on for
accredita/on of all degree programmes of the JAMU Theatre Faculty except the Doctoral Degree Programme Drama/c Arts.
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art
Audiovisual
art
dramaturgy and
scriptwri/ng
Theatre art
Organiza/on
and
management
of ar/s/c
prac/ce
Theatrical
produc/on
and stage
technologies
Theatrical
produc/on
Doc. Blanka
Chládková
March 2018
September 2018
Stage management
and technologies
Theatre art
Dance art
Pedagogy
and didac/cs
of the arts
Theatre and
educa/on
Theatre and
educa/on
Prof. PhDr
Veronika
Broulíková
September 2018
Theatre and
educa/on for the
deaf
Dance and
movement theatre
and educa/on
Music Faculty of JAMU
Area of
Educa;on
Typical
Degree
Programme
Thema;c Area Degree
Programme
Specializa;on Degree
Programme
Guarantors
Deadline for
applying for
accredita;on
Arts Music art Music art
Theatre art
Organiza/on
and
management of
ar/s/c prac/ce
Music
produc/on
(DSP)
Doc. MgA. Ing.
Lucie Pešl
Šilerová, Ph.D.
December 2018
Music art Conduc/ng,
singing and
opera direc/on
(long master’s)
Orchestral
conduc/ng
Doc. Mgr MgA.
Monika Holá,
Ph.D.
March 2019
Choral
conduc/ng
Singing
Opera direc/on
Music art Brass
instrument
playing
(follow-up
master’s)
Flute playing Prof. Milan
Polák
December 2018
Oboe playing
Clarinet playing
Bassoon playing
French horn
playing
Trumpet playing
Trombone
playing
Tuba playing
Music art
Mul/media
crea/on
Composi/on
(long master’s)
(follow-up
Composi/on Doc. Mgr. Ing.
MgA. Dan
Dlouhý, Ph.D.
March 2019
Scenic and Dlm
music
Electroacous/c
music
December 2018
Mul/media
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master’s) composi/on
Music art Historical
interpreta/on
(follow-up
master’s)
Without
specializa/ons
Joint program
In English
Prof. Barbara
Maria Willi,
Ph.D.
October 2018
HF JAMU should end the process of submiWng new accredita/ons in June 2019.
The process of transi/on from the Delds of study to degree programmes with specializa/ons is accompanied by
a discussion across disciplines and the search for common bases for conceiving a theore/cal basis of the
programme as well as of prac/cal disciplines including the nature of presented outputs of these courses. This
process brings en/rely new Dndings, especially at DF JAMU, where due to an atelier teaching in some Delds (the
atelier equals the year), there were three to four atelier curricula in the same Deld.
Coopera/on with the Czech higher arts educa/on ins/tu/ons
JAMU together with AMU implemented two centralized development projects in 2015–2017:
- Coordina/ng the implementa/on of a quality management system and ini/a/ng the process of crea/ng
standards for the Educa/on Area Arts (2015 and 2016)
- ReJec/ng the amendment to the Higher Educa/on Act and its implemen/ng regula/ons in the area of
quality management and school legisla/on of the par/cipa/ng schools (2017)
- Promo/ng the coopera/on of higher arts educa/on ins/tu/ons in the area of interna/onaliza/on (2017)
Four documents were prepared within the projects to deDne minimum standards for teaching theatre, music,
dance and Dlm/television arts:
- Standards for Accredita/on of Degree Programmes in the Educa/on area Arts, Thema/c area Theatre
art
- Standards for Accredita/on of Degree Programmes in the Educa/on area Arts, Thema/c area Music art
- Standards for Accredita/on of Degree Programmes in the Educa/on area Arts, Thema/c area Dance art
- Standards for Accredita/on of Degree Programmes in the Educa/on area Arts, Thema/c area
Film/Television art
The star/ng point for the crea/on of these documents were Tuning Documents issued by the European League
of Ins/tutes of the Arts (ELIA), containing speciDc standards and, in par/cular, learning outcomes for each of
these thema/c areas. The content of the documents and their structure is based on the Government
Regula/on on Standards for Accredita/on in Higher Educa/on.
At the mee/ng of representa/ves of arts ins/tutes with members of the Council of the Na/onal Accredita/on
Bureau (NAB) for Higher Educa/on held on February 24, 2017, the Dnal texts of the Deld-speciDc standards
were handed over to NAB as a recommenda/on for the assessment of applica/ons for the accredita/on of art
degree programmes in the given thema/c areas. In 2017, as part of the follow-up development project
involving already all four higher arts educa/on ins/tu/ons, exis/ng standards were given to schools of Dne arts,
and there was a consensus that, given the dis/nc/ve features of each type of art, it was not purposeful to
create general standards for the educa/on area of arts as such.
Three centralized development projects were planned in coopera/on of JAMU with other higher arts educa/on
ins/tu/ons for 2018:
- Fes/vals and shows – exploita/on of students' ar/s/c ac/vity resul/ng from teaching and its mutual
assessment in the Delds of performing arts towards the transforma/on of study Delds to programmes
(AMU, JAMU)
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- Strengthening the compe//veness and quality of doctoral degree programmes at higher arts
educa/on ins/tu/ons in the na/onal and interna/onal context (AMU, JAMU, AVU, UMPRUM)
- Suppor/ng coopera/on of JAMU and AVU in the area of interna/onaliza/on with a focus on
mul/media produc/on (JAMU, AVU)
PREPARING THE JAMU SYSTEM OF QUALITY ASSURANCE AND EVALUATION
In 2017, the Methodology for Internal Evalua/on of Quality of Educa/onal and Crea/ve Ac/vi/es was
experimentally prepared and tested at DF JAMU. This will become the basis for development of the System of
Internal Assurance and Evalua/on of Quality of Educa/onal and Crea/ve Ac/vi/es of JAMU in the following
year.
Basic principles for evalua/ng quality of educa/onal and crea/ve ac/vi/es at JAMU
- The purpose of evalua/ng quality of educa/onal ac/vi/es at JAMU is to obtain informa/on that will
lead to the search for ways to improve its quality.
- The system for evalua/ng quality of educa/onal ac/vi/es is based on con/nuous evalua/on at the
level of degree programmes and their specializa/on - evalua/on of crea/ve outputs of teaching and
evalua/on of individual study courses.
- The process of con/nuous evalua/on of quality of educa/onal ac/vi/es is carried out at the level of
individual degree programmes and their specializa/ons, or even individual levels of study or years.
Ateliers and departments keep documenta/on of it.
Quality assurance subject maBer and criteria for process evalua/on at JAMU
Educa/onal ac/vity:
- Degree programmes:
- Consistency of the JAMU mission statement with targe/ng of degree programmes and
strategic planning
- SeWng educa/onal and crea/ve processes
- Admission to study and study condi/ons
- Lifelong learning programmes
Crea/ve ac/vity:
- Ar/s/c ac/vity and individual development of students
- Ar/s/c ac/vity of teachers
- Research and scien/Dc ac/vi/es and editorial ac/vi/es
Related ac/vi/es:
- StaFng of study programmes:
- StaX competences and development
- Mobility of students and staX
- Material and spa/al provision of degree programmes and support for student life
- Individual student development
- Library and informa/on services
- Material and technical support
- SeWng organiza/onal and decision-making processes
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- Social responsibility of the university
- Systema/c development of the third role of university and its ac/vi/es in the region
- Consul/ng services
JAMU Quality Assurance System
JAMU also tradi/onally evaluates the crea/ve outputs of teaching. The public evalua/on of graduate projects
and performances at the Marta Studio Theatre, on the concert stages of the Faculty of Music and at the Orlí
Street Theatre proved to be signiDcant and meaningful. JAMU recognizes crea/ve outputs of teaching as an
important criterion for evalua/ng educa/onal process having a signiDcant informa/ve value and uses them as
one of the key tools for further building a system of quality, evalua/on of ac/vi/es and seWng of processes.
The planned system of internal assurance and evalua/on of educa/onal and crea/ve ac/vi/es at JAMU builds
on years of experience and tradi/on of art educa/on. It is based on outputs of teaching of prac/cally oriented
courses, which are publicly presented at facul/es or with public par/cipa/on and are the subject of subsequent
discussion and analysis seminars and are the basis for assessing the achievements of individual students as well
as for evalua/ng the teaching that preceded the output. Not only students' performance is evaluated, but also
their ability to cri/cally assess their own performance and that of others, and put them in the context of their
knowledge of the theory and history of the art, and together with the teachers propose solu/ons to improve
(their own performance and teaching). Space has been created within the JAMU informa/on system where all
art projects developed within the framework of teaching at JAMU are recorded.
The absolutorium in the bachelor’s and master’s degree programmes at JAMU is made up of two parts, the
qualiDca/on work (the bachelor’s and the master’s thesis respec/vely) and the graduate performance. It is a
professional performance which is evaluated in wri/ng by the opponent of the performance and defended at
the Dnal state examina/on. Project documenta/on is inserted into the JAMU informa/on system. In 2017, both
facul/es started to systema/ze graduate outputs. The descrip/ons and condi/ons for graduate performance
were revised in rela/on to outputs from individual Delds (Q-RAM). The descrip/ons have been concentrated in
one document and include the characteris/cs of the graduate performance and the knowledge, skills and
competencies that students are to demonstrate in their graduate performance and are subject to evalua/on.
For the recording and evalua/on of crea/ve ac/vi/es, an electronic tool was created for collec/ng data on
realized and presented school works, ar/s/c outputs of teachers and other ar/s/c performances and outputs
from the study. Under the name of the Database of Ar/s/c Crea/on of JAMU Students and Teachers, it was
launched as part of the JAMU informa/on system.
In 2018, it will be further tested in pilot opera/on and adapted to the needs of the school. By its con/nuous
fulDlment, an archive of crea/ve ac/vi/es of JAMU, its components and members of the academic community
will be created.
