← music-nasm-2016-standards.pdf
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| Category Title | Category Description | Catq Begin Date | Catq End Date | Standard Title | Standard Description | Std Begin Date | Std End Date | Component Title | Component Description | Comp Begin Date | Comp End Date | |
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| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit, and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, Bachelor of Science in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Teaching Competencies | Teaching Competencies: The music teacher must be able to lead students to competency, apply music knowledge and skills in teaching situations, and integrate music instruction into the process of P-12 education. | Teaching Competencies. The music teacher must be 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 competing techniques. Laboratory experiences that give the student opportunities to apply rehearsal techniques and procedures are essential. Prospective teachers in programs with less focus on the preparation of ensemble conductors must acquire conducting and musical leadership skills sufficient to teach effectively in their areas(a) of specialization. | 1/1/2016 | 1 (1) Ability to teach music | 1 (1) Ability to teach music | 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 systematically as a communication medium and developmentally as an agent of civilization. This set of abilities includes effective classroom and rehearsal management. | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit, and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, Bachelor of Science in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Music Competencies - Conducting and Musical Leadership | Music Competencies - Conducting and Musical Leadership | General Music. Listed below are essential competencies and experiences for the general music teaching specialization: (a) Musicians, vocal, and pedagogical skills sufficient to teach technologies, philosophies, materials, technologies, and curriculum development for general music. (c) The ability to lead performance-based instruction. (d) Laboratory and field experiences in teaching general music. | 1/1/2016 | 1 (1) Conducting and Musical Leadership. | 1 (1) Conducting and Musical Leadership. | 1 (1) Conducting and Musical Leadership. | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit, and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Specialization Competencies - General Music | Specialization Competencies - General Music | 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. Laboratory experiences that give the student opportunities to apply rehearsal techniques and procedures are essential. Prospective teachers in programs with less focus on the preparation of ensemble conductors must acquire conducting and musical leadership skills sufficient to teach effectively in their areas(a) of specialization. | 1/1/2016 | 1 (1) General Music | 1 (1) General Music | 1 (1) General Music | 1 (1) General Music | 10/27/2017 | |
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit, and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, Bachelor of Science in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Music Competencies - Conducting and Musical Leadership | Music Competencies - Conducting and Musical Leadership | General Music. Listed below are essential competencies and experiences for the general music teaching specialization: (a) Musicians, vocal, and pedagogical skills sufficient to teach general music. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music. (c) The ability to lead performance-based instruction. (d) Laboratory and field experiences in teaching general music. | 1/1/2016 | 1 (2) Arranging | 1 (2) Arranging | 1 (2) Arranging | 1 (2) Arranging | 10/27/2017 | |
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit, and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Specialization Competencies - General Music | Specialization Competencies - General Music | General Music. Listed below are essential competencies and experiences for the general music teaching specialization: (a) Musicians, vocal, and pedagogical skills sufficient to teach general music. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music. (c) The ability to lead performance-based instruction. (d) Laboratory and field experiences in teaching general music. | 1/1/2016 | 1 (2) Arranging | 1 (2) Arranging | 1 (2) Arranging | 1 (2) Arranging | 10/27/2017 | |
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit, and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Specialization Competencies - General Music | Specialization Competencies - General Music | General Music. Listed below are essential competencies and experiences for the general music teaching specialization: (a) Musicians, vocal, and pedagogical skills sufficient to teach general music. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music. (c) The ability to lead performance-based instruction. (d) Laboratory and field experiences in teaching general music. | 1/1/2016 | 1 (2) Arranging | 1 (2) Arranging | 1 (2) Arranging | 1 (2) Arranging | 10/27/2017 | |
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit, and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Specialization Competencies - General Music | Specialization Competencies - General Music | General Music. Listed below are essential competencies and experiences for the general music teaching specialization: (a) Musicians, vocal, and pedagogical skills sufficient to teach general music. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music. (c) The ability to lead performance-based instruction. (d) Laboratory and field experiences in teaching general music. | 1/1/2016 | 1 (2) Arranging | 1 (2) Arranging | 1 (2) Arranging | 1 (2) Arranging | 10/27/2017 |
