Alabama Administrative Code
Title 290 - ALABAMA STATE BOARD OF EDUCATION
Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES
Section 290-3-3-.35 - Music - Choral And Instrumental (Grades P-12)

Universal Citation: AL Admin Code R 290-3-3-.35

Current through Register Vol. 42, No. 11, August 30, 2024

(1) Rationale. Candidates must be able to work on musical problems by combining their capabilities in performance; aural, verbal, and visual analysis; composition and improvisation; history and repertory; and technology. Prospective teachers must demonstrate achievement of professional, entry-level competence in the major area, including significant technical mastery, capability to produce work and solve professional problems independently, and a coherent set of artistic/intellectual goals that are evident in their work. Prospective teachers are expected to communicate musical ideas, concepts, and requirements to professionals and laypersons related to the practice of the major field. The standards build upon the National Association of Schools of Music (NASM) standards and Alabama Core Teaching Standards.

EPPs with music programs accredited by NASM are not required to respond to Alabama's music-specific rules. EPPs seeking NASM accreditation must meet Rule 290-3-3-.35(2) and (2)(a) -(e). EPPs not intending to seek NASM accreditation must respond to Rule 290-3-3-.35(2) and (2)(f) -(l).

(2) Program Curriculum. In addition to meeting Rules 290-3-3-.03(6)(a)1. -4., 290-3-3-.03(6)(e)1.(i) -(iii) and 2.(i) and (iv), 290-3-3-.04, 290-3-3-.05, and 290-3-3-.33, the teaching field shall require an academic major of at least 30 semester hours of credit with at least 18 semester hours of upper-division credit. Additional information is provided in the definition for academic major in Rule 290-3-3-.01(2). Both choral and instrumental music programs must respond to Rule 290-3-3-.35(a) through (e). Only choral programs must respond to Rule 290-3-3-.35(e)1. Only instrumental programs must respond to Rule 290-3-3-.35(e)2.

(a) Common Body of Knowledge.
1. Performance. Prior to program completion, candidates must acquire:
(i) Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.

(ii) An overview understanding of the repertory in their major performance area and the ability to perform from a cross-section of that repertory.

(iii) The ability to read at sight with fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to professional standards appropriate for the particular music concentration.

(iv) Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation. Rehearsal and conducting skills are required as appropriate to the particular music concentration.

(v) Keyboard competency as appropriate to the particular music concentration.

(vi) Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences that are varied both in size and nature and continuous throughout the program.

2. Musicianship Skills and Analysis. Prior to program completion, candidates must acquire:
(i) An understanding of the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.

(ii) Sufficient understanding of and capability with musical forms, processes, and structures to use this knowledge and skill in compositional, performance, analytical, scholarly, and pedagogical applications according to the requisites of their specializations.

(iii) The ability to place music in historical, cultural, and stylistic contexts.

3. Composition/Improvisation. Prior to program completion, candidates must acquire a rudimentary capacity to create original or derivative music.

4. History and Repertory. Prior to program completion, candidates must acquire basic knowledge of music history and repertories through the present time, including study and experience of musical language and achievement in addition to that of the primary culture encompassing the area of specialization.

5. Synthesis. Prior to program completion, candidates must be able to work on musical problems by combining, as appropriate to the issue, their capabilities in performance; aural, verbal, and visual analysis; composition/improvisation; and history and repertory.

(b) Music Competencies for all Music Teachers.
1. Conducting and Musical Leadership. The prospective music teacher must be a competent conductor, able to create accurate and musically expressive performances with various types of performing groups and in general classroom situations. Instruction in conducting includes score reading and the integration of analysis, style, performance practices, instrumentation, and conducting techniques.

2. Arranging. The prospective music teacher must be able to arrange and adapt music from a variety of sources to meet the needs and ability levels of individuals, school performing groups, and in classroom situations.

3. Functional Performance. In addition to the skills required for all musicians, functional performance abilities in keyboard and the voice are essential. Functional performance abilities in instruments appropriate to the candidate's teaching specialization are also essential.

4. Analysis/History/Literature. The prospective music teacher should be able to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities. Candidates should be prepared to relate their understanding of music with respect to styles, literature, multiple cultural sources, and historical development, both in general and as related to their area(s) of specialization.

(c) Knowledge, Skills and Experiences for all Music Teachers. Prior to program completion, prospective music teachers must have:
1. Knowledge and skills sufficient to teach beginning students on instruments and/or in voice as appropriate to the chosen areas of specialization.

2. Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development in music education.

3. Experiences in solo vocal or instrumental performance.

4. Experiences in ensembles that are varied both in size and nature.

5. The ability to lead performance-based instruction in a variety of settings.

6. Laboratory experiences in teaching beginning students in a variety of specializations.

(d) Teaching Competencies for all Music Teachers. Prior to program completion, candidates must acquire:
1. Ability to teach music at various levels to different age groups and in a variety of classroom and ensemble settings in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization. This set of abilities includes effective classroom and rehearsal management.

2. An understanding of child growth and development and an understanding of principles of learning as they relate to music.

3. The ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan educational programs to meet assessed needs.

4. Knowledge of current methods, materials, and repertories available in various fields and levels of music education appropriate to the teaching specialization.

5. The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.

6. An understanding of evaluative techniques and ability to apply them in assessing both the musical progress of students and the objectives and procedures of the curriculum.

(e) Teaching Competencies Unique to Choral or Instrumental Music.
1. Choral Music. Prior to program completion, candidates must acquire:
(i) Vocal and pedagogical skill sufficient to teach effective use of the voice.

