1

!"#$% '(#)*(+ !+%,"-( !+%.()/0

1*#/ 1"-- '*( 23#-4#/%+0
5( 6%%7"$8 9%+:
2

!"#$%&' )* + ,"-'% .#/" 0%1&2-34 !2-5#6#728
1hls pro[ecL requlres your Leachlng phllosophy (maxlmum of 600 words). When conslderlng
your Leachlng phllosophy, you mlghL reflecL on Lhe followlng (Laken from ueveloploq o
ltofessloool 1eocbloq lbllosopby, wrlLLen by Luclnda Lear, nC1M, adapLed by ueborah Wallace,
nC1M, 2006):
WhaL ls a Leachlng phllosophy?
A. A phllosophy of Leachlng sLaLemenL ls a wrlLLen narraLlve LhaL summarlzes:
1. ?our concepL of Leachlng and learnlng
2. A descrlpLlon of how you Leach
3. An explanaLlon of why you Leach as you do

8. 1he sLaLemenL may:
1. uemonsLraLe reflecLlon, perspecLlve and purpose
2. CommunlcaLe your goals and expecLaLlons (aLLendance, parLlclpaLlon, pracLlce and
performance requlremenLs)
3. Lxplaln your cholces and preferences (age/level of sLudenLs, currlculum and
maLerlals lncludlng reperLolre, orlenLaLlon and long-range overvlew)

?our phllosophy deflnes !"# you Leach, #!$ you Leach, #!%& you Leach, #!" you Leach and
lmpacLs every deLermlnaLlon you make ln your professlonal llfe. lL may lnclude exLra-muslcal
llfe skllls you wanL your lessons Lo lmparL Lo your sLudenLs.

AddlLlonal resources lnclude:
A. WebslLes such as:
- Paugen, Lee. (1998, March). wtltloq o 1eocbloq lbllosopby 5totemeot. 8eLrleved
uecember 20, 2009, from lowa SLaLe unlverslLy, CenLer for 1eachlng Lxcellence
Web slLe: hLLp://www.celL.lasLaLe.edu/Leachlng/phllosophy.hLml
- unlverslLy of MlnnesoLa. (2009, uecember 10). wtltloq yoot teocbloq pbllosopby. A
step-by-step ptocess. 8eLrleved uecember 20, 2009, from Lhe unlverslLy of MlnnesoLa,
CenLer for 1eachlng and Learnlng webslLe:
hLLp://www1.umn.edu/ohr/Leachlearn/LuLorlals/phllosophy/lndex.hLml
8. 1exLs:
- 8aker-!ordan, M. (2003) ltoctlcol plooo peJoqoqy. 1be Jefloltlve text fot plooo
teocbets ooJ peJoqoqy stoJeots. Mlaml, lL: Warner 8ros. ubllcaLlons.
- !acobson, !. (2006) ltofessloool plooo teocbloq. A comptebeoslve plooo
peJoqoqy textbook fot teocbloq elemeototy level stoJeots. van nuys, CA: Alfred
ubllshlng Co.
- LllloL, uavld. (1993). Moslc mottets. A oew pbllosopby of moslc eJocotloo. new
?ork: Cxford unlverslLy ress.
- kllngensLeln, 8.C. (2009). 1he lndependenL lano 1eacher's SLudlo Pandbook.
Mllwaukee: Pal Leonard CorporaLlon.
3

- 8elmer, 8enneLL. (2003). A pbllosopby of moslc eJocotloo. AJvoocloq tbe vlsloo
(3rd ed). upper Saddle 8lver, n!: renLlce Pall.
- Suzukl, Shln'lchl. (1983). NottoteJ by love (2nd ed., W. Suzukl, 1rans.). unlLed
SLaLes: Summy-8lrchard lnc.
C. !ournals:
- Wallace, ueborah. (2006). rofesslonal cerLlflcaLlon: WhaL ls ?Cu8 Leachlng
phllosophy? Ametlcoo Moslc 1eocbet, 36(2): 32-33, 56(3): 30-31.

- WebsLer, ., & !ohnson, 8. (2006). Sound Lhlnklng: Are you producL-orlenLed,
process-orlenLed, or boLh? keybootJ compooloo. letspectlves lo leJoqoqy,
17(2): 30-33.

()* ln your Leachlng phllosophy, Lhe evaluaLors wlll expecL you Lo lnclude a knowledgeable,
subsLanLlve and Lhoroughly developed summary of your +,-.%&/"0%1 2"%13 for your
sLudenLs. lnclude whaL you belleve are Lhe mosL lmporLanL skllls and concepLs you wanL
your sLudenLs Lo learn Lo help Lhem develop lnLo compeLenL muslclans. ?ou may wlsh Lo
lnclude any llfe skllls and concepLs you wanL your lessons Lo lmparL Lo your sLudenLs.

