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
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