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;
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)
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;
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
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
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.