Standard 5: The teacher of PK-12 music has skills in selecting, analyzing, interpreting, presenting, and evaluating
music and music performance within the context of music education.
Standard five discusses the necessity of a teacher of PreK-12 music to have skills in selecting, analyzing, interpreting, presenting, and evaluating music and music performance within the context of music education. Teachers must be able to think critically about the information in any piece of music and be able to break the different aspects apart in a theoretical sense. While this is a crucial skill for teachers, they must also be able to do this in regards to where their respective students will be in their musical development. Music teachers must be able to look into a piece and understand how it will be of benefit to their students and present the concepts in a way that they understand.
I have personally worked very hard throughout college to develop my skills in music theory. I find it fascinating to look into and understand because it helps me gain a greater perspective into the purpose or techniques behind a piece. Before I even got to college, I studied theory with the skills of analyzing, interpreting, presenting, and evaluating music through my piano lessons and in theory classes in high school. From this experience, I was able to test out of music theory one and focus my efforts on the concepts in music theory two, three, and four at an earlier point in my career. I was very studious in this classes. The pieces I wrote in each respective class were selected to be performed on the University's compositions recitals and I was exempted from taking the theory four final for having the mark of an ‘A’ in the class before the final. I study music theory on the side and apply it to everything that I play.
These skills I have developed will be extraordinarily beneficial for my students. As I have refined my personal knowledge in music theory I have learned how to specifically apply it in the context of music education. With a healthy knowledge of music education, I have learned how to sequence the concepts so that students build skills of music theory that they need in order to become competent musicians. I know I will be able to analyze, interpret, present, and evaluate music in a way that will help my students gain knowledge that is pivotal for their education. For my students to be successful, I must know the ins and outs of what they are playing. I can use the skills I have developed in my undergraduate program to break concepts apart. Using the process of making unit studies and score analysis of pieces I can understand the concepts covered in specific pieces and how I can use them as tools to promote student learning in my class.
It is crucial for teachers of PreK-12 grade music to have the skills of selecting, analyzing, interpreting, presenting, and evaluating music and music performance within the context of music education. They must be able to understand music at all levels for the benefit of their students. If a music teacher cannot understand and master these concepts, how can they expect their students to have a proper, well-rounded music education? Music is built from fundamental skills and understandings and it is our job as teachers to be able to find them and music and teach them at the appropriate time.
I have personally worked very hard throughout college to develop my skills in music theory. I find it fascinating to look into and understand because it helps me gain a greater perspective into the purpose or techniques behind a piece. Before I even got to college, I studied theory with the skills of analyzing, interpreting, presenting, and evaluating music through my piano lessons and in theory classes in high school. From this experience, I was able to test out of music theory one and focus my efforts on the concepts in music theory two, three, and four at an earlier point in my career. I was very studious in this classes. The pieces I wrote in each respective class were selected to be performed on the University's compositions recitals and I was exempted from taking the theory four final for having the mark of an ‘A’ in the class before the final. I study music theory on the side and apply it to everything that I play.
These skills I have developed will be extraordinarily beneficial for my students. As I have refined my personal knowledge in music theory I have learned how to specifically apply it in the context of music education. With a healthy knowledge of music education, I have learned how to sequence the concepts so that students build skills of music theory that they need in order to become competent musicians. I know I will be able to analyze, interpret, present, and evaluate music in a way that will help my students gain knowledge that is pivotal for their education. For my students to be successful, I must know the ins and outs of what they are playing. I can use the skills I have developed in my undergraduate program to break concepts apart. Using the process of making unit studies and score analysis of pieces I can understand the concepts covered in specific pieces and how I can use them as tools to promote student learning in my class.
It is crucial for teachers of PreK-12 grade music to have the skills of selecting, analyzing, interpreting, presenting, and evaluating music and music performance within the context of music education. They must be able to understand music at all levels for the benefit of their students. If a music teacher cannot understand and master these concepts, how can they expect their students to have a proper, well-rounded music education? Music is built from fundamental skills and understandings and it is our job as teachers to be able to find them and music and teach them at the appropriate time.