Choral music (2013)

Vocal/choral music teacher candidates understand and are able to demonstrate skill in music theory and practice.

• 1.A – Understand music notation systems and vocabulary.
• 1.B – Understand the common elements of music (beat, rhythm, pitch, melody, harmony, texture, timbre/tone color, form) and expression (dynamics, style, tempo, phrasing) and their interaction through theory, form and analysis, composing, arranging, and performance.
• 1.C – Understand a variety of musical styles, literature of diverse  cultural sources, and music of various historical periods.
• 1.D – Understands the relation between words (lyrics) and music.
• 1.E – Understand physical problems that may develop if, the voice is used inappropriately, and other basics of choral instruction, including the changing voice.
• 1.F – Understand the organization, training, and placement of singers in a choral setting.
• 1.G – Demonstrate an understanding of advanced performance techniques adequate to facilitate growth in students in the areas of tone production, extended range, intonation, improvisation, and musicality.
• 1.H – Demonstrate ability to conduct, that includes:
  • 1.H.1 – Beat patterns and gestures, and a kinesthetic interpretation of the score.
  • 1.H.2 – Diverse repertoire selection.
  • 1.H.3 – Score preparation, reading, and analysis.
  • 1.H.4 – Choral rehearsal techniques and effective performance.
• 1.I – Understand appropriate repertoire for different ages and ensembles
• 1.J – Demonstrate an understanding of methods and rehearsal techniques for choirs, solos and chamber ensembles, including basic performance techniques for voice.
• 1.K – Demonstrate competence in a major applied area (instrument or voice) with experience in solo performances, small ensembles, and large ensemble.

• 2.A – Understand the creative process in composition or improvisation.
• 2.B – Understand the performing process as a soloist and member of small and large ensembles.
• 2.C – Understand the use of a responding process in music.

• 3.A – Selects repertoire that represents diverse cultures and utilizes a variety of expressive ideas and feelings.
• 3.B – Creates lessons and performance opportunities in which music is selected for a specific purpose.

• 4.A – Understands the relationship of choral, general, and instrumental music.
  • 4.A.1 – Awareness of conducting techniques for band and orchestra.
  • 4.A.2 – Awareness of methods and rehearsal techniques for band and orchestra.
  • 4.A.3 – Awareness of basic performance techniques for winds,  strings, and percussion.
  • 4.A.4 – Awareness of skills in composition and orchestration.
  • 4.A.5 – Awareness of appropriate band and orchestra repertoire for different ages and ensembles.
  • 4.A.6 – Awareness of wind, string, and percussion as teaching tools.
  • 4.A.7 – Awareness of current general music approaches and materials (e.g., Orff-Schulwerk, Kodaly, and Dalcroze).
• 4.B – Understands and identifies careers related to music.
• 4.C – Understands ways that learning in music can support understanding of concepts and topics across multiple academic subject areas, by focusing on concepts shared by multiple subjects, as well as by using the arts to illustrate and explore non-arts content.
• 4.D – Understands how students with different learning styles and varying language skills can succeed in music, and that such success can support increased understanding across all subject areas.
• 4.E – Understands ways that learning in music supports the development of 21st century skills, habits of mind, social and emotional learning, and can contribute to success in and out of school.

• 5.A – Understand the role of the music teacher as a resource person in integrating music into the total school curriculum.
• 5.B – Understands current choral methods and materials.
• 5.C – Understand legal and ethical issues regarding integrity and ethical behavior in addition to knowledge of the copyright law as it regards music and music education.
• 5.D – Demonstrate composition skills including written notation, improvisation, choral arranging, and computer software applications.
• 5.E – Demonstrate understanding of appropriate repertoire for different ages and ensembles, that includes:
  • 5.E.1 – Evaluation and comparison of a variety of method books.
  • 5.E.2 – Selection of repertoire appropriate for large and small ensembles.
  • 5.E.3 – Diverse genres of music including bands, choirs, orchestras, chamber ensembles, jazz, and world music.
• 5.F – Demonstrate ability to create accurate and musically expressive performances with various types of performing groups and general classroom situations.
• 5.G – Demonstrate ability to arrange and adapt music from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations.
• 5.H – Demonstrate ability to play keyboard and other instruments appropriate to his/her teaching needs.
  • 5.H.1 – Demonstrate ability to use the singing voice as a teaching tool.
• 5.I. – Demonstrate aural skills.
  • 5.I.1 – Singing and playing from notation.
  • 5.I.2 – Rhythmic, melodic, and harmonic dictation.
  • 5.I.3 – Error detection and correction.
  • 5.I.4 – Recognize historical, cultural, and stylistic contexts.
  • 5.I.5 – Blend and balance.
• 5.J – Demonstrate administrative aspects of the music program.
  • 5.J.1 – Scheduling to optimize music instruction.
  • 5.J.2 – Recruitment.
  • 5.J.3 – Support groups.
  • 5.J.4 – Selection, purchase and maintenance of resource materials.
  • 5.J.5 – Equipment and performance attire.
  • 5.J.6 – Budget management.
  • 5.J.7 – Performance.
  • 5.J.8 – Field trips.