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OVERVIEW OF EVALUATIONS REALIZED IN 2017
In 2017, the tradi/onal evalua/on of educa/onal and crea/ve ac/vi/es at both JAMU facul/es took place in
the manner described. The following year, these tradi/onal evalua/on methods and procedures will be
described and become part of the System of Internal Quality Assurance and Assessment at JAMU.
Internal evalua/on of educa/onal and crea/ve ac/vi/es of JAMU
In accordance with the 2017 Plan for Implemen/ng Strategic Intent, the following objec/ves have been
gradually pursued as part of the process of developing an internal quality assurance system and carrying out
external evalua/ons to improve quality:
- Specify the rules and suppor/ng material for sub-parts of the quality management system
- Gradually provide authorized transla/ons into English of all internal regula/ons
- Establish systemic posi/ons with workloads in the area of educa/on quality assurance and related ar/s/c
outputs
- Introduce systema/c staX training to assure the quality of educa/on and a system of internal evalua/ons
through methodological seminars
- Verify the exis/ng seWng of evalua/on processes in the workplace
- Elaborate a typology of ar/s/c outputs and put into prac/ce an extended module of the JAMU Informa/on
System to build their database
- Verify the current seWng of evalua/on processes for the JAMU's ar/s/c outputs based on the requirements
for the quality system resul/ng from the amendment to the Act on Higher Educa/on and in accordance
with the Strategic Intent of JAMU
The year 2017 was a turning point in the Deld of internal assurance and evalua/on of quality of educa/onal and
crea/ve ac/vi/es. In accordance with the amendment to the Higher Educa/on Act, the Government
Regulation on Education Areas and the Government Regulation on Standards for Accreditation, there have
been gradual changes in the composi/on of degree programmes and their inclusion in the thema/c areas of
the Educa/on Area Arts. The crea/on of new internal regula/ons of JAMU and consequently of new internal
regula/ons of facul/es also brought a wide discussion about the concept of assuring and evalua/ng quality of
educa/onal and crea/ve ac/vi/es at JAMU.
Evalua/on of Delds of study in the transi/on to degree programmes with specializa/ons
A key moment for internal evalua/on of the quality of educa/onal and crea/ve ac/vi/es is the transi/on from
Delds of study to degree programmes with specializa/ons. In 2017, work on the Drst applica/ons and
accredita/on of degree programmes took place in the follow-up master's degree level at DF JAMU:
Area of
Educa;on
Typical
Degree
Programme
Thema;c Area Degree
Programme
Specializa;on Degree
Programme
Guarantors
Theatre art Scenography Scenography Doc. MgA.
Marie
Jirásková,
Ph.D.
2017
Light design
Theatre art
Radio art
Television art
Audiovisual art
Drama/c
produc/on
and media
Audiovisual
produc/on and
theatre
Doc. Mgr.
Petr Francán
2017
Radio and television
dramaturgy and
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scriptwri/ng
Theatre art
Organiza/on
and
management of
ar/s/c prac/ce
Theatre
produc/on
and stage
technologies
Theatre produc/on Doc. MgA.
Blanka
Chládková
2017
The principle of transi/on from the Delds of study to degree programmes is the merging of related disciplines
and searching for their common theore/cal and prac/cal basis. This brings with it a broad discussion, ranging
from reJec/ons on the career prospects of graduates through the deDni/on of learning outcomes (the
’qualiDca/on framework’), the revision of composi/on of the theore/cal and prac/cal courses of the Deld base
as well as courses speciDc to the specializa/on to the innova/on of the objec/ves and content of the courses
and crea/on of their new syllabuses.
The crea/on of applica/ons for accredita/on of the above-men/oned non-follow-up master's degree
programmes gave rise to a speciDc procedure - methodology for crea/ng degree programmes with
specializa/ons and preparing materials for their accredita/on. This procedure has also proved to be a natural
assessment of quality of the exis/ng Delds of study. On the basis of concrete Dndings from this assessment,
new degree programmes are created so as to maximally ensure their quality in rela/on to a deDned graduate
proDle.
Numerous staX changes take place in connec/on with this process. In accordance with the Higher Educa/on
Act and the Government Regula/on on Standards for Accredita/on, guarantors of new degree programmes are
appointed and, in connec/on with this, also teachers of key theore/cal courses. We consider this process to be
part of assuring and evalua/ng quality of JAMU's educa/onal and crea/ve ac/vi/es in the staFng area.
JAMU has also mapped the structure of primary and suppor/ng processes implemented at facul/es and other
components, its func/onality in the ac/vi/es of individual workplaces and gradually introduces the chosen
method of quality veriDca/on
In 2017, the staFng for the quality system was provided according to the requirements of the Higher Educa/on
Act. Nomina/ons for the Internal Evalua/on Board of JAMU were prepared. The Council will have nine
members and the representa/on of both facul/es will be taken into account when appoin/ng them.
An internal JAMU’s regula/on Rules of the System for Assuring Quality of Educa/onal, Crea/ve and Related
Ac/vi/es and Internal Evalua/on of Quality of Educa/onal, Crea/ve and Related Ac/vi/es was developed for
the area of quality assurance and enhancement in 2017.
The Internal Evalua/on Board, which should cover, coordinate and methodologically manage all quality-related
ac/vi/es, was established at JAMU at the end of 2017. The working group of this Board prepared two
documents – ’Rules of the System for Assuring Quality of Educa/onal, Crea/ve and Related Ac/vi/es and
Internal Evalua/on of Quality of Educa/onal, Crea/ve and Related Ac/vi/es of JAMU’ and ’Rules of Procedure
for the Internal Evalua/on Board’. The Internal Evalua/on Board also includes members of the HF, who have
helped implement these documents during the comment procedure.
Documents related to the system of assuring and evalua/ng quality of JAMU's educa/onal and
crea/ve ac/vi/es
Internal regula+ons of JAMU
New internal regula/ons of JAMU are based on
- Act No. 111/1998 Sb, on Higher Educa/on Ins/tu/ons and on Amendments and Supplements to Some
Other Acts (the Higher Educa/on Act), as amended by Act No. 137/2016 Sb.
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- Government Regula/on No. 274/2016 Sb on Standards for Accredita/on in Higher Educa/on dated
August 24, 2016
- Government Regula/on No. 275/2016 Sb on Educa/on Areas in Higher Educa/on dated August 24,
2016
- Accredita/on Standards for the Educa/on area of Arts, thema/c areas Music Art, Theatre Art, Dance
Art and Film Produc/on and Television Produc/on.
In 2017, following internal regula/ons were established at JAMU:
- Statute of Janáček Academy of Music and Performing Arts in Brno
- Rules of the System for Assuring Quality of Educa/onal, Crea/ve and Related Ac/vi/es and Internal
Evalua/on of Quality of Educa/onal, Crea/ve and Related Ac/vi/es
- Rules of Procedure of the Internal Evalua/on Board
- Rules of Procedure of the Arts Council of JAMU
- Rules of Procedure of the Academic Senate of JAMU
- Electoral Code of the Academic Senate of JAMU
- Code of Study and Examina/on
- Rules of Habilita/on Procedure and Procedure for the Appointment of Professors at the Janáček
Academy of Music and Performing Arts in Brno
- Rules of Selec/on Procedure for Filling Academic Worker Posi/ons at JAMU
Both JAMU facul/es par/cipated in the crea/on of internal regula/ons. An important role in their crea/on was
played by the Academic Senate of JAMU, whose members were intensively involved in the comment procedure
on the regula/ons and in their Dnal shaping.
Subsequently, both facul/es developed their internal regula/ons:
- Disciplinary Rules of DF and HF JAMU
- Rules of Procedure of the Arts Council of DF and HF JAMU
- Rules of Procedure of the Academic Senate of DF and HF JAMU
- Electoral Code of the Academic Senate of DF and HF JAMU
- Statute of DF and HF JAMU.
The process of formula/ng internal regula/ons has brought the same eXect as conceiving of degree
programmes. A wide debate has opened on the quality of current educa/onal and crea/ve ac/vi/es at both
facul/es and many changes have been made in the degree programmes themselves (for example, the decision
by HF JAMU to accredit some degree programmes as Dve-year non-follow-up programmes or merge exis/ng
bachelor's and master's study courses into six degree programmes with specializa/ons).
Self-Evalua+on Report of JAMU for 2017
On the basis of documents from both facul/es (self-evalua/on reports of facul/es), the Self-evalua/on Report
of JAMU for 2017 was produced and submiBed to the JAMU Arts Council for discussion and to the JAMU
Academic Senate for approval and subsequently to the JAMU Administra/ve Board for discussion.
Representa/ves of both facul/es have been involved in preparing the report. It has undergone a wide-ranging
comment procedure, in which the JAMU Rector's Collegium, the Collegium of Deans of both facul/es, the
Academic Senate and the JAMU Internal Evalua/on Board were engaged.
The JAMU's self-evalua/on report resulted in a closer link between the two facul/es through a discussion
across facul/es, which proved to be crucial for the internal quality evalua/on system for educa/onal and
crea/ve ac/vi/es.
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Standards for the educa+on area of Arts, thema+c areas Theatre art, Music art, Dance Art, Film /
Television Art
In 2016 - 2017, the structure of documents describing general and Deld-speciDc standards of ac/vi/es at both
facul/es was revised, especially for the needs of other ac/vi/es aimed at the new system of accredita/ons.
Based on this, the above-men/oned strategic documents Standards for Accredita/on of Degree Programmes in
the Educa/on Area of Arts, thema/c areas Theatre art, Music art, Dance art and Film/Television Art were
produced in co-opera/on of AMU and JAMU representa/ves as one of the outputs of the common Centralized
Development Project in November 2016. At the beginning of 2017, both documents were delivered to the
Na/onal Accredita/on Bureau.
Standards for thema/c areas Theatre art, Music art and Film/Television art will become annexes to the System
of Internal Assurance and Evalua/on of Quality of Educa/onal and Crea/ve Ac/vi/es at JAMU.