(ii) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for choral music.

(iii) Experiences in solo vocal performance and in ensembles that are varied both in size and nature.

(iv) Performance ability sufficient to use at least one instrument as a teaching tool and to provide, transpose, and improvise accompaniments.

2. Instrumental Music. Prior to program completion, candidates must acquire:
(i) Knowledge of and performance ability on wind, string, and percussion instruments sufficient to teach beginning students effectively in groups.

(ii) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for instrumental music.

(iii) Experiences in solo instrumental performance and ensembles of varied size and nature.

(f) Functional Performance Competencies. Prior to program completion, candidates must acquire:
1. Keyboard competency.

2. Performance abilities in instruments appropriate to the candidate's teaching specialization.

3. Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.

4. The ability to read at sight with fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to professional standards appropriate for the particular music concentration.

5. An understanding of the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.

The ability to work on musical problems by synthesizing, as appropriate to the issue, capabilities in performance; aural, verbal, and visual analysis; composition/improvisation; and history and repertory.

7. Experiences in solo vocal or instrumental performance.

8. Experiences in ensembles that are varied in size and nature.

(g) Conducting and Musical Leadership. Prior to program completion, candidates must acquire:
1. The ability to create accurate and musically expressive performances with various types of performing groups.

2. An ability to read scores and integrate style, performance practices, instrumentation and conducting techniques.

3. An overview understanding of the repertory in their major performance area and the ability to perform from a cross-section of that repertory.

4. Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation.

5. Rehearsal and conducting skills required as appropriate to the particular music concentration.

6. Growth in artistry, technical skills, collaborative competence, and knowledge of repertory through leading regular ensemble experiences that are varied both in size and nature and continuous throughout the program.

(h) Arranging. Prior to program completion, candidates must acquire:
1. A rudimentary capacity to create original or derivative music.

2. The ability to arrange and adapt music from a variety of sources to meet the needs and ability levels of individuals and school performing groups.

(i) Analysis/History/Literature. Prior to program completion, candidates must acquire:
1. Knowledge of music history and repertories through the present time, including study and experience of musical language and achievement in addition to that of the primary culture encompassing the area of specialization.

2. The ability to relate their understanding of music with respect to styles, literature, multiple cultural sources, and historical development, both in general and as related to their area(s) of specialization.

3. The ability to place music in historical, cultural, and stylistic contexts.

4. Sufficient understanding of and capability with musical forms, processes, and structures to use this knowledge and skill in compositional, performance, analytical, scholarly, and pedagogical applications according to the requisites of their specializations.

(j) Teaching Competencies. Prior to program completion, candidates must acquire:
1. An understanding of child growth and development and the principles of learning as they relate to music.

2. Knowledge of repertories available in various fields and levels of music education appropriate to the teaching specialization.

3. The ability to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities.

4. Understanding of evaluative techniques and ability to apply them in assessing both the musical progress of students and the objectives and procedures of the curriculum.

5. The ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan educational programs to meet assessed needs.

6. The ability to teach music at various levels to different age groups and in a variety of classroom and ensemble settings in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization.

7. The ability to lead performance-based instruction in a variety of school settings.

8. The ability to create accurate and musically expressive performances with various types of performing group in schools.

9. The ability to manage music classrooms and rehearsals effectively.

10. Knowledge and skills sufficient to teach beginning students on instruments and/or in voice as appropriate to the chosen areas of specialization.

11. Field experiences in teaching beginning students in the area(s) of specialization, individually, in small groups, and in larger classes.

(k) Teaching Competencies Unique to Choral or Instrumental Music.
1. Choral Music. Prior to program completion, candidates must acquire:
(i) Vocal and pedagogical skill sufficient to teach effective use of the voice.

(ii) Knowledge of and ability to use content, methodologies, philosophies, materials, equipment, technologies, and curriculum development in effective choral music education.

(iii) Experiences in teaching solo vocal performance and in ensembles that are varied both in size and nature.

Performance ability sufficient to use at least one instrument as a teaching tool and to provide, transpose, and improvise accompaniments.

2. Instrumental Music. Prior to program completion, candidates must acquire:
(i) Knowledge of and performance ability on wind, string, and percussion instruments sufficient to teach beginning students effectively in groups.

(ii) Knowledge of and ability to use content, methodologies, philosophies, materials, equipment, technologies, and curriculum development in effective instrumental music education.

(iii) Experiences in teaching solo instrumental performance and in ensembles of varied size and nature.

(l) Professionalism. Prior to program completion, candidates must acquire:
1. Personal commitment to the art of music and music education by participating in professional development in both areas.

2. The ability to lead students to an understanding of music, as a means of communication, and as a part of their culture.

3. The ability to inspire others and to excite the imagination of students, engendering a respect for music and a desire for musical knowledge and experiences.

4. The ability to present the goals and objectives of a music program effectively to parents, professional colleagues, and administrators.

5. The knowledge to work productively within specific education systems to promote scheduling patterns that optimize music instruction, manage budgets, raise funds, and plan field trips.

6. Experiences in professional development in both music and music education and demonstrate using the results to improve musicianship and teaching skills.

Previous Rule.32 was renumbered.35 per certification published August 31, 2021; effective October 15, 2021.

Author: Dr. Eric G. Mackey

Statutory Authority: Code of Ala. 1975, §§ 16-3-16, 16-23-14.

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