Music+Standards+Draft+2+-+editable+version

Discipline-Based Professional Teaching standards for Teachers of Music  a.  Know about a variety of music from diverse cultural traditions and historical periods (add comma) including their distinguishing characteristics and performance practices (use semi-colons after a,b,c,d. etc. throughout the document, except for the last one in each category. Use period there.). b.  Demonstrate the ability to communicate about, PERFORM, CREATE and RESPOND to music accurately and artistically. c. Perform music accurately and artistically from notation on at least one primary instrument (add comma) and demonstrate appropriate tone and performance techniques on secondary instruments in the area they teach. d. Are familiar with and use computer software and other technologies specific to music to enhance student music learning. e. Have knowledge of the methodologies, philosophies and materials for their area(s) of specialization. f. Have the ability to advocate for music as an integral part of the core curriculum, and 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. ** Domain 3. __Planning and Instruction__ ** 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. Provide opportunities to assess students engaged in creative and critical thinking through the Three Artistic Processes; f.  Incorporate technology in the classroom, using MIDI-based music writing, music software and web-based resources.
 * Connecticut’s Common Core of Teaching **
 * __ DRAFT __**
 * Domain 1. __Content and Essential Skills:__ **
 * Music teachers are knowledgeable about a variety of music (add comma) and demonstrate proficiency in the areas they teach. In doing this, teachers: **
 * Music teachers guide and facilitate learning (comma) and address the National Standards for Music Education through the integration of the Three Artistic Processes – Performing, Creating and Responding. In doing this, teachers: **