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| Category Title | Category Description | Cat Begint Date | Cat Gnd End Date | Standard Title | Standard Description | Std Begin Date | Std End Date | Component Title | Component Description | Comp Begin Date | Comp End Date |
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| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit, and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Teaching Competencies | Teaching Competencies | Teaching Competencies. The musician teacher must be able to lead students to competency, apply music knowledge and skills in teaching situations, and integrate music instruction into the process of P-12 education. | 1/1/2016 | (2) An understanding of child growth | An understanding of child growth and development and an understanding of principles of learning as they relate to music | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Music Competencies - Conducting and Musical Leadership | Music Competencies - Conducting and Musical Leadership | 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. Laboratory experiences that give the student opportunities to apply rehearsal techniques and procedures are essential. Prospective teachers in programs with less focus on the preparation of essential conductors must acquire conducting and musical leadership skills sufficient to teach effectively in their area(s) of specialization | 1/1/2016 | (3) Functional Performance | 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 student's teaching specialization are also essential | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Specialization Competencies - General Music | Specialization Competencies - General Music | General Music. Listed below are essential competencies and experiences for the general music teaching specialization: (a) Musicianship, vocal, and pedagogical skills sufficient to teach general music. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for instructional music. (c) Experiences in solo instrument performance and in essentials. Essentials should be varied both in size and nature. (d) Laboratory experience in teaching beginning instrumental students individually, in small groups, and in larger classes. | 1/1/2016 | (3) Instrumental Music | Instrumental Music. Listed below are essential competencies and experiences for the instrumental music teaching specialization: (a) Knowledge of and performance ability on wind, sting, and percussion instruments sufficient to teach beginning students effectively in groups. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for instrumental music. (c) Experiences in solo instrument performance and in essentials. Essentials should be varied both in size and nature. (d) Laboratory experience in teaching beginning instrumental students individually, in small groups, and in larger classes. | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education, Bachelor of Music in Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Teaching Competencies | Teaching Competencies. The musician teacher must be able to lead students to competency, apply music knowledge and skills in teaching situations, and integrate music instruction into the process of P-12 education. | Teaching Competencies. The music teacher must be 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. Laboratory experiences that give the student opportunities to apply rehearsal techniques and procedures are essential. Prospective teachers in programs with less focus on the preparation of essential conductors must acquire conducting and musical leadership skills sufficient to teach effectively in their area(s) of specialization | 1/1/2016 | (3) The ability to assess aptitudes | 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 | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Music Competencies - Conducting and Musical Leadership | Music Competencies - 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. Laboratory experiences that give the student opportunities to apply rehearsal techniques and procedures are essential. Prospective teachers in programs with less focus on the preparation of essential conductors must acquire conducting and musical leadership skills sufficient to teach effectively in their area(s) of specialization | 1/1/2016 | (4) Analysis/History/Literature | Analysis/History/Literature. The prospective music teacher should be able to apply analytical, historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities. Teachers 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. | 10/27/2017 |
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| The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, Bachelor of Science in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | 1/1/2016 | Teaching Competencies | Teaching Competencies. The musician-teacher must be able to lead students to competency, apply music knowledge and skills in teaching situations, and integrate music instruction into the process of P-12 education. | 1/1/2016 | 1/1/2016 | (4) Knowledge of current methods | Knowledge of current methods, materials, and repertories available in various fields and levels of music education appropriate to the teaching specialization | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Specialization Competencies - General Music | General Music. Listed below are essential competencies and repertories of the general music teaching specialization: (a) Musicianship, vocal, and pedagogical skills sufficient to teach general music. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music. (c) The ability to lead performance-based instruction. (d) Laboratory and field experiences in teaching general music. | 1/1/2016 | 1/1/2016 | (4) Music: All Levels, All Specializations | Music: All Levels, All Specializations. Listed below are essential competencies and experiences for programs whose published purpose is to prepare teachers in all or several areas (e.g. general, vocal/choral, instrumental, other). To fulfill this purpose consistent with this and other applicable standards, all of the specialization areas chosen are included in some manner in the curriculum as a whole. Specific forms of inclusion, proportions, and assignments are the responsibility of the institution. (a) Knowledge and skills sufficient to teach beginning students on instruments and/or in voice as appropriate to the chosen areas of specialization. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development in music education. (c) Experiences in solo vocal or instrumental performance. (d) Experiences in ensembles. Ensembles should be varied both in size and nature. (e) The ability to lead performance-based instruction in a variety of settings. (f) Laboratory experience in teaching beginning students in a variety of specializations | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Teaching Competencies | Teaching Competencies. The musician-teacher must be able to lead students to competency, apply music knowledge and skills in teaching situations, and integrate music instruction into the process of P-12 education. | 1/1/2016 | 1/1/2016 | (4) Music: All Levels, All Specializations | The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | General Music. Listed below are essential competencies and experiences for the general music teaching specialization: (a) Music/art/art, vocal, and pedagogical skills sufficient to teach general music. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music. (c) The ability to lead performance-based instruction. (d) Laboratory and field experiences in teaching general music. | 1/1/2016 | 1/1/2016 | (5) Specific Music Fields or Combinations | (5) Specific Music Fields or Combinations | (5) Specific Music Fields or Combinations. Listed below are essential competencies and experiences for music teaching specialization(s) focused on either one or a combination of areas such as composition, electronic and computer music, ethnic music, guitar, small ensembles, jazz, keyboard, orchestral music, music history and theory, music in combination with other disciplines, music technologies, music in multimedia, and popular music; or combinations of one or more of these types of content with aspects of the general, vocal/choral, or instrumental specializations: (a) Knowledge and skill in the selected area(s) of specialization sufficient to teach beginning and intermediate students effectively. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for the area(s) of specialization. (c) In-depth experiences with the creative and/or performance and/or scholarly aspects of the selected area of specialization as required by the nature and content of that specialization. (d) The ability to use instruments, equipment, and technologies associated with the area(s) of specialization. (e) Laboratory experience in teaching beginning students in the area(s) of specialization, individually, in small groups, and in larger classes | 10/27/2017 | ||
| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Specialization Competencies - General Music | General Music. Listed below are essential competencies and experiences for the general music teaching specialization: (a) Music/art/art, vocal, and pedagogical skills sufficient to teach general music. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music. (c) The ability to lead performance-based instruction. (d) Laboratory and field experiences in teaching general music. | 1/1/2016 | 1/1/2016 | (5) Specific Music Fields or Combinations | (5) Specific Music Fields or Combinations. Listed below are essential competencies and experiences for music teaching specialization(s) focused on either one or a combination of areas such as composition, electronic and computer music, ethnic music, guitar, small ensembles, jazz, keyboard, orchestral music, music history and theory, music in combination with other disciplines, music technologies, music in multimedia, and popular music; or combinations of one or more of these types of content with aspects of the general, vocal/choral, or instrumental specializations: (a) Knowledge and skill in the selected area(s) of specialization sufficient to teach beginning and intermediate students effectively. (b) Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for the area(s) of specialization. (c) In-depth experiences with the creative and/or performance and/or scholarly aspects of the selected area of specialization as required by the nature and content of that specialization. (d) The ability to use instruments, equipment, and technologies associated with the area(s) of specialization. (e) Laboratory experience in teaching beginning students in the area(s) of specialization, individually, in small groups, and in larger classes | 10/27/2017 |
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| Category Title | Category Description | Catg Begin Date | Catg End Date | Standard Title | Standard Description | Std Begin Date | Std End Date | Component Title | Component Description | Comp Begin Date | Comp End Date |
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| NASM 2016 | The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. Some of the titles for degree programs designed for teacher education in music include Bachelor of Music Education, Bachelor of Music in Music Education, Bachelor of Science in Music Education, and Bachelor of Arts in Music Education. | 1/1/2016 | Teaching Competencies | Teaching Competencies. The musician-teacher must be able to lead students to competency, apply music knowledge and skills in teaching situations, and integrate music instruction into the process of P-12 education. | 1/1/2016 | (6) An understanding | 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 | 10/27/2017 |