Video Performance Procedures Manual

Transcription

1 CSET California Subject Examinations for Teachers Video Performance Procedures Manual MUSIC SUBTEST II IMPORTANT NOTE: Subtest II requires that video-recorded material be uploaded to a secure website by the submission deadline for the testing window in which an examinee has a scheduled test appointment. Approximately three weeks prior to the submission deadline, a Video Performance Procedures Manual and accompanying submission materials will be mailed via U.S. mail to each examinee who scheduled a test appointment. Refer to for important dates and deadlines for scheduling a test appointment and submitting video-recorded materials.

2 IMPORTANT NOTE Read this entire manual very carefully! It contains information critical for the preparation and submission of your CSET: Music Subtest II video performance materials. Failure to follow all requirements described in this manual could result in your video performances receiving ratings of "Unscorable." APPROVED VIDEO FILE SUBMISSION FORMATS Video recordings for Music Subtest II may be submitted using any one of the following video file formats: AVI (.avi) Quick Time (.qt,.mov) MPEG-4 (.mp4) WMV (.wmv) *Note: For video file submissions, the video must be recorded as one of the approved file types, not just saved with one of the approved filename extensions. See requirements on page 7 for more information about video format requirements. FOR FURTHER INFORMATION If you have questions after reading this CSET: Music Subtest II Video Performance Procedures Manual, or if you have questions regarding the requirements for preparing materials, contact: CSET Program Evaluation Systems group of Pearson P.O. Box Sacramento, CA Telephone: (800) or (916) :00 a.m. 5:00 p.m. Pacific time Monday through Friday, excluding holidays 6:30 a.m. 10:00 a.m. on Saturday test dates (Automated Information System available 24 hours daily) If you have questions regarding credentialing requirements, contact: State of California Commission on Teacher Credentialing (CTC) Information Services 1900 Capitol Avenue Sacramento, CA CTC address: Examination policy: exams@ctc.ca.gov Credential requirements: credentials@ctc.ca.gov CTC website: Fax: (866) or (916) Website: Copyright 2015 Pearson Education, Inc. or its affiliate(s). All rights reserved. Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s). Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). i

3

4 TABLE OF CONTENTS Background Information... 1 California Credentialing Requirements... 1 Subject Matter Requirements for CSET: Music... 1 Testing Requirements for CSET: Music Subtest II... 1 Maintaining Privacy and Control of Video-Recorded Assessment Materials... 2 Registration Information... 3 Your CSET: Music Subtest II Registration... 3 Materials Packet... 4 Overview: Video Performances... 4 Video 1: Functional Keyboard Proficiency... 4 Video 2: Vocal/Instrumental Proficiency... 5 Steps for Recording Your Performances... 6 Practice... 6 Arrange for Equipment... 6 Decide on Self-Recording or Camera-Operator Recording... 6 Video Submission Policy... 6 Video Performance and Recording Requirements... 7 Video Camera Placements... 8 Record Your Performances Check Recordings Review Your Performances Preparing Materials for Submission Complete the Music Subtest II Candidate Identification Form Upload Materials Scoring of Your Video Performances Appendix A: CSET: Music Subject Matter Requirements Appendix B: Performance Characteristics and Scoring Scales iii

5

6 BACKGROUND INFORMATION California Credentialing Requirements Teacher candidates in California are required to demonstrate competence in the subject matter they will be authorized to teach. The Commission on Teacher Credentialing (CTC) provides Single Subject Teaching Credential candidates with two options for satisfying this requirement. Candidates can either (a) complete a CTC-approved subject matter preparation program or (b) pass the appropriate CTC-adopted subject matter examination(s). The California Educator Credentialing Examinations website ( provides detailed information about California requirements for certification. The website also includes important information about the procedures and policies, including the Rules of Test Participation, which you agree to abide by upon registration for an examination of the CSET. Subject Matter Requirements for CSET: Music The subject matter requirements for CSET: Music are contained in six domains. The six domains comprise the subject matter knowledge and skills expected of a California public school music educator and are incorporated into the three subtests of CSET: Music. The six Music domains delineate the teacher competencies that are important for the provision of effective music instruction to students in grades prek 12. The subject matter requirements are provided in Appendix A of this manual. CSET: Music Subtest II includes a video performance component that requires you to demonstrate your performance skills as described in the Creative Expression domain of the CSET: Music subject matter requirements. Information about all CSET: Music subtests is available in the CSET: Music test guide provided on the California Educator Credentialing Examinations website ( Testing Requirements for CSET: Music Subtest II CSET: Music Subtest II consists of two sections: (1) a multiple-choice question section, presented on screen at your computer-based test administration, and (2) a video performance component, described in this manual. The video-recorded material for the performance component must be uploaded to the designated site listed in the CSET: Music Subtest II Video Submission Checklist no later than the submission deadline listed on the California Educator Credentialing Examinations website ( for the testing window in which your test appointment is scheduled. 1

