University of Minnesota Duluth Music Education Teacher Standards of Effective Practice 8710.4650 Vocal/Instrumental/Classroom Music
***Each standard is met in a minimum of one course. Standards may be met in multiple courses, but mapped to a single course, (i.e. courses required in instrumental and vocal sub-‐plans). Music standards are documented Subpart, standard letter, standard number (3.A.7 = Subpart three, standard A.7). See SEP Core pp 8-‐14.
COURSE
MN BOARD OF TEACHING STANDARDS -‐ MUSIC
MU1111 TONAL HARMONY I
3.A.7 identify and reproduce intervals, scales and chord structures
MU1112 EAR TRAINING AND SIGHT SINGING I
3.A.7 identify and reproduce intervals, scales and chord structures
MU1421 PIANO CLASS I
3.A.3 perform simple keyboard accompaniments and play parts from a musical score 3.A.3 perform simple keyboard accompaniments and play parts from a musical score 3.B.8 improvise using keyboard or voice 3.C.7 improvise by means of a keyboard, percussion, string, or wind instrument 3.A.2 demonstrate a basic knowledge of vocal development and production and instrumental techniques and acoustics 3.B.4 interpret vocal and instrumental scores and understand percussion, string, or wind instrument requirements necessary for interpreting and producing music from scores 3.B.6 demonstrate understandings and skills of vocal performance pedagogy and vocal health, including the child voice and the changing voice 3.A.2 demonstrate a basic knowledge of vocal development and production and instrumental techniques and acoustics 3.B.6 demonstrate understandings and skills of vocal performance pedagogy and
MU1422 PIANO CLASS II
MU1440 SURVEY OF INSTRUMENTAL TECHNIQUES
MU1441 VOCAL TECHNIQUES
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vocal health, including the child voice and the changing voice MU1442 PERCUSSION TECHNIQUES
MU1XXX APPLIED LESSONS FOR VOCAL MUSIC EDUCATION MAJORS
MU1XXX APPLIED LESSONS FOR INSTRUMENTAL MUSIC EDUCATION MAJORS
MU1501 CONCERT BAND
3.A.2 demonstrate a basic knowledge of vocal development and production and instrumental techniques and acoustics 3.C.2 interpret scores designed for instrumental ensembles and understand bowing, fingering, or articulation specific to percussion, string, and wind instruments 3.C.4 know instrumental instructional materials and solo and ensemble repertoire, representing diverse periods and cultures, and beginning, intermediate, and advanced levels 3.C.5 demonstrate understandings and skills or performance pedagogy for percussion, string, and wind instruments 3.C.8 understand the fundamentals of the construction, operation, and repair of percussion, string, and wind instruments 3.B.1 demonstrate advanced vocal ensemble performance and advanced solo performance with the voice, keyboard, or guitar and demonstrate musical accuracy and expressiveness using music examples from diverse styles and time periods 3.C.1 demonstrate advanced solo and ensemble performance on at least one instrument of the keyboard, percussion, string, or wind families and demonstrate musical accuracy and expressiveness using music examples from diverse styles and time periods 3.C.1 demonstrate advanced solo and ensemble performance on at least one instrument of the keyboard, percussion, string, or wind families and demonstrate musical accuracy and expressiveness using music examples from diverse styles and time periods
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MU1502 WIND ENSEMBLE
MU1503 SYMPHONY ORCHESTRA
MU1510 CONCERT CHORALE
MU1511 UNIVERSITY SINGERS
MU2122 EAR TRAINING, SIGHT SINGING AND IMPROVISATION MU2605 INTRODUCTION TO MUSIC EDUCATION MU2701 FUNDAMENTALS OF CONDUCTING
3.C.1 demonstrate advanced solo and ensemble performance on at least one instrument of the keyboard, percussion, string, or wind families and demonstrate musical accuracy and expressiveness using music examples from diverse styles and time periods 3.C.1 demonstrate advanced solo and ensemble performance on at least one instrument of the keyboard, percussion, string, or wind families and demonstrate musical accuracy and expressiveness using music examples from diverse styles and time periods 3.B.1 demonstrate advanced vocal ensemble performance and advanced solo performance with the voice, keyboard, or guitar and demonstrate musical accuracy and expressiveness using music examples from diverse styles and time periods 3.B.1 demonstrate advanced vocal ensemble performance and advanced solo performance with the voice, keyboard, or guitar and demonstrate musical accuracy and expressiveness using music examples from diverse styles and time periods 3.A.5 demonstrate competence in improvising, composing, and arranging music examples for diverse developmental and ability groupings represented by students 3.D.6 know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities 3.B.5 know vocal and choral instructional materials and solo and ensemble repertoire, representing diverse periods and cultures, and beginning, intermediate, and advanced levels from kindergarten through grade 12 3.B.4 interpret vocal and instrumental scores and understand percussion, string, or wind instrument requirements necessary for interpreting and producing music from scores 3.C.3 interpret combined vocal and instrumental scores and understand vocal requirements necessary for interpreting and producing music from scores
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MU3202 MUSIC HISTORY II
MU3606 FIELD EXPERIENCE: CLASSROOM MUSIC PRE K-‐8
MU3607 INSTRUMENTAL MUSIC METHODS
3.A.1 identify and analyze representative musical forms, styles, performance contexts, performance media, and composers and compositions of western music, and describe the musical traditions, context, and characteristics of diverse and representative world cultures 3.D.8 apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten or primary, intermediate, middle level, and high school students within a range of educational programming models 3.A.9 demonstrate the understandings and skills necessary to choose appropriate current technology and integrate its use into instruction for music classroom and ensemble settings in kindergarten through grade 12
