Music+Standards+-+editable+page

**Connecticut****’s Common Core of Teaching** Discipline-Based Professional Teaching Standards for Teachers of Music **__ DRAFT __** a. Know about a variety of music from diverse cultural traditions and historical periods (comma) including their distinguishing characteristics and performance practices. (semi-colon whenever you use a.b.c.d. etc. - throughout this document) 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 (comma) and demonstrate appropriate tone and performance techniques on secondary instruments in the area they teach.
 * I. ****Music teachers are knowledgeable about a variety of music (add comma) and demonstrate proficiency in the areas they teach. In doing this, teachers:**

a. Know and respect the musical, cultural, ethnic, academic and social differences of their students. b. Connect quality music of all genres with their prior musical knowledge, skills and experiences. c. Differentiate and accommodate students’ learning and social needs so they will become independent musicians and (add 'be') motivated to learn.
 * II. ****Music teachers are committed to making a quality music education available to all students. In doing this, teachers:**

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 (add '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.
 * III. **** 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:**

a. Encourage diverse musical ideas, skills and experiences of all students. b. Provide opportunities and motivate students to work collaboratively in activities where they are critically thinking, problem solving, and independently engaged in music making.
 * IV. **** 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 (add comma) teachers:**

a. Encourage students’ developing musicianship through ongoing peer/self assessments. b. Use multiple formal and informal assessment strategies for measuring student’s (plural - students') music knowledge, skills and conceptual understanding. c. Use data and current research to design, implement and differentiate instruction to monitor students’ music learning.
 * V. ****Music teachers evaluate student learning in a variety of ways in order to ensure the musical growth of all learners. In doing this (add comma) teachers:**

a. Pursue lifelong learning through reflective practice and participation in music professional development and music making. b. Advocate for and help their school and community develop an appropriate vision of and commitment to quality music education for all students. c. Participate in developing and supporting the school music program.
 * VI. ****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: **