StaFng of internal assurance and evalua/on of quality of educa/onal and crea/ve ac/vi/es of
JAMU
In connec/on with the elec/on of the JAMU Rector in 2017 and thus the an/cipated changes in the Rector's
Collegium, it was decided not to appoint the JAMU Internal Evalua/on Board and leave this power to the future
JAMU Rector. For the purposes of seWng the quality evalua/on rules and for crea/on of regula/ons directly
related to the internal assurance and evalua/on of quality, the JAMU’s Rector Prof. Ing. MgA. Ivo Medek Ph.D.
appointed an advisory group composed of the deans of facul/es and relevant vice-deans of facul/es
responsible for quality, student representa/ves, chairperson of the Academic Senate of JAMU and current vicerector
for quality.
Composi/on of the advisory group:
Prof. Ing. MgA. Ivo Medek, Ph.D., Rector of JAMU
Doc. Mgr. Richard Fajnor, Pro-rector for quality
Prof. PhDr Silva Macková, Chairwoman of AS JAMU
MgA. Jonáš Konývka, student representa/ve
Doc. Mgr Petr Francán, Dean of DF JAMU
Prof. MgA. Jindřich Petráš, Dean of HF JAMU
Doc. MgA. Blanka Chládková, Pro-Dean of DF JAMU
Mgr. Jan Přibil, Pro-Dean of HF JAMU
Doc. Svetlana Waradzinová, VŠMU Bra/slava
This Advisory Group has been involved in crea/ng the JAMU’s internal regula/on ’Rules of the System for
Assuring Quality of Educa/onal, Crea/ve and Related Ac/vi/es and Internal Evalua/on of Quality of
Educa/onal, Crea/ve and Related Ac/vi/es’ and in seWng the basic rules for the future JAMU's Internal
Evalua/on Board.
RUV and RIV results
In the RUV results, JAMU has been showing a steady decline since 2013, as is the case in RIV:
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Year RUV (points) RIV (points)
2013 10513.58 2367.81
2014 16532.29 2061.59
2015 12469.20 1862.21
2016 10779.55 1504.68
2013 – 2016 - 2.53 % - 36 %
However, there is a signiDcant diXerence between DF and HF JAMU in the RUV results.
RUV (points)
Year DF JAMU HF JAMU
2013 5872.00 4872.00
2014 5632.86 10 899.43
2015 5164.90 7304.30
2016 3903.80 6875.75
2013 – 2016 - 33.52 % + 48,13%
These Dndings necessarily lead to the need to analyse the situa/on, iden/fy the causes of this situa/on and Dnd
a way to change it.
SpeciDcs of the JAMU facul/es
Over the past years, both facul/es have addressed the issues of internal assurance and evalua/on of quality on
their own. Both facul/es were interconnected during the KREDO project and in an increased extent in
connec/on with seWng the processes of internal quality evalua/on at JAMU, in the crea/on of internal
regula/ons and the JAMU Self-Evalua/on Report for 2017 and within the JAMU advisory group for internal
evalua/on. JAMU wishes to con/nue this trend of mutual coopera/on through the newly appointed Internal
Evalua/on Board in 2018.
Despite the need for mutual coopera/on and coordina/on of processes of internal quality assurance and
evalua/on at JAMU, the speciDcs of both facul/es and the arts taught there will be preserved and respected to
the maximum extent. The facul/es retain autonomy in the internal quality assurance and evalua/on and their
own procedures bring the required results into the JAMU's common documents (System of Internal Assuring
and Evalua/ng Quality of Educa/onal and Crea/ve Ac/vi/es at JAMU, JAMU self-evalua/on reports and their
updates, internal evalua/on reports, etc.).
Evalua+on at DF JAMU in 2017
At the Faculty of Theatre, the types of graduate performances and their characteris/cs have been described as
well as the learning outcomes that students have to demonstrate in their graduate outputs. The document will
be aBached to the System of Internal Assuring and Evalua/ng of Quality of Educa/onal and Crea/ve Ac/vi/es
at JAMU as its annex.
The Update of the Internal Evalua/on Report (2011-2015) for 2016 has been prepared.
On the basis of the previously described outputs of teaching for individual Delds of DF JAMU and with regard to
the above-men/oned standards for the thema/c areas Theatre Art and Film/Television Art of the Educa/on
Area of Arts, a material describing the outputs of teaching in the newly designed Delds of study and their
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specializa/ons (Q-RAM) was produced. Also this document will become annex to the System of Internal
Assuring and Evalua/ng of Quality of Educa/onal and Crea/ve Ac/vi/es at JAMU.
The Faculty of Theatre recognizes crea/ve outputs of teaching as a criterion for evalua/ng quality of the
educa/onal process having a signiDcant informa/ve value and uses them as one of the key tools in quality
evalua/on. There is a long-standing tradi/on of evalua/ng graduate stagings at the Marta Studio Theatre and
at the Orlí Street Theatre by doctoral students in public discussions (always two lecturers' opinions on each
staging by doctoral students).
In 2017, following stagings were evaluated:
Marta Studio Theatre
Premiere Date Staging Title Evalua/on Date Evalua/on of ac/ng
Evalua/on of direc/on
and dramaturgy
5. 2. The Gamblers (Hana
Marvanová)
16. 2. Jonáš Konývka Ján Balaj
26. 3. Several conversa/ons
about Christ (Sára
Čermáková)
13. 4. Radka HoXmanová Jitka Vrbková
24. 9. A Comedy about the
Martyrdom (Ivo
Krobot)
16. 11. Radka Kulichová Jitka Vrbková
22. 10. Electra (Michal Zetel) 23. 11. Jana Ondrušová Marika Smreková
Jan Maroušek (scene)
14. 12. A Clockwork Orange
(Barbora Chovancová)
11. 1. Gabriela Ženatá OBo Kauppinen
Radka HoXmanová
(dramaturgy and script)
Orlí Street Theatre
Premiere Date Staging Title Evalua/on Date Evalua/on of ac/ng
Evalua/on of direc/on
and dramaturgy
12. 2. Jacques Brel is alive
and well and living in
Paris (Gene Terruso)
9. 3. Daniela Zarodňanská Marika Smreková
13. 4. Go dis a DJ (Juraj
Marušic)
27. 4. Pavol Seriš Juraj Augusfn, Renata
Slámková
4. 9. Dinner (Michal Zetel) 18. 1. Alžběta Vaculčiaková Juraj Augusfn
Vladimír Burian (lights and
scene)
29. 10. Woodstock (Stano
Slovák)
7. 12. Daniela Zarodňanská Sabina Machačová
Tereza Reková (ac/ng)
In 2017, the tes/ng phase of the module of Database of Ar/s/c Crea/on of Students and Teachers of JAMU
was completed in IS and the module was adapted for further use.
Evalua+on at HF JAMU in 2017
In dealing with the Centralized Development Project in 2016, HF JAMU prepared a working version of a selfevalua/on
document Evalua/on of Educa/onal, Crea/ve and Related Ac/vi/es of the Music Faculty of Janáček
Academy of Music and Performing Arts in Brno for the period 2011-2015. This model of the preliminary
summary evalua/on report was based on a speciDc descrip/on of the standards for the thema/c area Music
Art corresponding to the reality of faculty opera/ons, which it combines with interpreta/on of important data
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from the annual reports for the evalua/on period. The individual chapters, corresponding to the strategic
objec/ves, are supplemented with results of the SWOT analysis of the Music Faculty that arose from ac/ve
involvement in the KREDO ins/tu/onal na/onal project.
Evalua/ons of the Department of Foreign Languages and the Department of Music and Humani/es have been
planned for 2017, but have not yet been carried out and their implementa/on moves to the next year. Given
the above-men/oned speciDcs of both departments (the departments provide theore/cal courses for the
en/re faculty and do not have their own students) and the associated complica/ons in crea/ng evalua/ons,
there is a discussion about their future format, content and technical solu/on.
ACTIVITIES PLANNED FOR THE NEAREST PERIOD
Coopera/on with the higher arts educa/on ins/tu/ons
JAMU will further con/nue its successful coopera/on with other higher arts educa/on ins/tu/ons. Three joint
Centralized Development Projects are planned for 2018:
- Fes/vals and shows – exploita/on of students' ar/s/c ac/vity resul/ng from teaching and its mutual
assessment in the Delds of performing arts towards the transforma/on of study Delds to programmes
(AMU, JAMU)
- Strengthening the compe//veness and quality of doctoral degree programmes at higher arts
educa/on ins/tu/ons in the na/onal and interna/onal context (AMU, JAMU, AVU, UMPRUM)
- Suppor/ng coopera/on of JAMU and AVU in the area of interna/onaliza/on with a focus on
mul/media produc/on (JAMU, AVU)
Project outputs will be used, among other things, for further development of the system for internal quality
assurance and evalua/on.
Tasks for 2018
JAMU Internal Evalua+on Board
In 2018, a_er the newly elected Rector takes his oFce, he appoints the JAMU Internal Evalua/on Board in
accordance with the Higher Educa/on Act. In its ac/vi/es, the Board will follow up on the previous ac/vi/es of
the Rector's Advisory Group for Internal Evalua/on.
New JAMU documents rela+ng to the assurance and evalua+on of quality of educa+onal and
crea+ve ac+vi+es
The Internal Evalua/on Board will develop a System for Internal Assurance and Evalua;on of Quality of
Educa;onal and Crea;ve Ac;vi;es of JAMU. The proposed annexes will be prepared and delivered by the
JAMU facul/es.