(4: 1he evaluaLors wlll expecL your Leachlng phllosophy Lo also lnclude a sLaLemenL abouL %&
1+%3& "0+ %,,/&/"0%1 &"5/. (from Lhe llsL below) LhaL ls knowledgeable, subsLanLlve and
Lhoroughly developed.
- uevelopmenL of a healLhy Lechnlque
- uevelopmenL of proflclenL muslcal skllls
- uevelopmenL of arLlsLlc and expresslve performance skllls
- *ulfferenL learnlng modallLles - aural learners
- *ulfferenL learnlng modallLles - vlsual learners
- *ulfferenL learnlng modallLles - klnesLheLlc learners
- referred age(s)/level(s) for lnLroduclng a sLudenL Lo formal muslc lessons and why
you prefer Lhese age(s)/level(s). lf you choose preferred ages, choose from one of Lhe
followlng:
re-school age, C8
Average age beglnner, 7-8 year old, C8
Clder beglnners and AdulLs
*lor addlLlonal lnformaLlon on sLudenL learnlng modallLles, we recommend:
- Carcla, Susanna. (2002, !anuary 1). Learnlng sLyles and plano Leachlng. llooo leJoqoqy
lotom, 5(1). 8eLrleved uecember 21, 2009, from
www.muslc.sc.edu/ea/keyboard/l/3.1/3.1.lpp.hLml
- 8achus, n., & 1orkelson, S. (2008, Sprlng). Pow would you Leach Lhe same plece of
muslc Lo sLudenLs wlLh dlfferenL learnlng sLyles? clovlet compooloo, 19(2). 8eLrleved
uecember 21, 2009, from www.clavlercompanlon.com
4

!9:;<=0 )> + ?@?A.B< C:D9 0<?=EF@G !F<=<H
PlsLorlcal and 1eachlng analysls: CuesLlons A-l
?ou should answer quesLlons A-l I#" %1&2 #I '2% I#/" 7-%&%6. Lach quesLlon (A-l) should be
answered wlLh 130 (mlnlmum) Lo 300 (maxlmum) words.
A. Lxplore each of Lhe four pleces, lndlcaLlng whaL you would dlscuss wlLh a sLudenL abouL
Lhe llfe of Lhe composer, hls composlLlonal sLyle, and Lhe characLerlsLlcs of Lhls era of
muslc. 1he evaluaLors wlll be looklng for lnformaLlon Lhe sLudenL would flnd relevanL Lo
Lhe plece and LhaL would be comprehenslble Lo Lhe Lyplcal lnLermedlaLe sLudenL.
8. ulscuss whaL elemenLs of Lheory you would dlscuss wlLh a sLudenL when Leachlng Lhese
pleces. 1hls could lnclude Lhe form, keys, cadence locaLlons and Lypes, modulaLlons,
lnLeresLlng or unusual harmonles, eLc. 8e sure Lo speclfy measure numbers and Lo whlch
beaL of Lhe measure you are referrlng ln your answers. ?ou should noL glve a chord-by-
chord analysls, buL raLher synLheslze and dlscuss whaL would help a sLudenL aL Lhls level
undersLand Lhe lmpacL of Lhe Lheory on Lhe sLudy and performance of each plece.
C. ulscuss aL leasL &!6++ speclflc skllls a sLudenL musL possess Lo successfully play each
plece. 1hese are skllls Lhe sLudenL should have aL leasL lnlLlally experlenced prlor Lo
sLudylng Lhls plece and should be aL leasL moderaLely able Lo use ln successfully learnlng
Lhls plece. 1he evaluaLors wlll be checklng Lo make you have covered Lhree speclflc
skllls.
u. ulscuss a hlsLorlcally and sLyllsLlcally approprlaLe approach Lo lnLerpreLlng each plece.
uescrlbe how Lhe composlLlonal characLerlsLlcs of each era affecL how each plece ls
lnLerpreLed (for example dynamlc levels, arLlculaLlons, pedallng, rubaLo, eLc.).
L. ulscuss aL leasL 7"-6 poLenLlal readlng and/or Lechnlcal dlfflculLles ln each plece, and
how you would help Lhe sLudenL solve Lhese four problems. 1he evaluaLors wlll be
checklng Lo see lf four speclflc and valld dlfflculLles are llsLed and wlll be evaluaLlng whaL
sLraLegles you would speclflcally use Lo help Lhe sLudenL solve each problem.
l. ulscuss where you would mark approprlaLe pracLlce sLraLegles and/or memory secLlons
ln Lhls plece. 1he evaluaLors wlll be looklng for Lhe speclflc areas you mark and an
explanaLlon of why you marked Lhese parLlcular areas.
H/44%6'%J H#/"&%6 C#" H'/J8K
(1hese are avallable aL onllne or aL local booksLores.)
8-3/. 9/3&"6$
- CrlfflLhs, aul. (2006). A cooclse blstoty of westeto moslc. new ?ork: Cambrldge
unlverslLy ress.
- 8urkholder, !. ., CrouL, u. !., & allsca, C. v. (2010). A blstoty of westeto moslc. new
?ork: W. W. norLon and Company.

