Ashley Hall's Professional Education Portfolio

K-12 Certified Music Educator

Substandard A


Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

a. Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social capacities;

This standard addresses the teacher’s ability to regularly plan and develop activities that are developmentally appropriate for students. This is very important in the music classroom.

Students are learning a “new language” when they enter the music classroom. They are presented with a symbol and told this symbol represents something important to music. Just as they are presented with a letter in Kindergarten and told it is something important to language, the symbol is ever present in both disciplines and necessary for learning the new subject. The music students are learning to read notes and what each note sounds like, much the same as the young readers are learning the alphabet and the phonetics of each letter’s sound. Then the young musicians start putting all those notes together, like individual letters to form words, and begin creating little phrases. Then melodies. Then entire symphonies. Just like the young writers create a short story. Then a thesis statement. Then a scholarly essay.

My responsibility for understanding what is developmentally appropriate for my students is to ensure their success in this new subject, and the success of my music program. Music has a logical progression, just like language, that must be followed and taught in a manner that builds on what the student already knows. I can’t teach them one note and expect a song to just appear. I have to work with what they already know and keep building, one “cymbal” at a time.

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