Proposed annexes:
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Annex B05: Report on the Internal Evaluation of Quality of Educational, Creative and Related Activities o JAMU
for 2017
Annex 1 – Standards for the Educa/on Area of Arts, thema/c area Music art
Annex 2 – Standards for the Educa/on Area of Arts, thema/c area Theatre art
Annex 3 – Standards for the Educa/on Area of Arts, thema/c area Film produc/on and Television produc/on
Annex 4 – QualiDca/on framework for degree programmes and their specializa/ons of HF JAMU
Annex 5 – QualiDca/on framework for degree programmes and their specializa/ons of DF JAMU
Annex 6 – Evalua/on of quality of educa/onal ac/vi/es in degree programmes and their specializa/ons based
on the evalua/on of graduate performances at HF JAMU
Annex 7 - Evalua/on of quality of educa/onal ac/vi/es in degree programmes and their specializa/ons based
on the evalua/on of graduate performances at DF JAMU
Annex 8 – Evalua/on of quality of educa/onal and crea/ve ac/vi/es based on the outputs of teaching at HF
JAMU
Annex 9 – Evalua/on of quality of educa/onal and crea/ve ac/vi/es based on the outputs of teaching at DF
JAMU
Update of JAMU Self-Evalua;on Report for 2018 – will be elaborated by the JAMU Internal Evalua/on Board
on the basis of documents from facul/es (by upda/ng self-evalua/on faculty reports)
Report on internal evalua;on of quality of educa;onal and crea;ve ac;vi;es for 2018 – will be elaborated by
the JAMU Internal Evalua/on Board on the basis of documents from facul/es (by upda/ng the faculty reports)
Tasks for JAMU facul+es
The form and methods of internal quality evalua/on at facul/es are the responsibility of facul/es themselves.
The results of evalua/on will be forwarded to the JAMU Internal Evalua/on Board, which will process them into
whole-school documents.
DF JAMU
In 2018, DF JAMU will prepare the following documents to be provided to the JAMU Internal Evalua/on Board:
- Annex 9 to the System of Internal Assurance and Evalua/on of Quality of JAMU – Evalua/on of Quality
of Educa/onal and Crea/ve Ac/vi/es on the Basis of Outputs of Teaching at DF JAMU
- Update of the Self-Evalua;on Report of DF JAMU for 2018
- Report on Internal Evalua;on at DF JAMU in 2018
HF JAMU
In 2018, HF JAMU will prepare the following documents to be provided to the JAMU Internal Evalua/on Board
- Annex 4 – QualiDca/on framework for degree programmes and their specializa/ons of HF JAMU
- Annex 6 – Evalua/on of quality of educa/onal ac/vi/es in degree programmes and their
specializa/ons based on the evalua/on of graduate performances at HF JAMU
- Annex 8 – Evalua/on of quality of educa/onal and crea/ve ac/vi/es based on the outputs of teaching
at HF JAMU
- Update of the Self-Evalua;on Report of HF JAMU for 2018
- Report on Internal Evalua;on at HF JAMU in 2018
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Annex B05: Report on the Internal Evaluation of Quality of Educational, Creative and Related Activities o JAMU
for 2017
Analysis of RUV and RIV results
The JAMU Internal Evalua/on Board, in coopera/on with the Vice-Rector for Crea/ve Ac/vi/es of JAMU and
the relevant Vice-Deans of both facul/es, ini/ates an analysis of RUV and RIV results at both facul/es. The
purpose of the analysis should be to iden/fy the causes of development and propose eXec/ve measures for
the next period.
Prepara/on of interna/onal evalua/on of JAMU
In 2018, a public tender for the JAMU's external evalua/on will be announced. The subject of the public
contract is the external evalua/on of the Janáček Academy of Music and Performing Arts in Brno. The main
objec/ve is to assess educa/onal and crea/ve (ar/s/c) ac/vi/es of JAMU and related ac/vi/es according to
standards and procedures for assuring quality in building the European Higher Educa/on Area - Standards and
Guidelines for Quality Assurance in the European Higher Educa/on Area, ENQA (hereina_er referred to as ‘ESG
2015’), taking into account the fundamental speciDcs and diXerences of educa/on in the area of Arts, and to
assess whether the system of quality for these ac/vi/es at the Janáček Academy of Music and Performing Arts
in Brno is set in line with the requirements of the Ministry of Educa/on, Youth and Sports of the Czech Republic
and that of the Na/onal Accredita/on Bureau of the Czech Republic.
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Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
ADDENDUM
TO THE REPORT ON INTERNAL EVALUATION OF
QUALITY OF EDUCATIONAL, CREATIVE AND OTHER
RELATED ACTIVITIES OF JAMU
FOR 2018
Discussed in the Arts Council of JAMU on 31 May 2019
Approved by the Academic Senate of JAMU on 10 June 2019
Discussed by the Administra!ve Board of JAMU on
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Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
Table of Contents
SPECIFICS OF THE SYSTEM FOR ASSURING AND EVALUATING QUALITY OF EDUCATIONAL AND
CREATIVE ACTIVITIES AT JAMU..............................................................................................................4
SUPPORTING DEVELOPMENT OF THE SYSTEM FOR ASSURING AND EVALUATING QUALITY OF
EDUCATIONAL AND CREATIVE ACTIVITIES OF JAMU..............................................................................4
Mul!annual JAMU projects in OP RDE (Opera!onal Programme for research, Development and
Educa!on)..........................................................................................................................................4
ACCREDITATION OF NEW DEGREE PROGRAMMES AT JAMU.................................................................5
Coopera!on with the Czech higher arts educa!on ins!tu!ons.........................................................8
SYSTEM FOR ASSURING AND EVALUATING QUALITY AT JAMU..............................................................9
JAMU System for assuring quality......................................................................................................9
OVERVIEW OF EVALUATIONS CARRIED OUT IN 2018...........................................................................11
Internal evalua!on of educa!onal and crea!ve ac!vi!es of JAMU.................................................11
Evalua!on of >elds of study within the transi!on to degree programmes with specializa!ons. .13
Documents related to the system for assuring and evalua!ng quality of educa!onal and crea!ve
ac!vi!es of JAMU.........................................................................................................................15
Sta?ng of internal assurance and evalua!on of quality of educa!onal and crea!ve ac!vi!es of
JAMU................................................................................................................................................16
Evalua!on of RUV and RIV results....................................................................................................17
Speci>cs of the JAMU facul!es.........................................................................................................17
PLANNED ACTIVITIES FOR THE NEAREST PERIOD.................................................................................18
Coopera!on with the higher arts educa!on ins!tu!ons..................................................................18
Tasks for 2019..................................................................................................................................18
Tasks for JAMU facul!es...................................................................................................................19
Prepara!on of internal evalua!on of JAMU.....................................................................................19
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Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
SPECIFICS OF THE SYSTEM FOR ASSURING AND EVALUATING QUALITY
OF EDUCATIONAL AND CREATIVE ACTIVITIES AT JAMU
The speci>cs of the system of assuring and evalua!ng quality of educa!onal and crea!ve ac!vi!es at
JAMU were described in more detail in the Report on Internal Assurance and Evalua!on of Quality of
Educa!onal and Crea!ve Ac!vi!es for 2017.
In line with the JAMU's mission statement, the quality assurance system puts emphasis on
educa!onal ac!vi!es. Teaching in arts degree programmes is closely connected with crea!ve ac!vity.
It is both its content and objec!ve. Quality indicators are, in par!cular, the ar!s!c outputs of
teaching as learning results. Art is not de>ned as a >xed and unchanging system of knowledge and
skills. Respect for plurality, diversity and dynamism is a prerequisite for free ar!s!c crea!on and
unrestricted development of students’ talents. The sphere of educa!on and ar!s!c crea!on is found
in a space between classical and tradi!onal methods on the one hand and constant experimenta!on
and upda!ng in search of new forms on the other. Respec!ng these principles is also the star!ng
point for conceiving the System of Assuring and Evalua!ng Quality of Educa!onal and Crea!ve
Ac!vi!es at JAMU.
Arts educa!on is characterized mainly by individual teaching based on a personal rela!onship
between a teacher and student or taking place in small groups of students and by an evalua!on
based on a mutual discussion and providing the teacher’s feedback to students, between students
and the students giving a reFec!on on teaching to the teacher. Given these speci>cs, it is not
possible to employ quan!ta!ve methods of evalua!on and methods of anonymous ques!onnaire
evalua!on at JAMU, but rather qualita!ve methods and, above all, evalua!on of crea!ve outputs of
teaching as an indicator of quality for educa!onal ac!vi!es that preceded them.
SUPPORTING DEVELOPMENT OF THE SYSTEM FOR ASSURING AND
EVALUATING QUALITY OF EDUCATIONAL AND CREATIVE ACTIVITIES
OF JAMU
Mul!annual JAMU projects in OP RDE (Opera!onal Programme for research,
Development and Educa!on)
At present, three mul!annual OP RDE projects are being implemented at JAMU:
- Improving the quality of educa.on at JAMU
(CZ.02.2.69/0.0/0.0/16_015/0002245)
The aim of the project is to extend the students' competencies by increasing the number of courses
taught in a foreign language, courses to acquire soL skill competencies, courses supplemented by
electronic supports and to complete the quality management system at JAMU
In support of the project, internal regula!ons of JAMU were developed in 2017, work began on the
crea!on of the System for Internal Assurance and Evalua!on of the Quality of Educa!onal and
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Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
Crea!ve Ac!vi!es of JAMU and the prepara!on of the JAMU external evalua!on system started in
2020.
- Enhancing the infrastructure of the Music Art degree programme at JAMU
(CZ.02.2.67/0.0/0.0/16_016/0002246)
The aim of the project in the area of musical instruments, scenic, ligh!ng, video and audio
technology is to increase the quality of teaching taking place through ar!s!c work of students in the
>elds studied at the Faculty of Music.
- Enhancing the infrastructure of the Drama.c Arts degree programme at JAMU
(CZ.02.2.67/0.0/0.0/16_016/0002469)
The aim of the project in the area of spa!al condi!ons, scenic, ligh!ng, video, audio and IT
technologies is to increase the quality of teaching taking place through ar!s!c work of students of
the degree programmes at the Faculty of Theatre.