3.C.4 know instrumental instructional materials and solo and ensemble repertoire, representing diverse periods and cultures, and beginning, intermediate, and advanced levels 3.C.8 understand the fundamentals of the construction, operation, and repair of percussion, string, and wind instruments 3.D.2 understand and apply the research base for and the best practices of kindergarten or primary, intermediate, and middle level and high school education 3.D.3 develop curriculum goals and purposes based on the central concepts of vocal or instrumental music and know how to apply instructional strategies and materials for achieving student understanding of this discipline 3.D.6 know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities 3.D.7 understand the role and purpose of co-‐curricular and extracurricular activities in the teaching and learning process
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MU3608 TEACHING ELEMENTARY MUSIC I
MU3609 TEACHING ELEMENTARY MUSIC II
3.A.3 perform simple keyboard accompaniments and play parts from a musical score 3.A.6 demonstrate physical response to music through movement or dance 3.A.8 demonstrate a basic knowledge of approaches to general music instruction, materials, and literature for students of varying abilities 3.A.9 demonstrate the understandings and skills necessary to choose appropriate current technology and integrate its use into instruction for music classroom and ensemble settings in kindergarten through grade 12 3.D.1 understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents 3.D.2 understand and apply the research base for and the best practices of kindergarten or primary, intermediate, and middle level and high school education 3.A.4 demonstrate basic skills and techniques for playing typical classroom instruments including recorder or fretted instruments 3.A.6 demonstrate physical response to music through movement or dance 3.A.8 demonstrate a basic knowledge of approaches to general music instruction, materials, and literature for students of varying abilities 3.A.10 demonstrate a basic knowledge of the interrelationship of music with other art forms and disciplines 3.D.7 understand the role and purpose of co-‐curricular and extracurricular
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MU3701 CHORAL CONDUCTING AND METHODS I
MU3702 CHORAL CONDUCTING AND METHODS II
activities in the teaching and learning process 3.E.2 the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction including the ability to develop and implement effective vocabulary strategies that help students understand words including domain-‐specific words 3.B.3 interpret choral music scores with an understanding of range, tessitura, phrasing, diction, and articulation 3.B.7 rehearse and conduct small and large vocal and choral performance ensembles 3.D.3 develop curriculum goals and purposes based on the central concepts of vocal or instrumental music and know how to apply instructional strategies and materials for achieving student understanding of this discipline 3.B.2 demonstrate ability to accompany a vocal ensemble on a keyboard instrument 3.B.3 interpret choral music scores with an understanding of range, tessitura, phrasing, diction, and articulation 3.B.5 know vocal and choral instructional materials and solo and ensemble repertoire, representing diverse periods and cultures, and beginning, intermediate, and advanced levels from kindergarten through grade 12 3.B.6 demonstrate understandings and skills of vocal performance pedagogy and vocal health, including the child voice and the changing voice 3.D.2 understand and apply the research base for and the best practices of kindergarten or primary, intermediate, and middle level and high school education
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MU 3705 INSTRUMENTAL CONDUCTING I MU3706 INSTRUMENTAL CONDUCTING II
3.D.3 develop curriculum goals and purposes based on the central concepts of vocal or instrumental music and know how to apply instructional strategies and materials for achieving student understanding of this discipline 3.C.6 rehearse and conduct small and large instrumental ensembles 3.C.2 interpret scores designed for instrumental ensembles and understand bowing, fingering, or articulation specific to percussion, string, and wind instruments
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8710.2000 SEP Core for all Minnesota Teachers The following classes fulfill core standards. Standards are documented as Subpart, standard #, standard, letter (2.3.E = Subpart two, standard 3.E).
COURSE
MN BOARD OF TEACHING CORE STANDARDS
MU 3607 INSTRUMENTAL MUSIC METHODS
2.3.E assess both individual and group performance and design developmentally appropriate instruction that meets the student's current needs in the cognitive, social, emotional, moral, and physical domains; 5.4.K use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning 6.5.O maximize the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals 6.5.R organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals. 7.6.K use a variety of media communication tools, including audiovisual aids and computers, including educational technology, to enrich learning opportunities. 8.7.B plan instruction using contextual considerations that bridge curriculum and student experiences 8.7.H plan for the management of technology resources within the context of learning activities and develop strategies to manage student learning in a technology-‐integrated environment. 9.8.F use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities 10.9.M understand the role of continuous development in technology knowledge and skills representative of technology applications for education.