7 Video Submission Policy The Commission on Teacher Credentialing (CTC) requires that you submit two video recordings in order for CSET: Music Subtest II to be scored. You are required to submit two video recordings of yourself performing the assigned selections designated for your test date. You must upload these video recordings no later than the submission deadline for the testing window in which your test appointment is scheduled. If one or both of your submitted video recordings do not meet the requirements specified on page 7 of the CSET: Music Subtest II Video Performance Procedures Manual, you will receive a rating of "Unscorable" on the video performance(s). If your video performance(s) are rated as "Unscorable," you may not receive a passing score on CSET: Music Subtest II and may need to retake the subtest. Furthermore, if you do not upload two video recordings (i.e., one for the functional keyboard proficiency exercise and one for the vocal/instrumental proficiency exercise) by the submission deadline, or if one or both of your submitted video recordings do not contain video and audio within the first three minutes, you will not have satisfied the CSET: Music Subtest II testing requirements; you will not pass CSET: Music Subtest II; and you will need to retake the entire subtest. Maintaining Privacy and Control of Video-Recorded Assessment Materials It is your responsibility to protect the privacy of all individuals, including yourself, who appear in the video recording made as part of the CSET: Music. You may not: Make more than one backup copy of the video Share the video with your family or friends, or any other person or organization Share or post the video online to any site (e.g., YouTube) Keep possession of the backup copy of the video after test results have been reported Violation of any of these privacy requirements with respect to the video can have serious consequences that could affect your career as a teacher. 2

8 REGISTRATION INFORMATION Your CSET: Music Subtest II Registration Your registration for CSET: Music Subtest II is valid only for one test date. If you do not upload all required materials no later than the submission deadline for the testing window in which your test appointment is scheduled, your video performances will receive ratings of "Unscorable." If you are absent from the administration, you will not receive a refund or credit for any test registration fees and must submit a new registration along with the appropriate fee if you wish to take the subtest on a future test date. See for detailed information about: withdrawing your registration; changing your registration to a future test date; correcting or updating personal information on your registration materials; test center rules; the day of the test; retaking a CSET subtest. 3

9 MATERIALS PACKET The CSET: Music Subtest II video performance materials packet you will receive after you schedule your test appointment will contain the following: this CSET: Music Subtest II Video Performance Procedures Manual a Video Performance Exercise Booklet, containing the assigned exercises for Video 1: Functional Keyboard Proficiency and Video 2: Vocal/Instrumental Proficiency for the testing window in which your test appointment is scheduled a Music Subtest II Video Submission Checklist outlining key steps for uploading your completed materials a Music Subtest II Candidate Identification Form Note: For Video 1: Functional Keyboard Proficiency, the musical score is included with the assigned exercise. For Video 2: Vocal/Instrumental Proficiency, it is your responsibility to locate the musical score appropriate for your selected instrument or vocal range. When locating the score for the assigned selection, you must exactly match each element identifying the selection (title of the work or aria collection, composer or arranger, edition, and specific excerpt). If you do not use the score that exactly matches each element of the assigned selection, your performance may be rated unscorable. Some online providers of musical scores include Eble Music Company (eble.com), the International Music Score Library Project (imslp.org), and JW Pepper (jwpepper.com). Check the materials in your packet. If any materials are missing, call the CSET Program immediately at (800) or (916) OVERVIEW: VIDEO PERFORMANCES Video 1: Functional Keyboard Proficiency The functional keyboard proficiency exercise must be performed on an acoustic piano. Performances on an electronic keyboard, synthesizer, or MIDI-equipped acoustic keyboard (e.g., a discklavier) are not allowed. You may perform the exercise with the score or from memory. The functional keyboard proficiency exercise consists of four parts. Be sure to complete all parts of the exercise provided in the Video Performance Exercise Booklet. The section of this manual entitled "Steps for Recording Your Performances" outlines steps and requirements for preparing the video recording of your performance of the functional keyboard proficiency exercise. 4