In 2018, work began on the prepara!on of OP RDE projects as follows
- Deepening the quality of educa.on at the Theatre Faculty of JAMU and its relevance to the
needs of prac.ce (ESF II)
The project focuses on the Theatre and Educa!on degree programme and its specializa!ons in order
to connect teaching as much as possible with pedagogical prac!ce directly at schools and during
leisure ac!vi!es, transfer >ndings from prac!ce into curricula of the degree programme and at the
same !me inFuence through the students' prac!cal ac!vity the possibility of expanding the arts
educa!onal >elds in the general educa!on. In 2018, an applica!on for accredita!on of the Theatre
and Educa!on degree programme will be prepared based on the >rst >ndings from the connec!on
with prac!ce. In the con!nua!on of the project, the system of connec!ng the degree programme
with prac!ce will be examined and further deepened.
Next part of the project is headed towards all degree programmes of DF JAMU and its aim is to
increase the oMer of professional literature in electronic form.
- Further development of educa.onal infrastructure at the Theatre Faculty of JAMU with
regard to the needs of prac.ce (ERDF II)
The aim of the project is to support the ac!vi!es proposed in the ESF project with material and
spa!al equipment.
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Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
Projects will be submiNed in 2019.
ACCREDITATION OF NEW DEGREE PROGRAMMES AT JAMU
As part of ongoing projects Enhancing the infrastructure of the Music Art degree programme at
JAMU and Enhancing the infrastructure of the Drama.c Arts degree programme at JAMU, also the
transforma!on of study >elds into degree programmes and their specializa!ons was planned.
In 2018, an applica.on for accredita.on of the following degree programmes and their
specializa.ons was submi4ed
DF JAMU
Area of
Educa!on
Typical
degree
programme
Thema!c area Degree
programme
Specializa!on Degree
programme
guarantor
Study degree
ARTS
Drama!c
arts
Theatre art Scenography Scenography Doc. MgA.
Marie
Jirásková,
Ph.D.
Master’s
degree
Light design Master’s
degree
Theatre art
Radio art
Television art
Audiovisual art
Drama!c
produc!on
and media
Audiovisual
produc!on and
theatre
Doc. Mgr Petr
Francán
Master’s
degree
Radio and
television
dramaturgy and
scriptwri!ng
Master’s
degree
Theatre art
Organiza!on and
management of
ar!s!c prac!ce
Theatrical
produc!on
and stage
technologies
Theatrical
produc!on
Doc. MgA.
Blanka
Chládková
Master’s
degree
HF JAMU
Area of
Educa!on
Typical
degree
programme
Thema!c area Degree
programme
Specializa!on Degree
programme
guarantor
Study
degree
ARTS Music art Music art Historical
interpreta!on
(follow-up
master’s degree)
Without
specializa!ons
Joint program
In English
Prof.
Barbara
Maria Willi,
Ph.D.
Master’s
degree
In 2019, an applica.on for accredita.on of the following degree programmes and their
specializa.ons will be submi4ed
DF JAMU
Area of
Educa!on
Typical
degree
programme
Thema!c area Degree
programme
Specializa!on Degree
programme
guarantor
Study degree
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Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
ARTS
Drama!c arts
Theatre art Scenography Scenography Doc. MgA.
Marie
Jirásková,
Ph.D.
Bachelor’s
degree
Light design Bachelor’s
degree
Theatre art
Radio art
Television art
Audiovisual art
Drama!c
produc!on
and media
Audiovisual
produc!on and
theatre
Doc. Mgr Petr
Francán
Bachelor’s
degree
Radio and
television
dramaturgy and
scriptwri!ng
Bachelor’s
degree
Theatre art
Organiza!on
and
management
of ar!s!c
prac!ce
Theatrical
produc!on
and stage
technologies
Theatrical
produc!on
Stage
technologies
Doc. MgA.
Blanka
Chládková
Bachelor’s
degree
Theatre art
Dramaturgy
and direc!on
Dramaturgy
Direc!on
Prof. MgA.
Zbyněk Srba,
Ph.D.
Bachelor’s
Master’s
degree
In 2019, an applica.on for accredita.on of the following degree programmes and their
specializa.ons will be prepared.
DF JAMU
Area of
Educa!on
Typical
degree
programme
Thema!c area Degree
programme
Specializa!on Degree
programme
guarantor
Study degree
UMĚNÍ Drama!c arts Theatre art
Dance art
Pedagogy and
didac!cs of the
arts
Theatre and
educa!on
Theatre and
educa!on
Doc. Mgr.
Veronika
Broulíková
Bachelor’s
Master’s
degree
Theatre and
educa!on for the
deaf
Bachelor’s
Master’s
degree
Dance and
movement theatre
and educa!on
Bachelor’s
Master’s
degree
HF JAMU
Area of
Educa!on
Typical
degree
programme
Thema!c area Degree
programme
Specializa!on Degree
programme
guarantor
Study degree
ARTS Music art Music art
Theatre art
Organiza!on
and
management
of ar!s!c
prac!ce
Music
produc!on
(DSP)
Doc. MgA.
Ing. Lucie Pešl
Šilerová, Ph.D.
Doctoral
degree
Music art Conduc!ng,
singing and
opera direc!on
Orchestral
conduc!ng
Doc. Mgr
MgA. Monika
Holá, Ph.D.
Master’s
degree
Choral
conduc!ng
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Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
Singing
Opera direc!on
Music art Wind
instrument
playing
(follow-up
master’s
degree)
Flute playing Prof. Milan
Polák
Follow-up
master’s
degree
Oboe playing
Clarinet playing
Bassoon playing
French horn
playing
Trumpet playing
Trombone
playing
Tuba playing
Music art
Mul!media
produc!on
Composi!on
(follow-up
master’s
degree)
Composi!on Doc. Mgr Ing.
MgA. Dan
Dlouhý, Ph.D.
Master’s
degree
Scenic and >lm
music
Electroacous!c
music
Mul!media
composi!on
Follow-up
master’s
degree
The process of transi!on from the >elds of study to degree programmes with specializa!ons is
accompanied by a discussion across disciplines and the search for common bases for conceiving
a theore!cal basis of the programme as well as of prac!cal disciplines including the nature of
presented outputs of these courses. This process brings en!rely new >ndings, especially at DF JAMU,
where due to an atelier teaching in some >elds (the atelier equals the year) there were three to four
atelier curricula in the same >eld.
Coopera!on with the Czech higher arts educa!on ins!tu!ons
JAMU together with other higher arts educa!on ins!tu!ons implemented three centralized
development projects in 2019:
- Fes!vals and shows – exploita!on of students' ar!s!c ac!vity resul!ng from teaching and its
mutual assessment in the >elds of performing arts towards the transforma!on of study >elds
to programmes (AMU, JAMU)
- Strengthening the compe!!veness and quality of doctoral degree programmes at higher arts
educa!on ins!tu!ons in the na!onal and interna!onal context (AMU, JAMU, AVU,
UMPRUM)
- Suppor!ng the coopera!on of JAMU and AVU in the area of interna!onaliza!on with a focus
on mul!media produc!on (JAMU, AVU)
Within the centralized development project Strengthening the compe!!veness and quality of
doctoral degree programmes of higher arts educa!on ins!tu!ons in the na!onal and interna!onal
context (AMU, JAMU, AVU, UMPRUM), a ques!onnaire survey was conducted among students and
doctoral graduates at the above men!oned art schools. The results of the survey are summarized in
the study ‘Doctoral graduates of art schools’.
Key results of the survey are as follows:
- In total, the ques!onnaire was sent to 149 former graduates and students of the Academy of
Performing Arts (AMU) in Prague, 54 former graduates and students of the Janáček Academy
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Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
of Music and Performing Arts (JAMU) in Brno, 62 former graduates and students of the
Academy of Arts, Architecture and Design (UMPRUM) in Prague and 52 former graduates
and students of the Academy of Fine Arts (AVU). The collec!on of data took place from 27
September to 18 November 2018. In this report, 91 valid ques!onnaires were analysed. The
return rate of the ques!onnaire was 29 percent of the 317 respondents addressed.
- This is not a representa!ve sample of all graduates and former students. Therefore, the
analysed data do not aNest to all graduates of the faculty, but only to those who par!cipated
in the survey.
- Most oLen students from art or master’s studies at AMU (27 %), UMPRUM (14 %) and JAMU
(24 %) came for doctoral studies with a specialty in art sciences.
- Most of the respondents to this survey began studying between 2007 and 2013 and
completed their studies by 2010.
- More than half of respondents exceeded the usual length of the full-!me doctoral
programme (i.e. 3 or 4 years). Respondents successfully completed most oLen aLer 4 to 6
years of study.
- 94% of respondents expected theore!cal courses to be completed in the doctoral degree.
- Other very oLen expected du!es included aNending a doctoral seminar (91 %) and a foreign
language exam (86 %).
- Students oLen did not expect obliga!ons related to the guidance of bachelor’s and master’s
theses (14 %), their opposi!on (11 %) and administra!ve and organiza!onal assistance at
departments (9 %). In most cases, however, these obliga!ons were not part of the curricula.
- The respondents most oLen iden!fy the lack of !me associated with dividing their aNen!on
between study, work and other commitments as a problem.
- Most respondents (86 %) were in a gainful employment during their studies.
- Respondents evaluate the study mainly as theore!cally focused, but also useful in ar!s!c
prac!ce, bene>cial for ar!s!c development and crea!ve. Respondents also evaluate the
study as high-quality but demanding. Although they perceive their completed study as
progressive rather than conserva!ve, they lack the interna!onal study overlap (and probably
also ar!s!c) ac!vi!es.
- There are no diMerences between the former students of all four schools in any of the
monitored criteria.
- Important topics in evalua!ng the organiza!on of doctoral studies are an interna!onal
overlap, expanded range of study courses, and organiza!onal arrangement of studying,
independence and freedom of a doctoral student, the role of a trainer or other teachers and
teaching of methodology.
- In terms of contribu!on of study to the development of skills and career growth, most
respondents assess the study posi!vely. They consider it to be highly or rather bene>cial in
all monitored areas. Of course, the development of ar!s!c skills and development of
research and explora!onal skills are key ones, where most respondents see the bene>ts
(79 % and 88 % respec!vely). A slightly smaller number of respondents evaluate the study as
bene>cial for the development of pedagogical skills and breaking through in the >eld.
