Standard 1
The teacher of PK-12 music has skills in pedagogy (planning, delivering instruction,
and assessment for vocal, instrumental, and general music).
Students of all ages come into the music classroom with different interests and learning styles; it’s important for teachers to have a range of pedagogical skills in order to teach to multiple needs. In my undergraduate work I’ve gained experience teaching elementary students, middle school students, and my collegiate peers. A few of these experiences included my early field experience, substitute teaching, teaching multiple music camps, conducting the University Band, and organizing the Sigma Alpha Iota musical petting zoo.
Conducting the Kansas State University Band for a semester required the most planning and delivery of instruction from me. In this ensemble I was responsible for rehearsing both a chamber brass ensemble and full wind band twice a week in preparation for concert. This experience also prepared me in planning as I had to know the music before the students, anticipate potential rehearsal issues, and provide a lesson plan for each class with a method of assessment incorporated within it.
As Service Chair for the Sigma Alpha Iota, Kappa Upsilon chapter, I took the lead in planning the annual musical petting zoo. This event required me to build connections with area elementary schools and businesses. The planning of this event began months in advance. On the day of the event, it provided me and the entire fraternity with the chance to exercise our teaching skills as young students tested out every band, string, and percussion instrument provided.
It’s also important for teachers to have a background in performance. My schooling has placed me in opportunities to participate in vocal and instrumental solos and ensembles. I have played in multiple ensembles, performed vocal solos, and given a joint recital. Other exposures include techniques courses in all instrument families, sight singing and ear training, and piano proficiencies. The performance aspects of my education are beneficial to students in the classroom because they enable me to model music in the correct styles and techniques. Performing has also aided in building a developmentally-diverse repertoire of small/large ensemble and solo works for my students to study.
As a new teacher I acknowledge the fact that there will always be more to learn. I will not always have the answers, but I fully intend to access my resources that can provide them. I attend KMEA events, I am a member of NAfME, I have resources and colleagues from Conn-Selmer Institute, and maintain strong bridges with my university professors and previous cooperating teachers in Kansas school districts. With my experiences and resources, I feel I have built up my abilities and exemplify pedagogical skills to a level that will benefit my students.
Conducting the Kansas State University Band for a semester required the most planning and delivery of instruction from me. In this ensemble I was responsible for rehearsing both a chamber brass ensemble and full wind band twice a week in preparation for concert. This experience also prepared me in planning as I had to know the music before the students, anticipate potential rehearsal issues, and provide a lesson plan for each class with a method of assessment incorporated within it.
As Service Chair for the Sigma Alpha Iota, Kappa Upsilon chapter, I took the lead in planning the annual musical petting zoo. This event required me to build connections with area elementary schools and businesses. The planning of this event began months in advance. On the day of the event, it provided me and the entire fraternity with the chance to exercise our teaching skills as young students tested out every band, string, and percussion instrument provided.
It’s also important for teachers to have a background in performance. My schooling has placed me in opportunities to participate in vocal and instrumental solos and ensembles. I have played in multiple ensembles, performed vocal solos, and given a joint recital. Other exposures include techniques courses in all instrument families, sight singing and ear training, and piano proficiencies. The performance aspects of my education are beneficial to students in the classroom because they enable me to model music in the correct styles and techniques. Performing has also aided in building a developmentally-diverse repertoire of small/large ensemble and solo works for my students to study.
As a new teacher I acknowledge the fact that there will always be more to learn. I will not always have the answers, but I fully intend to access my resources that can provide them. I attend KMEA events, I am a member of NAfME, I have resources and colleagues from Conn-Selmer Institute, and maintain strong bridges with my university professors and previous cooperating teachers in Kansas school districts. With my experiences and resources, I feel I have built up my abilities and exemplify pedagogical skills to a level that will benefit my students.