10 Video 2: Vocal/Instrumental Proficiency Note: For Video 2: Vocal/Instrumental Proficiency, it is your responsibility to locate the assigned musical score that is appropriate for your selected instrument or vocal range. When locating the score for the assigned selection, you must exactly match each element identifying the selection (title of the work or aria collection, composer or arranger, edition, and specific excerpt). If you do not use the score that exactly matches the assigned selection, your performance may be rated unscorable. Some online providers of musical scores include Eble Music Company (eble.com), the International Music Score Library Project (imslp.org), and JW Pepper (jwpepper.com). You must submit a video performance illustrating either your vocal proficiency or your instrumental proficiency; do not submit both a vocal and an instrumental performance for Video 2: Vocal/Instrumental Proficiency. Vocal Proficiency The vocal proficiency exercise must be performed in Italian. Vocalists may choose to perform either the accompanied or a cappella selection listed for their vocal range in the Video Performance Exercise Booklet. If the accompanied selection is chosen, accompaniment may be on piano, recorded piano, or nonacoustic piano (synthesizer). If the a cappella selection is chosen, no accompaniment is permitted. Vocalists may perform with the score or from memory. The vocal performance should be up to five minutes long, depending on the length of the music assigned. Instrumental Proficiency The instrumental proficiency exercise must be performed on one of the instruments listed below. (Note that you may choose to play piano for both Video 1: Functional Keyboard Proficiency and Video 2: Vocal/Instrumental Proficiency.) ALLOWABLE INSTRUMENTS Piano (acoustic) Cello B-flat Clarinet Tuba Harp String Bass Bassoon Baritone Guitar (acoustic) Percussion (snare and vibes) French Horn Alto Saxophone Violin Flute Trumpet Tenor Saxophone Viola Electronic Valve Instrument Trombone Oboe Instrumentalists must perform unaccompanied by another instrument or vocalist. Instrumentalists may perform with the score or from memory. The instrumental performance should be up to five minutes long, depending on the length of the music assigned. The section of this manual entitled "Steps for Recording Your Performances" outlines steps and requirements for preparing the video recording of your performance of the vocal/instrumental proficiency exercise. 5

11 STEPS FOR RECORDING YOUR PERFORMANCES Practice You are encouraged to practice the exercises prior to recording your final performances. You are also encouraged to make practice video recordings of your performances before creating your final video recordings for submission. Making practice video recordings may help you and the camera operator become more comfortable with the video-recording equipment and process. Arrange for Equipment It is your responsibility to obtain the equipment needed to prepare your video recordings. For the best video and audio recording, it is recommended that you use the following: a tripod or other camera stabilization device, including electronic stabilization in the camera; an AC power source to operate the video camera. Battery packs may also be used as a power source, but if the battery charge is low, the quality of the recording may be adversely affected. Check that all video equipment is in proper working order. Decide on Self-Recording or Camera-Operator Recording You have the option of preparing your video recordings either by self-recording or by having another person serve as the camera operator. Using a camera operator may allow you to concentrate on your performance, rather than on the technical aspects of recording. The camera operator must understand that once the recording of your performance has begun, the camera must not be turned off until the complete performance has been recorded. You should caution the camera operator that the camera must remain in a fixed position throughout the performance and that any stops during the recording, even accidental ones, will cause your video performance to receive a rating of "Unscorable." In addition, you should advise the camera operator not to interact with you during the recording or to otherwise influence your performance. For self-recorded video performances, you will set up the video camera in a fixed position. Once you start recording, you must not turn the camera off at any time during the performance. Video Submission Policy The Commission on Teacher Credentialing (CTC) requires that you submit two video recordings in order for CSET: Music Subtest II to be scored. You are required to submit two video recordings of yourself performing the assigned selections designated for your test date. You must upload these video recordings no later than the submission deadline for the testing window in which your test appointment is scheduled. If one or both of your submitted video recordings do not meet the requirements specified on page 7 of the CSET: Music Subtest II Video Performance Procedures Manual, you will receive a rating of "Unscorable" on the video performance(s). If your video performance(s) are rated as "Unscorable," you may not receive a passing score on CSET: Music Subtest II and may need to retake the subtest. Furthermore, if you do not upload two video recordings (i.e., one for the functional keyboard proficiency exercise and one for the vocal/instrumental proficiency exercise) by the submission deadline, or if one or both of your submitted video recordings do not contain video and audio within the first three minutes, you will not have satisfied the CSET: Music Subtest II testing requirements; you will not pass CSET: Music Subtest II; and you will need to retake the entire subtest. 6