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MU3608 TEACHING ELEMENTARY MUSIC I
3.2.F link new ideas to familiar ideas; make connections to a student's experiences; provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks; and 3.2.G use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking. 4.3.R identify and apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 5.4.A Understand Minnesota’s graduation standards and how to implement them; 5.4.C Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies 5.4.D Nurture the development of student critical thinking, independent problem solving, and performance capabilities; 5.4.G Use multiple teaching and learning strategies to engage student s in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources 5.4.J develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and present varied perspectives to encourage critical thinking 5.4.L develop, implement, and evaluate lesson plans that include methods and strategies to maximize learning that incorporate a wide variety of materials and technology resources. 6.5.N organize, allocate, and manage the resources of time, space, activities, and
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attention to provide active engagement of all students in productive tasks; 6.5.P develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning 7.6.J know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-‐taking and problem-‐solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question 8.7.A understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals 9.8.A be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501 9.8.C understand the purpose of and differences between assessment and evaluation 9.8.J evaluate the effect of class activities on both individuals and the class as a whole using information gained through observation of classroom interactions, questioning, and analysis of student work 9.8.M responsibly communicate student progress based on appropriate indicators to students, parents or guardians, and other colleagues. 10.9.M understand the role of continuous development in technology knowledge and skills representative of technology applications for education. 11.10.G collaborate with other professionals to improve the overall learning environment for students
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MU3609 TEACHING ELEMENTARY MUSIC II
11.10.M understand the social, ethical, legal, and human issues surrounding the use of information and technology in prekindergarten through grade 12 schools and apply that understanding in practice 3.2.A understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning 3.2.B understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions 3.2.H demonstrate knowledge and understanding of concepts related to technology and student learning. 4.3.B know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents 4.3.K identify and design instruction appropriate to a student's stages of development, learning styles, strengths, and needs 4.3.L use teaching approaches that are sensitive to the varied experiences of students and that address different learning and performance modes 4.3.M accommodate a student's learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes 4.3.R identify and apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 5.4.E demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs 5.4.F design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests
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5.4.J develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and present varied perspectives to encourage critical thinking 5.4.K use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning 5.4.L develop, implement, and evaluate lesson plans that include methods and strategies to maximize learning that incorporate a wide variety of materials and technology resources. 6.5.C know how to create learning environments that contribute to the self-‐ esteem of all persons and to positive interpersonal relations 6.5.E understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom 6.5.G understand how participation supports commitment 7.6.D know effective verbal, nonverbal, and media communication techniques; 7.6.K use a variety of media and educational technology to enrich learning opportunities. 8.7.A understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals 8.7.C plan instructional programs that accommodate individual student learning styles and performance modes 8.7.E design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress
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8.7.F implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired 8.7.Hplan for the management of technology resources within the context of learning activities and develop strategies to manage student learning in a technology-‐integrated environment. 9.8.B understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-‐referenced and norm-‐ referenced instruments, traditional standardized and performance-‐based tests, observation systems, and assessments of student work 9.8.D understand measurement theory and assessment-‐related issues, including validity, reliability, bias, and scoring concerns 9.8.E select, construct, and use assessment strategies, instruments, and technologies appropriate to the learning outcomes being evaluated and to other diagnostic purposes 9.8.G use varied and appropriate formal and informal assessment techniques including observation, portfolios of student work, teacher-‐made tests, performance tasks, projects, student self-‐assessments, peer assessment, and standardized tests 9.8.I implement students' self-‐assessment activities to help them identify their own strengths and needs and to encourage them to set personal goals for learning 9.8.N use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
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MU3701 CHORAL CONDUCTING AND METHODS I MU3702 CHORAL CONDUCTING AND METHODS II
MU 3705 INSTRUMENTAL CONDUCTING I MU 3706 INSTRUMENTAL CONDUCTING II
3.2.E assess both individual and group performance and design developmentally appropriate instruction that meets the student's current needs in the cognitive, social, emotional, moral, and physical domains 5.4.C understand principles and techniques, along with advantages and limitations, associated with various instructional strategies 5.4.H monitor and adjust strategies in response to learner feedback 6.5.D know how to help people work productively and cooperatively with each other in complex social settings 6.5.O maximize the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals 6.5.Q analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work 6.5.R organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals. 8.7.B plan instruction using contextual considerations that bridge curriculum and student experiences 6.5.D know how to help people work productively and cooperatively with each other in complex social settings 6.5.Q analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work
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