Music+Standards+Draft+4-8-09

Discipline-Based Professional Teaching Standards for Teachers of Music a. Know about music from diverse cultural traditions and historical periods, including their distinguishing characteristics and performance practices; b. Articulate and communicate about the Three Artistic Processes - Performing, Creating and Responding; c. PERFORM, CREATE and RESPOND to music accurately and artistically; d. Perform music accurately and artistically from notation by singing and playing on at least one primary instrument, and demonstrate appropriate tone and performance techniques on secondary instruments in the area they teach; e. Demonstrate fundamental skills and knowledge of a variety of instruments, including voice, keyboard, standard beginning-level band and orchestral instruments and standard classroom instruments; f. Have knowledge of the methodologies, philosophies and materials for their area(s) of specialization; g. Are familiar with and use current computer software and other technologies specific to music to enhance student music learning. // In addition, please refer to the CCT Foundational Skills, Domain 1. // a.  Know and respect the musical, cultural, ethnic, academic and social differences of their students; b. Connect quality music of all genres with students' prior musical knowledge, skills and experiences; c. Differentiate and accommodate students’ learning and social needs so they will become independent musicians and motivated to learn. // In addition, please refer to the CCT Foundational Skills, Domain 2. // a.  Plan and provide sequential, developmentally appropriate instruction that empowers students to independently PERFORM (select, analyze, interpret, rehearse, evaluate, refine, and present) music. Music teachers help students develop the skills and understandings (aural, technical, notational, stylistic, and expressive) necessary to perform music accurately and artistically; b. Plan and provide sequential, developmentally appropriate instruction that empowers students to independently CREATE (imagine, plan, make, evaluate, refine, and present) music through improvisation, arrangement, harmonization and composition. Music teachers help students develop the skills and understandings (aural, theoretical, notational, and technical), and personal “voice” which provide the foundation for creating music that is both technically sound and expressive; c. Plan and provide sequential, developmentally appropriate instruction that empowers students to independently RESPOND to (select, analyze, interpret, and evaluate) music. Music teachers help students develop skills and understandings (aural and theoretical), vocabulary, and familiarity with representative musical examples that provide the foundation for understanding and communicating about music; d. Model creating, performing, and responding accurately and artistically; e. Incorporate technology in the classroom, using current music software and web-based technologies. // In addition, please refer to the CCT Foundational Skills, Domain 3. // a.  Encourage diverse musical ideas, skills and experiences of all students; b. Establish an environment where students respect the artistic expression of others, including their peers; c. Provide opportunities and motivate students to work collaboratively in activities where they are critically thinking, problem solving, and independently engaged in music making; d.  Demonstrate and establish expectations for the care and use of classroom, band and orchestral instruments; e. Help students establish practice routines in order to become independent musicians. //In addition, please refer to the CCT Foundational Skills, Domain 4//.
 * Connecticut’s Common Core of Teaching **
 * Domain 1. __Content and Essential Skills:__ **
 * Music teachers are knowledgeable about a variety of music, and demonstrate proficiency in the areas they teach. In doing this, teachers **
 * Domain 2. __Development and Characteristics of Learners:__ **
 * Music teachers are committed to making a quality music education available to all students. In doing this, teachers **
 * Domain 3. __Planning and Instruction__ **
 * Music teachers guide and facilitate learning, and address the National Standards for Music Education through the integration of the Three Artistic Processes – Performing, Creating and Responding. In doing this, teachers **
 * Domain 4. __Managing, Monitoring and Motivating Student Behavior and Engagement:__ **
 * Music teachers create a dynamic learning environment that is characterized by active student engagement in the Three Artistic Processes with clear expectations that facilitate students’ music learning. In doing this, teachers **

a. Provide opportunities to assess students engaged in creative and critical thinking through the Three Artistic Processes, using data from these assessments to plan and revise instruction. // In addition, please refer to the CCT Foundational Skills, Domain 5. // a.  Are able to present the goals and objectives of the music program in order to help their school and community develop an appropriate vision of and commitment to quality music education for all students; b. Have the ability to advocate for music as an integral part of the core curriculum. // In addition, please refer to the CCT Foundational Skills, Domain 6. //
 * Domain 5. __Assessing Learning:__ **
 * Music teachers evaluate student learning in a variety of ways in order to ensure the musical growth of all learners. In doing this, teachers **
 * Domain 6. __Professional Responsibilities, Teacher Leadership, and Ethical Conduct:__ **
 * Music teachers are reflective practitioners who actively participate in the planning and development of the music program and their own professional growth. In doing this, teachers **