Jacob Wright
Standard 3: The teacher of PK-12 music has skills in reading and writing music.
Just as one would expect a history or math teacher to be knowledgeable in their content and able to read and explain the content, that expectation must be held for music teachers as well. As a music teacher I must be capable in the skills of reading and writing music.
A prime example of the application of this standard comes with beginning band, choir, orchestra, and early elementary music classes. We are teaching our students not only what music sounds like, but what it looks like. If a music teacher cannont discern a treble clef from a bass clef, or different notes on a staff, then we set our students and ourselves up for failure. Learning how to read music is just like learning how to read letters and words, it takes time and practice. Writing music is learned in the same manner. A music teacher must be capable in physically writing music, whether by hand or in a notation program. Keeping yourself as the teacher practiced in these skills allows you to help your students develop the skills themselves.
In my beginning classrooms I plan to quiz my students, using formal assessments, in reading and writing music. They will not be overwhelming tests, I plan to use these as a tool to not only help my students gain and retain information, but also to assess my success in teaching the content. To be involved in music, these skills are not optional for the teacher or the student. The teacher must be competent though, if the student is to be successful.
Standard 3: The teacher of PK-12 music has skills in reading and writing music.
Just as one would expect a history or math teacher to be knowledgeable in their content and able to read and explain the content, that expectation must be held for music teachers as well. As a music teacher I must be capable in the skills of reading and writing music.
A prime example of the application of this standard comes with beginning band, choir, orchestra, and early elementary music classes. We are teaching our students not only what music sounds like, but what it looks like. If a music teacher cannont discern a treble clef from a bass clef, or different notes on a staff, then we set our students and ourselves up for failure. Learning how to read music is just like learning how to read letters and words, it takes time and practice. Writing music is learned in the same manner. A music teacher must be capable in physically writing music, whether by hand or in a notation program. Keeping yourself as the teacher practiced in these skills allows you to help your students develop the skills themselves.
In my beginning classrooms I plan to quiz my students, using formal assessments, in reading and writing music. They will not be overwhelming tests, I plan to use these as a tool to not only help my students gain and retain information, but also to assess my success in teaching the content. To be involved in music, these skills are not optional for the teacher or the student. The teacher must be competent though, if the student is to be successful.
i_got_it_bad__piano_transcription_.pdf | |
File Size: | 1023 kb |
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counterpoint_composition_project.pdf | |
File Size: | 105 kb |
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