- More than half of the respondents (55 %) had the opportunity to aNend a course, seminar or
workshop focused on the methodology of scien!>c work. Most of these respondents (83 %,
n = 39) aNended the course and evaluated it as bene>cial.
- More than half of 82 former students (54 %) said they were very sa!s>ed with their
guidance, other 27 % were rather sa!s>ed, only 7 % were rather dissa!s>ed and one
respondent was very dissa!s>ed.
8
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
- Former students mostly felt su?cient support from trainers (89 %), received construc!ve
feedback (79 %) and trainers dedicated enough !me to them (76 %). Almost everyone
regards their trainers as experts in their >elds (91 %)
- Pedagogical ac!vi!es, academic careers and staying at the faculty are among the frequent
reasons for doctoral studies, but at the same !me the development of pedagogical skills is
evaluated with hesita!on.
SYSTEM FOR ASSURING AND EVALUATING QUALITY AT JAMU
JAMU System for assuring quality
Based on the requirements on the quality system resul!ng from the amendment to the Higher
Educa!on Act and in accordance with the Strategic Intent of JAMU for the period 2016-2020, JAMU
prepared a methodology for assuring and evalua!ng quality of educa!onal, crea!ve and other
related ac!vi!es and set par!al criteria at the facul!es for establishing its comprehensive quality
system. The star!ng point was an updated formula!on of the school’s mission statement and its
related vision. JAMU has also mapped the structure of the main and suppor!ng processes of
assuring and evalua!ng quality of educa!onal, crea!ve and other related ac!vi!es carried out at the
facul!es and other components.
In 2018, sta?ng for the quality system was provided according to the requirements of the amended
Higher Educa!on Act. The JAMU Internal Evalua!on Board was appointed. It has nine members and
the representa!on of both facul!es was taken into account in their appointment. An internal JAMU’s
regula!on Rules of the System for Assuring Quality of Educa!onal, Crea!ve and Related Ac!vi!es
and Internal Evalua!on of Quality of Educa!onal, Crea!ve and Related Ac!vi!es was developed for
the area of quality assurance and enhancement in 2017. The ac!vi!es of the Board are governed by
the JAMU internal regula!on Rules of Procedure of the Internal Evalua!on Board.
JAMU tradi!onally evaluates the crea!ve outputs of teaching. The public evalua!on of graduate
projects and performances at the Marta Studio Theatre, on the concert stages of the Faculty of Music
and at the Orlí Street Theatre proved to be signi>cant and meaningful. JAMU recognizes crea!ve
outputs of teaching as an important criterion for evalua!ng educa!onal process having a signi>cant
informa!ve value and uses them as one of the key tools for further building a system of quality,
evalua!on of ac!vi!es and se\ng of processes
For registra!on and evalua!on of crea!ve ac!vi!es, an electronic tool was developed for collec!ng
data on realized and presented school works, ar!s!c outputs of teachers and other ar!s!c
performances and outputs from the study. Under the name ‘Register of works of art’ it was launched
as part of the JAMU Informa!on System. Its con!nuous >lling will create an archive of crea!ve
ac!vi!es of JAMU, its components and members of the academic community.
The Internal Evalua!on Board par!cipated in the prepara!on of a document called ‘System for
Internal Assurance and Evalua.on of Quality of Educa.onal, Crea.ve and Other Related Ac.vi.es’.
The document describes the main principles of art-speci>c evalua!on, where publicly presented and
evaluated outputs of most of the study courses taught are considered both as an indicator of quality
of the educa!onal process that preceded them, as well as an indicator of quality of the crea!ve
ac!vity that was the content and objec!ve of the study course.
Annexes are appended to the document, as follows:
9
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
- Field-speci8c accredita.on standards
In 2016 - 2017, the structure of documents describing the general and >eld-speci>c standards of
ac!vi!es at both facul!es was revised, especially for the needs of other ac!vi!es aimed at a new
system of accredita!ons. Based on this, the following strategic documents were produced in
coopera!on with the representa!ves of AMU and JAMU, as one of the outputs of the common
Centralized Development Project: ‘Standards for Accredita!on of Degree Programmes in the
Educa!on Area of Arts, Thema!c Areas of Theatre Art, Music Art, Film Produc!on and Television
Produc!on and Dance Art, >nalized in November 2016. In early 2017, both documents were
delivered to the Na!onal Accredita!on Bureau.
- Learning outcomes for individual degree programmes and their specializa.ons for the
bachelor's, master's and doctoral degrees of study (quali>ca!ons framework)
- Graduate performances, which are in addi!on to the bachelor's and master's theses an
equivalent part of the absolutorium. Graduate performances are described for degree programmes
and their specializa!ons. The descrip!on indicates the performance characteris!cs and professional
skills, knowledge and competencies that the student demonstrates in his/her graduate performance
- Outputs of teaching of all study courses, where such output is presented. These are
diMerent types of outputs, from the presenta!on of skills to comprehensive works for a wider public.
The summary provides a list of study courses where such output is presented, its type, to whom the
presenta!on is intended and who evaluates the quality of such output, broken down by degree
programmes and their specializa!ons as well as grades and years of study.
During the summer and autumn of 2018, the JAMU Self-Evalua!on Report for the year 2017 was
compiled on the basis of documents from the facul!es. The JAMU Internal Evalua!on Report for
2017 then followed.
In 2018, the annexes for DF JAMU were completed. HF JAMU prepares annexes with outputs of
teaching and graduate performances gradually in connec!on with the new concept of degree
programmes and their specializa!on; annexes Graduate Performances and Outputs of teaching.
OVERVIEW OF EVALUATIONS CARRIED OUT IN 2018
In 2017, the tradi!onal evalua!on of educa!onal and crea!ve ac!vi!es at both JAMU facul!es took
place in the manner described. The following year, these tradi!onal evalua!on methods and
procedures were described and became part of the System of Internal Quality Assurance and
Evalua!on at JAMU.
Internal evalua!on of educa!onal and crea!ve ac!vi!es of JAMU
DF JAMU
In the context of internal evalua!on, DF has so far rather focused on a peer-to-peer approach, i.e.
the evalua!on in the form of discussions and debates within the system of management set by
default at all levels. However, we are gradually forced to accept that the step by step expansion of
the faculty's organiza!onal structure, including the integra!on and stabiliza!on of the emerging new
>elds of study (subsequently transformed into programmes), brings the need for traceability of
10
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
conclusions from the current method of evalua!on. The redesigned organiza!on of degree
programmes is a welcome opportunity to set up a new evalua!on system. In 2018, a model of selfevalua!on
of individual degree programmes at various levels of study was ini!ated, which will use
the current experience gained in the prepara!on of self-evalua!on reports. This cyclical selfevalua!on
will be coordinated by the guarantors of individual degree programmes (for more on this
proposal, see the Evalua!on of >elds of study within the transi!on to degree programmes with
specializa!ons). It will be possible to compare the results of the cyclical evalua!on (degree
programmes, their needs, issues to be solved or improved) with each other and analyse them from a
faculty perspec!ve in order to beNer respond to pedagogical, ar!s!c and organiza!onal needs of
individual programmes and their specializa!ons. Se\ng the comple!on of the self-evalua!on reports
(the regular term within the cycle will always be January of a new calendar year) will allow for the
speci>ca!on of the Annual Report for the faculty.
In terms of traceable evalua!on, the objec!ves related to the evalua!on of stagings in both theatres
(Marta Studio Theatre, Orlí Street Theatre) were achieved in 2018. An evalua!on was held for each
premiere realized by DF, the backbone of which was always a statements made by two doctoral
students, followed by a discussion both on the process of realiza!on and the very outcome of the
ar!s!c inten!on. Although we consider this evalua!on essen!al, we recognize the need to resolve
the posi!on of evaluators in this area (it cannot be assumed that doctoral students have the same
disposi!ons to exac!ng evalua!on in terms of their focus), which is another task associated with the
prepara!on of doctoral degree programme accredita!on in 2019. The degree of traceability of
evalua!on is ensured by wriNen evalua!ons by doctoral students and records from the evalua!on
(Pro-Dean for ar!s!c ac!vi!es).
Another traceable and cyclical evalua!on is regularly organized for the Interna!onal Fes!val of
Theatre Schools SETKÁNÍ/ENCOUNTER. The evalua!on methodology (i.e. involvement of all
interested par!es: teachers and students of various study specializa!ons) is given by the system of
management of realiza!on of this event that is crucial for the faculty. The method of traceability of
evalua!on is ensured by a wriNen record of the evalua!on discussion within the Fes!val Board.
The establishment of the Dramaturgical Council of Theatres was another achievement to improve
traceability from the perspec!ve of the en!re DF. This should - in the form of a controlled PDCA cycle
- gradually ensure the evalua!on of not only ar!s!c results and processes achieved by interested
par!es (degree programmes, specializa!ons, their students and teachers and the theatre opera!onal
staM), but evalua!on at every stage of the process (including planning and realiza!on, which will be
allowed by interim mee!ngs of this board). The method of traceability is ensured in the form of
minutes of mee!ngs and transcripts of discussions.
For the model of self-evalua!on of individual degree programmes it will be necessary to ensure at
the central level (especially in co-opera!on with the Dramaturgical Council of Theatres and individual
guarantors) the naming of the hierarchy of ar!s!c outputs. It is necessary to name those outputs
that are important for the faculty as a whole in terms of teaching and ar!s!c crea!on, or those that
are important in terms of the faculty strategy and exclusivity of degree programmes. This is an
essen!al task for 2019.
