520-102 Music in Childhood Education
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.
  1. Demonstrate knowledge of the basic music concepts, elements, media, instruments, and creative processes for music.
  2. Recognize and define content terms within given music.
  3. Recognize the interrelationships between music and the other core content areas.
  4. 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 social studies.
  5. Create learning experiences that integrate music into the core subjects to make learning meaningful.
  6. Understand and articulate the multiple intelligence theory as it relates to learning styles and artistic domains for creative problem solving.
  7. Understand the appropriate musical skills (singing, piano, recorder, autoharp) used in an elementary classroom.
  8. 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.
  1. Design integrated lesson plans, learning materials and opportunities that match intellectual, social, affective and psychomotor needs of students.
  2. Recognize music a motivational tool that contributes in unique ways to a positive learning environment with active engagement and audience appreciation.
  3. Respect artistic individuality within and across the developmental areas.

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.
  1. Create culturally appropriate learning materials for integrated arts lessons.
  2. Create learning materials that assist the educationally challenged, the gifted learners and accommodate a variety of learning styles.
  3. Articulate and incorporate the multiple intelligence theory in energizers, strategies and integrated arts lessons for diverse learners.
  4. 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 skills.
  1. Create a variety of appropriate music activities and use a variety of methods.
  2. Match music activities to selected learning objectives.
  3. 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.
  1. 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.
  2. 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.
  3. Recognize and offer opportunities for both overt and covert active participation in the classroom when integrating music.
  4. Integrate the use of children's literature and other media materials into the classroom environment.
  5. Use graphs, charts, and pictures as teaching tools in constructing lessons.
  6. Utilize community resources in developing learning sequences that integrate the arts.
  7. Gather a variety of materials useful for integrating music, such as recordings, instruments, books, puppets, props, journal articles, technology based materials.
  8. Organize big ideas and materials in music.
  9. 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.
  1. Orally share information with others in the area of music.
  2. Use media communication techniques to foster active inquiry, collaboration, and interaction when integrating music into the regular classroom.
  3. 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.
  1. Develop lesson plan activities that integrate music with a specific topic in social studies, science, math, and/or language arts.
  2. Adapt learning plans to needs of individuals and groups.
  3. Teach peers ice breaker activities for creating a caring community.
  4. Teach peers songs using the rote and the rote-note processes.
  5. 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.
  6. Choose songs for students that are relevant and age appropriate.
  7. 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 learner.
  1. Recognize the relationship between teaching and assessment. 
  2. Design appropriate formative and summative evaluation instruments for teaching music activities within a lesson.
  3. 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 professionally.
  1. Identify a multiple intelligences personal profile of strengths and areas for improvement; and discuss how this knowledge may impact teaching in a classroom. 
  2. Ask meaningful questions to guide personal learning in the area of the arts and relate those questions to teaching in a classroom.
  3. Do research to find information and resources for development of lessons that integrate music.
  4. Write reflections of student learning and team instruction; and propose solutions for lesson improvement.
  5.  Learn by listening to and observing others.
  6. Appreciate music as process and product, and recognize both are essential for effective arts integration.
  7. Recognize music can be interpreted in many ways and are open to a variety of viewpoints.
  8. Participate in discussions and a variety of hands-on musical activities.

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.
  1. 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.
  2. 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.
  3. Utilize the National Standards for Music Education as curriculum guides and when writing lesson objectives.
  4. Participate in team teaching of music strategies, ice breakers, activities, and lessons.
  5. 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.
  1. Identify ways of appropriately integrating technology in integrated music activities.
  2. Develop music experiences where appropriate integration of technology enhances learning.
  3. Support ethical use of media.
  4. Use the Internet for developing lessons that integrate music with social studies, science, math and language arts.