3

8-3/. :!+"6$
- kosLka, S., & ayne, u. (2009). 1oool botmooy. wltb oo lottoJoctloo to tweotletb-
ceototy moslc (6Lh ed.). new ?ork: McCraw-Plll.
- 1agllarlno, 8. (2002). Moslc tbeoty. A ptoctlcol qolJe fot oll moslcloos. Mllwaukee, Wl:
Pal Leonard.
- Surmanl, A., Manus, M., & Surmanl, k. (1998) AlfteJs esseotlols of moslc tbeoty. A
complete self-stoJy cootse. van nuys, CA: Alfred ubllshlng Co.
- !ones, C. 1. (1994). notpetcolllos colleqe Ootlloe. Moslc 1beoty. new ?ork:
Parpercolllns.
;/%0" ;+,%2"2$
- 8aker-!ordan, M. (2003) ltoctlcol plooo peJoqoqy. 1be Jefloltlve text fot plooo teocbets
ooJ peJoqoqy stoJeots. Mlaml, lL: Warner 8ros. ubllcaLlons.
- 8lanchard, 8. & Acree, C. (2007) Mokloq moslc ooJ eotlcbloq llves. A qolJe fot oll moslc
teocbets. 8loomlngLon, ln: lndlana unlverslLy ress.
- CoaLs, S. (2006) 1blokloq os yoo ploy. 8loomlngLon, ln: lndlana unlverslLy ress.
- !acobson, !. (2006) ltofessloool plooo teocbloq. A comptebeoslve plooo peJoqoqy
textbook fot teocbloq elemeototy level stoJeots. van nuys, CA: Alfred ubllshlng Co.
- uszler, M., Cordon, S., & Mc8rlde-SmlLh (2000) 1be well-tempeteJ keybootJ teocbet.
8elmonL, CA: Schlrmer 8ooks.
;/%0" </&+6%&-6+
- Cordon, S (1996) A blstoty of keybootJ lltetotote. new ?ork: Schlrmer 8ooks.
- MagraLh, !. (1993) 1be ploolsts qolJe to stooJotJ teocbloq ooJ petfotmooce lltetotote.
voo Noys, cA. Alfred ubllshlng Co.

!"#$%&' )L + !"%6%3' .#/" 0%1&2-34
1hls pro[ecL asks you Lo vldeo record Lhree lessons.
- lL ls recommended LhaL you regularly vldeo record your lessons wlLh Lhls sLudenL for aL
leasL 4 weeks before you vldeo record Lhe flrsL lesson for Lhls pro[ecL. 1hls wlll help you
and your sLudenL become accusLomed Lo Lhe presence of Lhe recorder and wlll ensure
Lhe camera ls placed aL Lhe besL angle for vlewlng and hearlng Lhe lesson (a separaLe
mlcrophone ls recommended). 8e sure Lo place Lhe camera where Lhe vlewer can see
Lhe sLudenL's body and Lhe face of boLh Lhe sLudenL and Leacher. 1he muslc does noL
need Lo be shown ln Lhe vldeo.
- 8evlewlng Lhe recordlngs wlll glve you excellenL feedback on your Leachlng approach
before you submlL Lhe vldeo.
- lf you do noL own a vldeo recordlng devlce ln good worklng order, we recommend you
conLacL colleagues or Lhe famllles of your sLudenLs Lo borrow one for Lhls pro[ecL.
lL mlghL be helpful Lo have a parenL or sLudenL asslsLanL help you durlng Lhe recordlng
process, parLlcularly lf you plan Lo lnclude movemenL away from Lhe plano ln Lhe lesson.
6

- lL ls recommended LhaL you refer Lo Lhese arLlcles on Lhe M1nA CerLlflcaLlon webslLe,
whlch address successful vldeo recordlng ln Lhe sLudlo.
- ?our sLudenL or hls or her parenL/guardlan musL slgn Lhe AuLhorlzaLlon and 8elease
form Lo submlL wlLh Lhls pro[ecL.