From the above it is clear that DF will concentrate on se\ng up processes aimed at improving the
pedagogical and ar!s!c ac!vi!es of its students. In 2018, the performance indicators for evalua!on
of the ar!s!c outputs realized by teachers and students (RUV) and the results in the area of science
and research (RIV) were understandably assessed at the level of the Dean's Collegium and the
Theatre and Drama Research Department. Given the signi>cant decline in performance indicators in
these areas (based on 2017 results), measures were taken on the basis of an analysis
(unthoroughness of persons who enter the outputs, low level of annota!ons, failure to comply with
the requirement to make visual documenta!on, etc.) in order to successfully collect data especially
for RUV (linked to improved communica!on towards par!cular persons entering the outputs and
11
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
double checking during entering outputs into the system). For 2019, a measure was taken that RUV
outputs will be collected twice from the persons making entries into the register, i.e. at the end of
the theatre season (i.e. at the end of the summer semester) and at the end of the calendar year (i.e.
in January 2020).
HF JAMU
The internal evalua!on of the educa!onal and crea!ve ac!vi!es at HF takes the form of evalua!ons,
analyses or discussions at several levels - at the level of faculty management and at the level of
management of individual departments.
The internal evalua!on of educa!onal ac!vi!es at HF is tradi!onally carried out, inter alia, in the
form of a ques!onnaire survey. In 2017, a discussion was held at the HF management level on the
meaningfulness of the current system of evalua!ons taking place at individual departments through
ques!onnaires (usually at two departments per year). The result of this discussion was the decision
to move away from the established evalua!on model in 2018. In view of the ongoing modi>ca!ons
and changes to the internal regula!ons rela!ng to the quali>ca!on works at HF JAMU, it was decided
to focus in the evalua!on on this important area, too. For 2018, therefore, a ques!onnaire survey
among diploma students concerning the quali>ca!on works was prepared
The survey itself took place among the graduates at the beginning of May 2018. Then the
methodology was developed for evalua!ng the ques!onnaires and pu\ng the obtained data into the
resul!ng tables. In December 2018, the results of the survey, including the >nal report, were
presented to HF management. The average values of individual answers resulted in a generally
posi!ve evalua!on by the respondents, and of course there were also cri!cal comments and
sugges!ons for improvement. However, due to the low return rate of ques!onnaires at some
departments, it was decided to repeat the ques!onnaire survey also in the following year.
Internal evalua!on of the HF crea!ve ac!vity takes place every year at the mee!ngs of the Dean's
Collegium, oLen also at extended mee!ngs of the faculty management with the heads of individual
departments. The evalua!on mainly focuses on the sta!s!cs of outputs and point evalua!ons in the
RUV and RIV databases for the current year. Analyses and benchmarking across the higher arts
educa!on ins!tu!ons in the Czech Republic are presented. Due to a slight decrease in points in the
RUV database, the Dean of HF is preparing incen!ves to remedy the situa!on (targeted
remunera!on for repor!ng academic workers, etc.) for next year.
Evalua!on of >elds of study within the transi!on to degree programmes with specializa!ons
The principle of transi!on from the >elds of study to degree programmes is the merging of related
disciplines and searching for their common theore!cal and prac!cal basis at both JAMU facul!es.
This brings with it a broad discussion, ranging from reFec!ons on the career prospects of graduates
through the de>ni!on of learning outcomes (the ’quali>ca!ons framework’), the revision of
composi!on of the theore!cal and prac!cal courses of the >eld base as well as courses speci>c to the
specializa!on to the innova!on of the objec!ves and content of the courses and crea!on of their
new syllabuses.
DF JAMU
As men!oned above, a number of measures to strengthen quality have been brought about by the
reform of degree programmes at DF. In 2017, three newly conceived master’s degree programmes
were prepared for accredita!on with a total of >ve specializa!ons, which were handed over to the
12
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
Na!onal Accredita!on Bureau during 2018. During this prepara!on, a number of principles for
further quality management, such as condi!ons for the crea!on of a graduate performance, etc.,
were named.
The above-men!oned model of self-evalua!on of individual degree programmes of DF should
approach the evalua!on cyclically and build on the self-evalua!on for the needs of new
accredita!ons. The planned cyclicality of the evalua!on is two years and is binding:
Evalua.on cycle
Programme Degree 1 2 3 4 5
Dramaturgy and direc!on B.A.
2018 (the
guarantor
processed the
accredita!on >le
at the end of the
year)
2020
(January
2021)
2022
(January
2023)
2024
(January
2025)
2026
(January
2027)
Scenography B.A.
Drama!c produc!on and
media
B.A.
Theatre produc!on and
stage technologies
B.A.
Theatre and educa!on B.A.
2018 (the
guarantor will
submit it in
September 2019)
Ac!ng
M.A. –
4 years
2018 (the
guarantor
processed the
accredita!on >le
at the end of the
year)
Dramaturgy and direc!on M.A.
For 2019 (the
guarantor will
submit it in
January 2020)
2021
(January
2022)
2023
(January
2024)
2025
(January
2026)
2027
(January
2028)Scenography M.A.
Drama!c produc!on and
media
M.A.
Theatre produc!on and
stage technologies
M.A.
Theatre and educa!on M.A. 2018 (the
13
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
guarantor will
submit it in
September 2019)
Drama!c arts Ph.D.
2019 (the
guarantor will
submit it in
January 2020)
For the purposes of preparing self-evalua!on reports, the exis!ng binding methodology (NAB) will be
supplemented and modi>ed (based on the experience from Cycle 1) to the internal condi!ons of DF.
Furthermore, the methodology will be supplemented always aLer the next self-evalua!on cycle
carried out. Likewise, the hierarchy of art projects to be developed in conjunc!on with the
Dramaturgical Council of Theatres will bring new criteria to the methodology of self-evalua!on. The
prepara!on of self-evalua!on reports will be coordinated by the guarantors of degree programmes
and the heads of the ateliers of individual specializa!ons will be involved. Subsequently, the reports
will be jointly discussed by the degree programme guarantors and the Dean's Collegium. Priori!es,
needs and solu!ons will be formulated to improve quality. The principle of traceability will be
ensured by the wriNen form of self-evalua!on reports and minutes from the discussions of selfevalua!on
reports by the Board of Guarantors and the Dean's Collegium.
HF JAMU
A key moment for internal evalua!on of quality of educa!onal and crea!ve ac!vi!es is the transi!on
from >elds of study to degree programmes with specializa!ons. In 2018, preparatory work was
carried out on the >rst applica!ons for accredita!on of new degree programmes in the follow-up
master's degree at HF JAMU; at the end of 2018, an accredita!on applica!on was submiNed for the
interna!onal joint degree programme Historical Interpreta!on, developed jointly with the Royal
Conservatoire The Hague. Furthermore, applica!ons for these follow-up master's degree
programmes were prepared: Playing Wind Instruments and Mul!media Composi!on (falls under the
degree programme Composi!on as its specializa!ons).
The principle of transi!on from the >elds of study to degree programmes is the merging of related
disciplines and searching for their common theore!cal and prac!cal basis. This brings with it a broad
discussion, ranging from reFec!ons on the career prospects of graduates through the de>ni!on of
learning outcomes (the ’quali>ca!ons framework’), the revision of composi!on of the theore!cal and
prac!cal courses of the >eld base as well as courses speci>c to the specializa!on to the innova!on of
the objec!ves and content of the courses and crea!on of their new syllabuses
The crea!on of applica!ons for accredita!on of the above-men!oned follow-up master's degree
programmes gave rise to a speci>c procedure - methodology for crea!ng degree programmes with
specializa!ons and preparing materials for their accredita!on. This procedure has also proved to be
a natural assessment of quality of the exis!ng >elds of study. On the basis of concrete >ndings from
14
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
this assessment, new degree programmes are created so as to maximally ensure their quality in
rela!on to a de>ned graduate pro>le.
Numerous staM changes take place in connec!on with this process. In accordance with the Higher
Educa!on Act and the Government Regula!on on Standards for Accredita!on, guarantors of new
degree programmes are appointed and, in connec!on with this, also teachers of key theore!cal
courses. We consider this process to be part of assuring and evalua!ng quality of educa!onal and
crea!ve ac!vi!es of HF JAMU in sta?ng area.
Documents related to the system for assuring and evalua!ng quality of educa!onal and
crea!ve ac!vi!es of JAMU
The process of draLing internal regula!ons has produced the same eMect as conceiving degree
programmes. A broad discussion has opened about the quality of current educa!onal and crea!ve
ac!vi!es at both facul!es and a number of proposed changes occurred in the degree programmes
(for example, the decision of HF to accredit some degree programmes as non-follow-up >ve-year
programmes or merging the exis!ng bachelor's and master's >elds of study at DF JAMU into six
degree programmes with specializa!ons).
Internal regula+ons of JAMU facul+es
New internal regula!ons of JAMU facul!es are based on
- Act No. 111/1998 Sb, on Higher Educa!on Ins!tu!ons and on Amendments and Supplements
to Some Other Acts (the Higher Educa!on Act), as amended by Act No. 137/2016 Sb.
- Government Regula!on No. 274/2016 Sb on Standards for Accredita!on in Higher Educa!on
dated August 24, 2016
- Government Regula!on No. 275/2016 Sb on Educa!on Areas in Higher Educa!on dated
August 24, 2016
- Accredita!on Standards for the Educa!on area of Arts, thema!c areas Music Art, Theatre
Art, Dance Art and Film Produc!on and Television Produc!on.
- Internal JAMU regula!ons
DF JAMU
The following internal regula!ons were prepared at DF JAMU in 2018:
- Disciplinary Code of DF JAMU
- Rules of Procedure of DF JAMU Arts Council
- Rules of Procedure of DF JAMU Academic Senate
- Electoral Code of DF JAMU Academic Senate
- Statute of DF JAMU
The Dean’s decree on the guidance and formal layout of diploma theses was prepared and
submiNed, which will become applicable in 2019.
HF JAMU
15
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
The following internal regula!ons were prepared at HF JAMU in 2018:
- Disciplinary Code of HF JAMU for students
- Rules of Procedure of HF JAMU Arts Council
- Statute of HF JAMU
- Electoral Code of HF JAMU Academic Senate
- Rules of Procedure of HF JAMU Academic Senate
The >nal report including the electronic presenta!on of the obtained data was compiled from the
results of the ques!onnaire survey among the diploma students concerning their quali>ca!on works.
