INTASC Standard #1
Knowledge of Subject Matter
The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
[Headings for INTASC standards are taken from - Campbell, D.M. et al. (1997). How to develop a professional portfolio: A manual
Knowledge of content is a vital component of being an effective teacher. Content and pedagogy are parts of a whole that are dependent on each other. Knowledge of pedagogy without knowledge of content is not going to provide for successful teaching. Music is our chosen medium through which to educate students. Therefore, we must be experts in that medium or we will be ineffectual in the transmission of knowledge to students. As a result of my recognition of the vital importance of being an expert in my field, I have striven to acquire as much knowledge in as many facets of music as possible. The two main ways I have acquired this knowledge is through coursework and teaching experiences outside of the university classroom.
I have acquired knowledge in music theory and music history. I have developed my aural skills to a point of proficiency in error detection and pitch distinction. My knowledge of the construction of music through coursework in form and analysis as well as fundamentals of music theory have been developed to a point of proficiency in arranging music for different sized instrumental ensembles. I understand the history of my art form and how it has shaped and been shaped by culture. I also understand the various ways that music can be connected to other disciplines for a cross-curricular approach to education.
I have striven for proficiency on my musical media: flute, piano and voice. Additionally, I have completed coursework that has provided me with a basic understanding of all the musical instruments in common practice today. I understand the basics of tone production, technique and some common idiosyncrasies of the different instruments. I have experience in all levels and types of instrumental and general music education. I have learned the fundamentals of and ways to implement a philosophy of comprehensive musicianship in my classroom. Most importantly, I have compiled resource binders for all the instrument families and the various types and levels of instruction, such as elementary general music and jazz.
I have acquired an understanding of the societal and historical perspectives of education and the various theories in the field of education. I have connected these concepts to a music program and considered how society, history and my program will intersect. I have knowledge of psychology and its role in education as well as the impact education has on the psychological development of students.
In the pursuit of content mastery, I have taken it upon myself to acquire knowledge above and beyond the curricular requirements. I have taken courses in advanced conducting, jazz pedagogy and marching band techniques. My completion of these courses has contributed to my knowledge base and ability to effectively teach instrumental music.
Most important in my collection of knowledge has been my field experiences. I have taught elementary general music, middle school band, high school jazz band, high school marching band and high school concert band. I have learned incredibly from my preparation and execution of these lessons. Lastly, I have learned a great deal about the administration and reality of school music programs through my positions as a marching band technician with Terre Haute North Vigo High School and Muncie Central High School.
I have acquired knowledge in music theory and music history. I have developed my aural skills to a point of proficiency in error detection and pitch distinction. My knowledge of the construction of music through coursework in form and analysis as well as fundamentals of music theory have been developed to a point of proficiency in arranging music for different sized instrumental ensembles. I understand the history of my art form and how it has shaped and been shaped by culture. I also understand the various ways that music can be connected to other disciplines for a cross-curricular approach to education.
I have striven for proficiency on my musical media: flute, piano and voice. Additionally, I have completed coursework that has provided me with a basic understanding of all the musical instruments in common practice today. I understand the basics of tone production, technique and some common idiosyncrasies of the different instruments. I have experience in all levels and types of instrumental and general music education. I have learned the fundamentals of and ways to implement a philosophy of comprehensive musicianship in my classroom. Most importantly, I have compiled resource binders for all the instrument families and the various types and levels of instruction, such as elementary general music and jazz.
I have acquired an understanding of the societal and historical perspectives of education and the various theories in the field of education. I have connected these concepts to a music program and considered how society, history and my program will intersect. I have knowledge of psychology and its role in education as well as the impact education has on the psychological development of students.
In the pursuit of content mastery, I have taken it upon myself to acquire knowledge above and beyond the curricular requirements. I have taken courses in advanced conducting, jazz pedagogy and marching band techniques. My completion of these courses has contributed to my knowledge base and ability to effectively teach instrumental music.
Most important in my collection of knowledge has been my field experiences. I have taught elementary general music, middle school band, high school jazz band, high school marching band and high school concert band. I have learned incredibly from my preparation and execution of these lessons. Lastly, I have learned a great deal about the administration and reality of school music programs through my positions as a marching band technician with Terre Haute North Vigo High School and Muncie Central High School.
Artifact 1: Ideal Music Program Research and Presentation
This artifact is a powerpoint presentation compiled by myself and two colleagues, Bethany Finnegan and Aaron Alexander, as a component of our coursework for Foundations of Education. The artifact is our presentation of research completed on high school music programs in the state of Indiana and our application of our knowledge of the sociological and historical perspectives of education on our ideal music program. This artifact demonstrates simultaneously my knowledge of the complexities of many real-life music programs, my knowledge of what I would want in an ideal situation and my knowledge of how social and historical perspectives on education would impact a music program. This artifact will prove an invaluable resource in future considerations of my music program, especially if I am lucky to have a scenario to build a program.
Artifact 2: University Interscholastic League Prescribed Music List
This artifact is a resource that I was informed about as part of my compilation of resources for my Band Literature course. This link is to the UIL Prescribed Music List which is a compilation of virtually every piece of band literature composed along with a grading scale by difficulty of piece. This link represents both my knowledge of band repertoire due to my familiarity with this site and my knowledge of a comprehensive resource with which find and explore band literature.