General Music (2013)

Vocal/choral music teacher candidates understand and are able to demonstrate skill in music theory and practice.

• 1.A – Understand music notation systems and vocabulary.
• 1.B – Understand the common elements of music (beat, rhythm, pitch, melody, harmony, texture, timbre/tone color, form), and expression (dynamics, style, tempo, phrasing) and their interaction through theory, form and analysis, composing, arranging, and performance.
• 1.C – Understand a variety of musical styles, literature of diverse cultural sources, and music of various historical periods.
• 1.D – Understand challenges in choral instruction including physical problems that may develop if the voice is used inappropriately and issues of the changing voice.
• 1.E – Demonstrate performance techniques to facilitate growth in students in areas of tone production, extended range, intonation, improvisation, and musicality.
• 1.F – Demonstrate ability to conduct, that includes:
• • 1.F.1 – Beat patterns and gestures, and a kinesthetic interpretation of the score.
  • 1.F.2 – Diverse repertoire selection.
  • 1.F.3 – Score preparation, reading, and analysis.
  • 1.F.4 – Rehearsal techniques and effective performance.
• 1.G – Demonstrate understanding of methods and rehearsal techniques for solos and small and large ensembles.
• 1.H – Demonstrate competence in a major applied area (instrument or voice) with experience in solo performances, small ensembles, and large ensemble.

• 2.A – Understand the creative process in composition or improvisation.
• 2.B – Understand the performing process as a soloist and member of small and large ensembles.
• 2.C – Understand the use of a responding process in music.

• 3.A – Selects repertoire that utilizes a variety of expressive ideas and feelings.
• 3.B – Creates lessons and performance opportunities in which music is selected for a specific purpose.

• 4.A – Understands the relationship of choral, general, and instrumental music.
• • 4.A.1 – Awareness of conducting techniques for choir, band, and orchestra.
  • 4.A.2 – Awareness of methods and rehearsal techniques for choir, band, and orchestra.
  • 4.A.3 – Awareness of basic performance techniques for choir, winds, strings, and percussion.
  • 4.A.4 – Awareness of skills in composition and orchestration.
  • 4.A.5 – Awareness of appropriate choir, band, and orchestra repertoire for different ages and ensembles.
  • 4.A.6 – Awareness of wind, string, and percussion as teaching tools.
  • 4.A.7 – Awareness of current general music approaches and materials (e.g., Orff-Schulwerk, Kodaly, and Dalcroze).
• 4.B – Understands and identifies careers related to music.
• 4.C – Understands ways that learning in music can support understanding of concepts and topics across multiple academic subject areas, by focusing on concepts shared by multiple subjects, as well as by using the arts to illustrate and explore non-arts content.
• 4.D – Understands how students with different learning styles and varying language skills can succeed in music, and that such success can support student learning across all subject areas.
• 4.E – Understands ways that learning in music can support the development of 21st century skills, habits of mind, social and emotional learning, and can contribute to success in and out of school.

• 5.A – Understand the role of the music teacher as a resource person in integrating music into the total school curriculum.
• 5.B – Understand legal and ethical issues regarding integrity and ethical behavior in addition to knowledge of the copyright law as it regards music and music education.
• 5.C – Demonstrate composition skills including written notation, improvisation, arranging, and computer software applications.
• 5.D – Demonstrate understanding of appropriate repertoire for different ages and ensembles, that includes:
• • 5.D.1 – Evaluation and comparison of a variety of method books.
  • 5.D.2 – Selection of repertoire appropriate for large and small ensembles.
  • 5.D.3 – Diverse genres of music including bands, choirs, orchestras, chamber ensembles, jazz, and world music.
• 5.E – Demonstrate knowledge of approaches and rehearsal techniques for general music classroom ensembles: (e.g. Orff-Schulwerk, Kodaly, Dalcroze, world music, percussion).
• 5.F – Demonstrate ability to create accurate and musically expressive performances with various types of performing groups and general classroom situations.
• 5.G – Demonstrate ability to arrange and adapt music from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations.
• 5.H – Demonstrate ability to play keyboard and other instruments appropriate to his/her teaching needs including transposing accompaniments to better suit vocal ranges and/or available classroom instruments.
• 5.I – Demonstrate the use of the voice as well as wind, string, and percussion instruments appropriate to the general music classroom.
• 5.J – Demonstrate aural skills.
• • 5.J.1 – Singing and playing from notation.
  • 5.J.2 – Rhythmic, melodic, and harmonic dictation.
  • 5.J.3 – Error detection and correction.
  • 5.J.4 – Recognize historical, cultural, and stylistic contexts.
  • 5.J.5 – Blend and balance.
• 5.K – Demonstrate the ability to teach appropriate vocal techniques individually, in small groups, and in larger classes.
• 5.L – Demonstrate administrative aspects of the music program.
• • 5.L.1 – Scheduling to optimize music instruction.
  • 5.L.2 – Recruitment.
  • 5.L.3 – Support groups.
  • 5.L.4 – Selection, purchase, and maintenance of resource materials.
  • 5.L.5 – Equipment and performance attire.
  • 5.L.6 – Budget management.
  • 5.L.7 – Performance.
  • 5.L.8 – Field trips.