()=>: ?our vldeo recordlngs wlll be evaluaLed uslng Lhe followlng guldellnes:
<+33"0 ?0+* @0&6",-.&"6$ 5!%3+
- Cave an approprlaLe lnLroducLory presenLaLlon of Lhe plece
- rovlded clear dlrecLlons ln Lhe lesson and lnsLrucLlons for pracLlce
- used approprlaLe supplemenLary acLlvlLles (for example Lheory, slghL readlng,
Lechnlque)
- kepL Lhe lesson on Lask wlLh good Leacher/sLudenL communlcaLlon

<+33"0 :#"* @0&+6A+,/%&+ 5!%3+
- used approprlaLe responses Lo Lhe sLudenL's sLage of learnlng, assessed and responded
Lo Lhe sLudenL's undersLandlng of Lhe Leachlng polnLs
- rovlded clear dlrecLlons ln Lhe lesson and lnsLrucLlons for pracLlce
- Pelped Lhe sLudenL lncorporaLe correcL sLyllsLlc lnLerpreLaLlon (for example
arLlculaLlons, pedallng)
- kepL Lhe lesson on Lask wlLh good Leacher/sLudenL communlcaLlon

<+33"0 :!6++* B/0%1 5!%3+
- Pelped Lhe sLudenL achleve an accepLable level of performance (for example fluency,
accuracy and muslcallLy)
- Assessed and responded Lo sLudenL's undersLandlng of Leachlng polnLs
- Pelped Lhe sLudenL lncorporaLe correcL sLyllsLlc lnLerpreLaLlon (for example
arLlculaLlons, pedallng)
- kepL Lhe lesson on-Lask wlLh good Leacher/sLudenL communlcaLlon

C): 1he evaluaLors wlll be checklng Lo make sure you lncluded an ouLllne or synopsls of your
lesson and a llsL of all Lhe maLerlals you used durlng Lhe Lhree lesson segmenLs you
recorded. ?our lesson ouLllne should noL be a lesson plan" you carefully followed
Lhrough Lhe lesson, buL raLher a synopsls of whaL you dld ln Lhe lesson.

C4: 1he evaluaLors wlll be gradlng on LhoughLfully wrlLLen self-evaluaLlons from each lesson,
and wlll be checklng Lo see LhaL each evaluaLlon dlscussed aL leasL Lhree polnLs from Lhe
glven llsL (300 words maxlmum per evaluaLlon). CuesLlons Lhey may ask Lhemselves could
lnclude:
- uld Lhe Leacher appear Lo have waLched Lhe recordlng of Lhe lesson before wrlLlng Lhe
self-evaluaLlon?
- uld Lhe Leacher appear Lo recognlze obvlous sLrengLhs or weaknesses Lhe evaluaLor
observed on Lhe Leachlng vldeo?

7

C>: 1he evaluaLors wlll be looklng for a dlscusslon of whaL characLerlsLlcs you ldenLlfled ln
decldlng your sLudenL's learnlng modallLy and how you are maklng approprlaLe
adapLaLlons for Lhls sLudenL ln your Leachlng approach. lor more lnformaLlon on learnlng
modallLles, please consulL:
- Carcla, Susanna. (2002, !anuary 1). Learnlng sLyles and plano Leachlng. llooo
leJoqoqy lotom, 5(1). 8eLrleved uecember 21, 2009, from
www.muslc.sc.edu/ea/keyboard/l/3.1/3.1.lpp.hLml
- 8achus, n., & 1orkelson, S. (2008, Sprlng). Pow would you Leach Lhe same plece of
muslc Lo sLudenLs wlLh dlfferenL learnlng sLyles? clovlet compooloo, 19(2). 8eLrleved
uecember 21, 2009, from www.clavlercompanlon.com

CD: Looklng aL your goals for Lhls sLudenL, Lhe evaluaLors wlll be checklng:
8eperLolre:
- Are Lhese goals approprlaLe and reallsLlc for Lhls sLudenL?
- uo Lhe goals represenL a well-rounded approach Lo reperLolre?
1heory:
- Are Lhese goals approprlaLe and reallsLlc for Lhls sLudenL?
- uo Lhese goals complemenL and relnforce Lhe reperLolre?
1echnlque:
- Are Lhese goals approprlaLe and reallsLlc for Lhls sLudenL?
- uo Lhese goals represenL a healLhy and muslcal use of Lhe mechanlsm, and wlll
Lhls Lechnlcal work help Lhe sLudenL play Lhe reperLolre wlLh good Lechnlque?

