Student Learning Outcomes

Personal musicianship and performance ability:

  • Performing as a soloist and as a member of a musical ensemble accurately and expressively from notation either vocally or instrumentally:
  • Improvising to a structured harmonic accompaniment, in a variety of styles, including but not  limited to jazz;
  • Playing and transposing on
    a. piano; and
    b. guitar;
  • Conducting representative musical literature;
  • Researching, planning, and presenting a musical performance.

Aural skills and theory:

  • Hearing and correcting individual parts;
  • Aurally recognizing a variety of historical and contemporary musical forms and genres;
  • Sight-singing;
  • Notating music from listening;
  • Reading and writing music in
    a. traditional notation using a variety of clefs; and
    b. non-traditional notation;
  • Making common transpositions;
  • Analyzing formal and expressive elements in written music;
  • Composing and arranging music.

Music history and culture:

  • Describing the development of Western art music beginning with the Middle Ages;
  • Analyzing the role of music in a variety of cultures;
  • Describing the music of a variety of cultures.

K-12 general music pedagogy:

  • Developing in students the ability to read and write music in traditional and non-traditional notation;
  • Guiding students to express themselves musically through singing, playing instruments, moving purposefully, improvising, composing and arranging;
  • Developing in students the ability to describe, analyze and evaluate music and musical performances through a variety of methods including guided listening;
  • Creating sequential instruction in music history, its role in culture, and its relationship to other disciplines;
  • Designing standards-based curriculum, planning and instruction and assessments including modifications to meet the needs of all learners;
  • Using competency-based assessment strategies to determine and communicate student progress and achievement;
  • Working with colleagues to provide inter-disciplinary instruction;
  • Describing and advocating for a comprehensive K-12 music program;
  • Using current technologies and multimedia to
    a. plan and prepare instruction;
    b. deliver instruction;
    c. provide opportunities for music students to create, perform, and respond; and
    d. amplify and augment performance.

K-12 music performance pedagogy,
the candidate will be able to do (1 & 2 & 3) or (1 & 2 & 4)

  1. Developing in students the ability to sing and perform expressively alone and with others at a beginning level in healthy, age appropriate ways including:
    a. tone production in the general and extended ranges of the voice including the changing voice;
    b. vocal techniques, including, but not limited to diction, breathing, and posture; and
    c. varied repertoire;
  2. Developing in students the ability to play and perform expressively alone and with others at a beginning level on classroom instruments,  band instruments, and orchestral instruments in healthy, age appropriate ways including:
    a. tone production;
    b. articulation;
    c. fingerings; and
    d. transposition for commonly used instruments; THE FOLLOWING (3 & 4) IS AN AND/OR COMPETENCY
  3. Instructing, rehearsing, assessing and refining vocalists throughout their school career and in performances of choral music with knowledge of advanced techniques of:
    a. tone production in the general and extended ranges of the voice including the  changing voice;
    b. vocal techniques, including, but not limited to diction in English and in foreign languages; and
    c. varied repertoire, including music of four or more parts, accompanied or a cappella; AND/OR
  4. Instructing, rehearsing, assessing and refining instrumentalists throughout their school career in performances including advanced techniques of:
    a. tone production;
    b. articulation;
    c. fingerings, including alternate fingerings; and
    d. transposition for less commonly used instruments.