520-102 Music in
Alignment with INTASC Professional Standards
Principle #1: CONTENT KNOWLEDGE--The candidate
understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
- Demonstrate knowledge of the basic music concepts, elements,
media, instruments, and creative processes for music.
- Recognize and define content terms within given music.
- Recognize the interrelationships between music and the other
core content areas.
- Create organized learning experiences that help children learn
the knowledge, skills, attitudes and values of music and provide opportunities
for integration with other disciplines such as language arts, science, math and
- Create learning experiences that integrate music into the core
subjects to make learning meaningful.
- Understand and articulate the multiple intelligence theory as it
relates to learning styles and artistic domains for creative problem solving.
- Understand the appropriate musical skills (singing, piano,
recorder, autoharp) used in an elementary classroom.
- Demonstrate knowledge of Piaget, Maslow, Erickson and Vygotskys’
theories and how they support integration of the arts.
Principle #2: LEARNING AND DEVELOPMENT--The candidate
understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social and personal development.
- Design integrated lesson plans, learning materials and
opportunities that match intellectual, social, affective and psychomotor needs
- Recognize music a motivational tool that contributes in unique
ways to a positive learning environment with active engagement and audience
- Respect artistic individuality within and across the
Principle #3: DIVERSE LEARNERS--The candidate
understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
- Create culturally appropriate learning materials for integrated
- Create learning materials that assist the educationally
challenged, the gifted learners and accommodate a variety of learning styles.
- Articulate and incorporate the multiple intelligence theory in
energizers, strategies and integrated arts lessons for diverse learners.
- Recognize students will experience and learn about music in a
variety of ways.
Principle #4: INSTRUCTIONAL STRATEGIES--The candidate
understands and uses a variety of instructional strategies to encourage
students' development of critical thinking, problem solving, and performance
- Create a variety of appropriate music activities and use a
variety of methods.
- Match music activities to selected learning objectives.
- Understand and use various teaching methods and techniques in
the integration of music into the regular classroom.
Principle #5: CLASSROOM MANAGEMENT--The candidate
uses an understanding of individual and group motivation and behavior to create
a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
- Create a classroom with multiple teaching resources so that the
environment engages the learner in positive social interaction, active
learning, and self-motivation when integrating music.
- Identify the advantages and limitations of textbooks, curriculum
guides, kits, games, dvds, and computer programs and design a classroom in
which these materials provide for active learning.
- Recognize and offer opportunities for both overt and covert
active participation in the classroom when integrating music.
- Integrate the use of children's literature and other media
materials into the classroom environment.
- Use graphs, charts, and pictures as teaching tools in
- Utilize community resources in developing learning sequences
that integrate the arts.
- Gather a variety of materials useful for integrating music, such
as recordings, instruments, books, puppets, props, journal articles, technology
- Organize big ideas and materials in music.
- Construct meaningful music materials.
Principle #6: COMMUNICATION--The candidate
uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
- Orally share information with others in the area of music.
- Use media communication techniques to foster active inquiry,
collaboration, and interaction when integrating music into the regular
- Recognize the variety of ways music communicate ideas
linguistically, spatially, aurally, kinesthetically and musically.
Principle #7: PLANNING INSTRUCTION--The candidate
plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
- Develop lesson plan activities that integrate music with a
specific topic in social studies, science, math, and/or language arts.
- Adapt learning plans to needs of individuals and groups.
- Teach peers ice breaker activities for creating a caring
- Teach peers songs using the rote and the rote-note processes.
- Design and team-teach elementary students in developmentally
appropriate, sequential, integrated music activities for development of problem
solving, creative and critical thinking skills, based on the National Standards
for Music Education.
- Choose songs for students that are relevant and age appropriate.
- Observe and interact with elementary students to recognize their
individual strengths and preferences and use this information to encourage and
facilitate each student’s learning music.
Principle #8: ASSESSMENT--The candidate
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of the
- Recognize the relationship between teaching and
- Design appropriate formative and summative evaluation
instruments for teaching music activities within a lesson.
- Identify and utilize a variety of authentic music assessment
tools in evaluating learning experiences.
Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--The candidate
is a reflective practitioner who continually evaluates the effects of his/her
choices and actions on others (students, parents, and other professionals in
the learning community) and who actively seeks out opportunities to grow
- Identify a multiple intelligences personal profile of strengths
and areas for improvement; and discuss how this knowledge may impact teaching
in a classroom.
- Ask meaningful questions to guide personal learning in the area
of the arts and relate those questions to teaching in a classroom.
- Do research to find information and resources for development of
lessons that integrate music.
- Write reflections of student learning and team instruction; and
propose solutions for lesson improvement.
- Learn by listening to and observing others.
- Appreciate music as process and product, and recognize both are
essential for effective arts integration.
- Recognize music can be interpreted in many ways and are open to
a variety of viewpoints.
- Participate in discussions and a variety of hands-on musical
Principle #10: SCHOOL-COMMUNITY RELATIONS--The candidate
fosters relationships with school colleagues, parents, and agencies in the
larger community to support students' learning and well-being.
- Be aware of music agencies, professional organizations and
centers in the local community and how these agencies may be used as resources
for integrated music activities and lessons.
- Appreciate how the school and community offer a variety of resources
to enrich and support music programs and collaborate with others to use these
resources to promote music learning for students.
- Utilize the National Standards for Music Education as curriculum
guides and when writing lesson objectives.
- Participate in team teaching of music strategies, ice breakers,
activities, and lessons.
- Seek feedback regarding effectiveness of their instructional
choices and practices to improve their integration of music.
Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer
and other high and low technology into classroom teaching activities,
assessment and/or documentation.
- Identify ways of appropriately integrating technology in
integrated music activities.
- Develop music experiences where appropriate integration of
technology enhances learning.
- Support ethical use of media.
- Use the Internet for developing lessons that integrate music
with social studies, science, math and language arts.