The items found in this section provide evidence of my fulfillment of the following standards: Charlotte Danielson's Framework for Teaching Domain 1 and the Idaho Standards for Music Teachers Standards 1, 2, and 7.
Domain 1: Planning and Preparation
1a. Demonstrating Knowledge of Content and Pedagogy
1b. Demonstrating Knowledge of Students
1c. Setting Instructional Outcomes
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Designing Student Assessments
1a. Demonstrating Knowledge of Content and Pedagogy
1b. Demonstrating Knowledge of Students
1c. Setting Instructional Outcomes
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Designing Student Assessments
Idaho Standards for Music Teachers
Standard 1: Knowledge of Subject Matter--The teacher understands the central concepts, tools of inquiry, and structures of the discipline taught and creates learning experiences that make these aspects of subject matter meaningful for students.
KNOWLEDGE
1. The teacher understands how to find and select appropriate music repertoire for various educational purposes.
2. The teacher knows representative solo, small ensemble, and large ensemble works of the past and present.
3. The teacher understands how to perform written accompaniments on a music keyboard or chord instrument and how to transpose accompaniments to appropriate keys.
4. The teacher knows techniques in improvising, composing, and arranging music.
5. The teacher knows fundamental and pedagogical techniques to teach wind, string, and percussion instruments to beginning students in groups.
6. The teacher knows the fundamental vocal and pedagogical techniques to teach effective use of the voice.
7. The teacher knows the technical and symbolic language of music.
8. The teacher understands how to evaluate music and music performance.
9. The teacher understands the acoustical challenges of presenting successful performances in various types of facilities.
PERFORMANCE
1. The teacher demonstrates and ability to improvise, compose and arrange in a variety of styles and settings.
2. The teacher sufficiently performs in wind, string, and percussion instruments to teach beginning students in groups.
3. The teacher demonstrates fundamental vocal and pedagogical skill to teach effective use of the voice.
4a. The instrumental teacher demonstrates experience in instrumental solo and ensemble performance.
4b. The vocal teacher demonstrates experience in vocal solo and ensemble performances.
5a. The instrumental teacher effectively uses the singing voice for instructional purposes.
5b. The vocal teacher effectively uses at least one instrument for instructional purposes.
Standard 2: Knowledge of Human Development and Learning--The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.
Standard 7: Instructional Planning Skills--The teacher plans and prepares instruction based on knowledge of subject matter, students, the community, curriculum goals, and instructional strategies.
KNOWLEDGE
1. The teacher knows how to design and implement comprehensive music education opportunities in addition to traditional ensemble instructions (e.g., music appreciation, theory, history, and specialized ensembles such as madrigals, jazz choir, jazz band, and pep band).
2. The teacher understands the planning skills inherent in teaching and managing performances in various environments.
PERFORMANCE
1. The teacher designs a variety of musical learning opportunities for students (e.g., music appreciation, theory, and history).
2. The teacher modifies teaching plans based on a discriminating perception of in-class activities.
KNOWLEDGE
1. The teacher understands how to find and select appropriate music repertoire for various educational purposes.
2. The teacher knows representative solo, small ensemble, and large ensemble works of the past and present.
3. The teacher understands how to perform written accompaniments on a music keyboard or chord instrument and how to transpose accompaniments to appropriate keys.
4. The teacher knows techniques in improvising, composing, and arranging music.
5. The teacher knows fundamental and pedagogical techniques to teach wind, string, and percussion instruments to beginning students in groups.
6. The teacher knows the fundamental vocal and pedagogical techniques to teach effective use of the voice.
7. The teacher knows the technical and symbolic language of music.
8. The teacher understands how to evaluate music and music performance.
9. The teacher understands the acoustical challenges of presenting successful performances in various types of facilities.
PERFORMANCE
1. The teacher demonstrates and ability to improvise, compose and arrange in a variety of styles and settings.
2. The teacher sufficiently performs in wind, string, and percussion instruments to teach beginning students in groups.
3. The teacher demonstrates fundamental vocal and pedagogical skill to teach effective use of the voice.
4a. The instrumental teacher demonstrates experience in instrumental solo and ensemble performance.
4b. The vocal teacher demonstrates experience in vocal solo and ensemble performances.
5a. The instrumental teacher effectively uses the singing voice for instructional purposes.
5b. The vocal teacher effectively uses at least one instrument for instructional purposes.
Standard 2: Knowledge of Human Development and Learning--The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.
Standard 7: Instructional Planning Skills--The teacher plans and prepares instruction based on knowledge of subject matter, students, the community, curriculum goals, and instructional strategies.
KNOWLEDGE
1. The teacher knows how to design and implement comprehensive music education opportunities in addition to traditional ensemble instructions (e.g., music appreciation, theory, history, and specialized ensembles such as madrigals, jazz choir, jazz band, and pep band).
2. The teacher understands the planning skills inherent in teaching and managing performances in various environments.
PERFORMANCE
1. The teacher designs a variety of musical learning opportunities for students (e.g., music appreciation, theory, and history).
2. The teacher modifies teaching plans based on a discriminating perception of in-class activities.