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Descriptive Statements:
- Demonstrate basic knowledge of various pedagogical approaches to music instruction.
- Sequence developmentally appropriate music activities for a given classroom scenario.
- Demonstrate knowledge of techniques for playing classroom and accompanying instruments.
- Demonstrate basic knowledge of various technologies for listening to, studying, creating, recording, and performing music.
- Demonstrate knowledge of various assessment tools for evaluating student progress toward learning goals to inform future instruction.
- Apply knowledge of strategies for planning and delivering instruction that ensures access, accommodation, and adaptation for all music learners in a variety of music classrooms and school music programs.
- Demonstrate knowledge of interdisciplinary connections between music, the related arts, and other content areas.
- Demonstrate knowledge of connections between music and the various experiences and identities of all students.
Sample Item:
Students are most likely to use a digital audio workstation (DAW) for which of the following activities?
- creating original musical compositions by layering multiple tracks
- playing keyboards with automatic chord functions to learn basic harmony
- completing drills of knowledge and skills in music theory and ear training
- directly entering standard musical notation using a MIDI keyboard
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. A digital audio workstation (DAW) is a platform or application used to record, create, edit, and produce digital audio using a variety of tools. Users can compose music by layering multiple tracks of original or pre-recorded audio and loops.
Descriptive Statements:
- Demonstrate knowledge of vocal ranges and classifications, stages of vocal maturation, and various types and characteristics of vocal and choral ensembles.
- Demonstrate knowledge of basic techniques for developing singing skills and maintaining vocal health.
- Apply knowledge of techniques for addressing typical problems encountered in vocal and choral performance.
- Demonstrate knowledge of types and characteristics of string, wind, brass, percussion, and keyboard instruments and types and characteristics of bands, orchestras, and other instrumental ensembles.
- Apply knowledge of basic techniques for playing string, wind, brass, percussion, and keyboard instruments and basic procedures related to instrument maintenance.
- Apply knowledge of techniques for addressing typical problems encountered in playing string, wind, brass, percussion, and keyboard instruments.
- Demonstrate knowledge of authentic heritage-based performance practices and decorum.
- Demonstrate knowledge of audience etiquette appropriate for various contexts, venues, genres, and purposes.
Sample Item:
Use the example below to answer the question that follows.
At which of the following ages is it most developmentally appropriate for children to begin singing harmonies and countermelodies in the vocal range in the example?
- 4 years old
- 7 years old
- 9 years old
- 13 years old
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. The example shows a range of B-flat to E. It is typically developmentally appropriate and safe for children who are 9–119 to 11 years old to sing within this range. This is also a common age range for children to begin singing harmonies and countermelodies, as they ideally have prepared through singing canons and partner songs in the lower elementary grades.
Descriptive Statements:
- Demonstrate knowledge of basic conducting patterns, techniques for communicating expression markings, and cuing techniques.
- Analyze score excerpts in terms of potential performance issues.
- Apply criteria to analyze, evaluate, and interpret various scores.
- Demonstrate knowledge of selecting appropriate repertoire for various vocal and instrumental ensembles, including general music classes, and for performance programs for a variety of purposes and contexts.
- Demonstrate knowledge of copyright laws related to music education.
Sample Item:
A conductor is leading an orchestra in a short musical passage in which all instruments play tied half notes simultaneously. The passage begins at a piano dynamic and gradually crescendos. Which of the following styles of conducting should the conductor use from one ictus to the next in order to most effectively lead the orchestra through the passage?
- smooth and flowing gesture, growing larger in size
- high and floating gesture without tension
- sharp and strong gesture with rapid rebound
- gliding gesture, decreasing in size
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. A conductor typically conducts a crescendo by gradually increasing the size of their gesture to represent the growing volume of the music. A smooth and flowing gesture that maintains the pulse of the musical passage is appropriate for indicating the connection between the tied half notes being played by the orchestra.
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