The process of draLing internal regula!ons has produced the same eMect as conceiving degree
programmes. A broad discussion has opened about the quality of current educa!onal and crea!ve
ac!vi!es at both facul!es and a number of proposed changes occurred in the degree programmes
(for example, the decision of HF to accredit some degree programmes as non-follow-up >ve-year
programmes).
Self-Evalua+on Report of JAMU for 2018
Based on the documents from both facul!es (self-evalua!on reports of the facul!es), the SelfEvalua!on
Report of JAMU for 2018 was compiled and submiNed for discussion to the Academic
Senate of JAMU.
Representa!ves of facul!es par!cipated in its compila!on and it went through a wide comment
procedure, involving the JAMU Rector's Collegium, the Collegia of Deans of both facul!es, the
Academic Senate and the Internal Evalua!on Board of JAMU.
Sta?ng of internal assurance and evalua!on of quality of educa!onal and crea!ve
ac!vi!es of JAMU
The JAMU’s Rector Prof. Petr Oslzlý appointed the Internal Evalua!on Board of JAMU in the following
composi!on:
Prof. Petr Oslzlý, Rector of JAMU
Prof. PhDr Silva Macková, Pro-Rector for study and quality
Doc. PhDr Květoslava Horáčková, Ph.D., Chairwoman of the Academic Senate of JAMU
Stanislav Čaban, student representa!ve
Doc. MgA. Blanka Chládková, Pro-Dean of DF JAMU
Doc. Ing. David Strnad, Pro-Dean of DF JAMU
Mgr Jan Přibil, Pro-Dean of HF JAMU
Doc. MgA. Jana Goliášová, Pro-dean of HF JAMU
Doc. Svetlana Waradzinová, VŠMU Bra!slava
The Board has par!cipated in the prepara!on of the Self-Evalua!on Report of JAMU, the Report on
Internal Evalua!on of JAMU and the System for Internal Assurance and Evalua!on of Quality of
Educa!onal and Crea!ve Ac!vi!es.
DF JAMU
16
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
The issue of quality at DF JAMU falls under the responsibility of the Pro-Dean Doc. MgA. Blanka
Chládková and Pro-Dean Doc. Ing. David Strnad.
HF JAMU
The issue of quality at HF JAMU falls under the responsibility of the Pro-Dean Mgr Jan Přibil, DiS. The
The Quality O?cer is MgA. Zuzana Palaniyappan.
Evalua!on of RUV and RIV results
The ar!s!c crea!on of teachers is registered, documented and evaluated within the Register of
Ar!s!c Outputs (RUV) administered by the Ministry of Educa!on, Youth and Sports. In 2018, the
collec!on and evalua!on of outputs made in 2017 took place. ALer the process of cer!>ca!on JAMU
gained 10,779.55 points, which was a decrease compared to the previous year (12,898.45 points).
The decline occurred at both facul!es, but while at HF JAMU it was only a slight decrease and within
the tolerance of annual Fuctua!ons (2018 – 6,875.75 points; 2017 - 7,166.85 points), in the case of
DF JAMU the decrease was much more signi>cant (2018 – 3,903.8 points; 2017 – 5,731.6 points). The
management of JAMU and both facul!es have analysed the causes of the decline in order to improve
the situa!on. This is the responsibility of Deans at both facul!es.
Since 2017, the exis!ng system of registra!on and evalua!on of results of research ac!vi!es (RIV)
has been gradually replaced by a new Methodology 17+, which should be fully opera!onal by 2020.
The internal system of evalua!on of the quality of research ac!vi!es at JAMU will have to be adapted
accordingly. As measured by the methodology so far, the year 2018 was successful for JAMU, as a
number of excep!onal publica!ons were completed and also the number of outputs reported to RIV
showed a slight increase (a total of 37 outputs, of which nine were the monographs). Nevertheless,
in terms of the allocated subsidy for a long-term conceptual development, the decline occurred due
to launching a new methodology. In 2018, JAMU received a support amoun!ng to CZK 4,380,410,
which meant a decrease of CZK 450,927 compared to last year. This decrease occurred despite the
fact that the total support given to higher educa!on in this area was increased by almost CZK 800
million and thus JAMU was the only one of all the higher educa!on ins!tu!on for which the support
has not been increased this year. The causes of this fact have been analysed and the JAMU's longterm
goal is to prevent further decline and, conversely, achieve an increase.
In order to support excellent results, part of the allocated aid (CZK 434,000) was distributed for the
>rst !me in 2018 in the form of a project compe!!on within the Research Ac!vity Development
Fund (RADF) of JAMU to support six projects of JAMU workers. This area falls under the responsibility
of the Pro-Rector and Pro-Deans for Research, who started to prepare a self-evalua!on report on the
state of research at JAMU and the concept of its development in 2018. Both documents will be
completed in 2019.
Speci>cs of the JAMU facul!es
Over the past years, both facul!es have addressed the issues of internal assurance and evalua!on of
quality on their own. Both facul!es were interconnected during the KREDO project and in an
increased extent in connec!on with se\ng the processes of internal quality evalua!on at JAMU, in
the crea!on of internal regula!ons and the JAMU Self-Evalua!on Report for 2017. JAMU wishes to
con!nue this trend of mutual coopera!on through the newly appointed Internal Evalua!on Board - it
was o?cially established in May 2018, when the leNers of appointment were handed over to its
17
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
individual members. The Board should support, coordinate and methodically manage all quality
related ac!vi!es. The working party of this Board has prepared the following documents:
- Self-Evalua.on Report of JAMU for 2017
- Report on Internal Evalua.on of JAMU for 2017
- System for Internal Assurance and Evalua.on of Quality of Educa.onal and Crea.ve
Ac.vi.es of JAMU
Both facul!es have their representa!ves in the Internal Evalua!on Board, who helped to prepare the
above men!oned documents within the comment procedure.
The key materials for making these documents are data and documents from both facul!es. Despite
the need for mutual coopera!on and coordina!on of the internal quality assurance and evalua!on
processes at JAMU, the speci>ci!es of both facul!es and the arts taught at them will con!nue to be
preserved and respected to a maximum extent. Facul!es will retain autonomy in internal quality
assurance and evalua!on and their own procedures will bring the required results into the joint
JAMU documents (System for Internal Assurance and Evalua!on of Quality of Educa!onal and
Crea!ve Ac!vi!es of JAMU, self-evalua!on reports of JAMU and its updates, internal evalua!on
reports, etc.).
PLANNED ACTIVITIES FOR THE NEAREST PERIOD
Coopera!on with the higher arts educa!on ins!tu!ons
JAMU will further con!nue its successful coopera!on with other higher arts educa!on ins!tu!ons.
Three joint Centralized Development Projects are planned for 2019:
- Fes!vals and shows – exploita!on of students' ar!s!c ac!vity resul!ng from teaching and its
mutual assessment in the >elds of performing arts towards the transforma!on of study >elds
to programmes (AMU, JAMU)
- Strengthening the compe!!veness and quality of doctoral degree programmes at higher arts
educa!on ins!tu!ons in the na!onal and interna!onal context (AMU, JAMU, AVU,
UMPRUM)
- Suppor!ng coopera!on of JAMU and AVU in the area of interna!onaliza!on with a focus on
mul!media produc!on (JAMU, AVU)
Project outputs will be used, among other things, for further development of the system for internal
quality assurance and evalua!on.
Tasks for 2019
Update of the JAMU Self-Evalua.on Report for 2019 – will be prepared by the JAMU Internal
Evalua!on Board on the basis of documents from the facul!es (by upda!ng the self-evalua!on
reports of each faculty)
Addendum to the Report on Internal Evalua.on of Quality of Educa.onal and Crea.ve Ac.vi.es
for 2019 – will be prepared by the JAMU Internal Evalua!on Board on the basis of documents from
the facul!es (by upda!ng the reports of each faculty)
18
Annex B06: Addendum to the Report on the Internal Evaluation of Quality of Educational, Creative and Related
Activities o JAMU for 2018
Comple.on of the System for Internal Assurance and Evalua.on of Quality of Educa.onal and
Crea.ve Ac.vi.es of JAMU – comple!on of the Annexes to the HF JAMU system
Tasks for JAMU facul!es
The form and methods of internal quality evalua!on at facul!es are the responsibility of facul!es
themselves. The results of evalua!on will be forwarded to the JAMU Internal Evalua!on Board, which
will process them into whole-school documents.
Facul!es will deliver to the Internal Evalua!on Board
- Documents for upda!ng the JAMU Self-Evalua!on Report for 2019
- Documents for Addendum to the Report on Internal Evalua!on at JAMU in 2019
Prepara!on of internal evalua!on of JAMU
In 2018, a public tender for the JAMU's external evalua!on was announced. The subject of the public
contract was the external evalua!on of the Janáček Academy of Music and Performing Arts in Brno.
The main objec!ve was to assess educa!onal and crea!ve (ar!s!c) ac!vi!es of JAMU and related
ac!vi!es according to standards and procedures for assuring quality in building the European Higher
Educa!on Area - Standards and Guidelines for Quality Assurance in the European Higher Educa!on
Area, ENQA (hereinaLer referred to as ‘ESG 2015’), taking into account the fundamental speci>cs
and diMerences of educa!on in the area of Arts, and to assess whether the system of quality for
these ac!vi!es at the Janáček Academy of Music and Performing Arts in Brno is set in line with the
requirements of the Ministry of Educa!on, Youth and Sports of the Czech Republic and that of the
Na!onal Accredita!on Bureau of the Czech Republic.
In the selec!on procedure, MusicQue agency was selected, with which JAMU is in contact and
prepares the required materials for external evalua!on, namely the Self-Evalua.on reports of JAMU
facul.es according to a curriculum provided by the agency.
During 2019, a visit of the MusicQue Expert Group will be prepared to take place in early 2020.
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