9: The 21st Century Music Educator
- Page ID
- 310516
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Majoring in music education provides an opportunity to earn both a college degree and a teaching license. In some states, you will become certified to teach both vocal and instrumental music for grades K–12. Others are broken down by grade-level of student or by vocal/instrumental focus. To find what your state requires for teacher licensure, see your state’s Department of Education website to find the most up-to-date information. At the time of this publication, 49 states offered an all-level music teacher license (K–12 or P–12) and, in more than 30 of those, it was the only license available. If your desire is to teach high school band, that is certainly possible but know that you will be spending practicum and student teaching time at the elementary level as well and will have some coursework with a vocal focus as well. If you are thinking about attending college in a state other than the one in which you will be teaching, you will be able to see if there are additional requirements to obtain a license or, at the very least, find contact information for someone who can help.
A music education major must not just have a desire to teach music, but students. If you’re looking to major in education merely for a steady paycheck, you’re in the wrong place! The profession needs people who are excited to share their passion with others. We feel very fortunate that music is the subject through which we reach students.
- 9.1: Dispositions
- This page discusses five key dispositions considered vital in teacher education programs. These qualities are caring, involving empathy and enthusiasm; communication, highlighting effective interpersonal skills; creativity, necessitating adaptability and resourcefulness; critical reflection, emphasizing self-evaluation and maintaining high expectations; and professionalism, entailing a strong work ethic and serving as a responsible role model.
- 9.2: InTASC Standards
- This text describes the teacher standards set by the Interstate Teacher Assessment and Support Consortium, which are primarily assessed through portfolios during degree programs. It outlines the 10 standards in four categories: The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility. It also mentions that different states have varying requirements for teacher licensure, including standardized tests like Praxis or portfolios like edTPA.
- 9.3: National Core Arts Standards
- The 2014 Music Standards aim to guide educators in providing unified arts education from Pre-K to high school, focusing on music literacy and broadening its definition beyond standard notation. The standards promote students' engagement in Creating, Performing, and Responding, aligning with traditional musical processes. There are five strands: Music, Harmonizing Instruments, Theory and Composition, Traditional and Emerging Ensembles, and Technology, accommodating different experience levels.
- 9.4: NASM Standards
- The National Association of Schools of Music (NASM) provides accreditation for music programs through established standards and processes. These standards include desirable attributes and essential competencies for prospective music teachers, focusing on commitment to music, leadership, and the ability to inspire and communicate effectively. NASM outlines various competencies in conducting, performance, and teaching methods.
- 9.5: The Future of Music Education
- The text discusses the challenges and evolving needs in music education within American schools, emphasizing the importance of diversifying music programs beyond traditional Western European focuses. It highlights a lack of diversity among preservice teacher candidates due to biased admission criteria and calls for broader opportunities in music education that cater to a wider range of students.