CE: 1he evaluaLors wlll look for your documenLaLlon of Lhree Leachlng assessmenLs. 1hese
assessmenLs do noL have Lo be llmlLed Lo Lhe sLudenL ln Lhe recorded lesson segmenLs.

F* When vlewlng Lhe recordlng of your playlng, Lhe evaluaLors wlll be looklng aL and llsLenlng
Lo how you:
- layed wlLh good Lechnlque, accuracy, fluency and muslcallLy
- lncorporaLed correcL sLyllsLlc lnLerpreLaLlon (for example arLlculaLlons, pedallng)

!"#$%&' )M + H21"% F3I#"N1'-#3 ?O#/' .#/" 0%1&2-34 <3P-"#3N%3'
ln Lhls pro[ecL you are asked Lo descrlbe (130 mlnlmum Lo 300 maxlmum words) how you
encourage a poslLlve Leachlng envlronmenL ln your sLudlo. ?ou wlll be expecLed Lo documenL aL
leasL Lhree resources you use Lo promoLe Lhls poslLlve envlronmenL and descrlbe how you use
each resource you documenL.
1. 1he evaluaLors wlll be looklng for a compeLenL descrlpLlon of how you encourage a poslLlve
Leachlng envlronmenL. osslble ldeas may lnclude Lhe followlng:
- ls your sLudlo neaL and organlzed wlLh aLLracLlve decor?
- uo you posL phoLos of sLudenLs and Lhelr muslcal achlevemenLs for oLhers Lo see?
- Are your lnsLrumenLs ln good playlng condlLlon?
8

- uo you use lncenLlve charLs Lo ald ln developlng good pracLlce hablLs?
- uo you use games for relnforclng muslc Lheory or muslc hlsLory concepLs?
- uo you use compuLer sofLware for sLudenLs Lo pracLlce Lheory skllls?
- Pow else do you encourage and moLlvaLe your sLudenLs?

2. LvaluaLors wlll check Lo see lf you have documenLed aL leasL Lhree of Lhe resources you use
Lo promoLe Lhls poslLlve Leachlng envlronmenL. ?ou may use phoLos or vldeo recordlngs of
Lhe resources.

3. 1he evaluaLors wlll also check Lo see LhaL you gave a sufflclenL descrlpLlon of how you use
Lhe resources you documenLed ln #2. (30 mlnlmum Lo 100 maxlmum words for each of Lhe
Lhree resources.)

!"#$%&' )Q + R-6&/66 .#/" H'/J-# S/6-3%66 <'2-&6 13J !#5-&-%6
( )=>* 1hls pro[ecL asks you Lo apply eLhlcal buslness pracLlces Lo scenarlos deallng wlLh
sLudenLs ln Lhe sLudlo or classroom, Lhelr famlly members and your professlonal
colleagues. lL ls recommended LhaL you consulL Lhe M1nA Code of LLhlcs.

1he evaluaLors of your 1eacher roflle ro[ecLs wlll be gradlng your answers based on
Lhe followlng expecLaLlons:
A. Scenarlo 1: SLaLes a clear, eLhlcal approach Lo deallng wlLh Lhls sLudenL.
8. Scenarlo 2: SLaLes a clear, eLhlcal approach Lo deallng wlLh Lhls colleague.
C. Scenarlo 3: SLaLes a clear, eLhlcal approach Lo deallng wlLh Lhls parenL.

C): 1he evaluaLors wlll be checklng Lo make sure you have lncluded Lhe sLandard elemenLs of
an effecLlve sLudlo/classroom pollcy, lncludlng lnformaLlon on fee sLrucLures and paymenL
plans (acLual fees do 0"& need Lo be lncluded.)

C4* 1he evaluaLors wlll be looklng for a llsL of sLandard quesLlons and acLlvlLles used ln an
lnLervlew wlLh a new sLudenL and famlly members, %0, a separaLe llsL of quesLlons and
acLlvlLles for a Lransfer sLudenL and famlly members.

C>* 1he evaluaLors wlll expecL Lo see sLandard lncome and expenses llsLed ln your Lyped
hypoLheLlcal annual budgeL for an average sLudlo/classroom (acLual lncome does 0"&
need Lo be llsLed). lf you are a salarled muslc Leacher or a college/unlverslLy pedagogy
sLudenL Leacher (raLher Lhan an lndependenL sLudlo Leacher), prepare a proLoLype budgeL
for Lhe sLudlo/classroom.