12 Video Performance and Recording Requirements Your submitted video performances and video recordings must meet the requirements listed below. Video performances and video recordings that do not meet these requirements will be assigned the rating of "Unscorable." Submit video recordings containing performances conforming to the directions in the exercise. Your performance of the functional keyboard proficiency exercise must be on an acoustic piano. For the vocal/instrumental proficiency exercise, vocalists must perform in Italian (accompanied or a cappella, as specified by the chosen selection) and instrumentalists must perform unaccompanied on an approved instrument. Submit video recordings containing recent performances. Prior to beginning each video performance, you must face the camera and state your 8-digit CSET identification number (listed within your registration confirmation ) and the date on which you are recording your video performance (month, day, and year). Your submissions must contain recent video performances recorded no earlier than five weeks prior to the test date. A video file that was submitted for a previous test date may not be resubmitted. Each video recording must be submitted using an approved video file type. Both video recordings must be submitted using the same approved video file type. The approved video file types are: (1) AVI (.avi) (2) Quick Time (.qt,.mov) (3) MPEG-4 (.mp4) (4) WMV (.wmv) *Note: For video file submissions, the video must be recorded as one of the approved file types, not just saved with one of the approved filename extensions. An "Unscorable" rating may be assigned to a video performance submitted in any format other than the approved video file formats specified above or that cannot be played. Submit video files with no breaks, edits, or interruptions in the recordings. Each file must be recorded using only a single camera, without stopping, restarting, or otherwise interrupting the recording or later editing it. Submit video files with clear visual and audio recordings. Your video recordings must be of sufficient quality that scorers may clearly see and hear your performance. During recording, the video camera must be positioned appropriately as shown on pages Submit only video recordings of your own live performances. Both video recordings must consist of live performances by the registered examinee. With the exception of vocal accompaniment, synthesized music is not allowed. Submit two video files each one containing your performance of one assigned exercise. One video file should contain your performance of the assigned functional keyboard proficiency exercise; the other video file should contain your performance of the assigned vocal/instrumental proficiency exercise. Do not submit both performances in a single video file. Submit video recordings of your performances on the assigned selections. For Video 1: Functional Keyboard Proficiency, the musical score is included with the assigned exercise. For Video 2: Vocal/Instrumental Proficiency, it is your responsibility to locate the musical score appropriate for your instrument or vocal range. When locating the score for the assigned selection, you must exactly match each element identifying the selection (title of the work or aria collection, composer or arranger, edition, and specific excerpt). Upload each video recording and other required materials. In addition to your video files, you will complete and upload a PDF of the Music Subtest II Candidate Identification Form. 7

13 Video Camera Placements The following photographs illustrate what should be visible on the video recording when the video camera is positioned correctly for the functional keyboard proficiency and vocal/instrumental proficiency exercises. These camera positions are the same for self-recording and camera-operator recording. It is essential that your performances are recorded strictly in accordance with the following instructions describing video camera placement and angles for each instrument or vocal performance. Piano, Keyboard, Harp The video camera should be positioned to show your hands, feet, and face (side view). Figure 1. Video Camera Placement: Piano, Keyboard, Harp Note: The functional keyboard proficiency exercise must be performed on an acoustic piano. 8

14 Other Instrumental Performances The video camera should be positioned to show your hands and face (front or front/side view). Figure 2. Video Camera Placement: Other Instruments 9

15 Instrumental Performance Using a Music Stand If you read from the assigned score rather than memorize the music, ensure that the music stand does not obscure any of the required views shown on these pages. Figure 3. Video Camera Placement: Music Stand Vocal Performance The video camera should be positioned to show your face and upper torso (front view). Figure 4. Video Camera Placement: Voice 10

16 Record Your Performances IMPORTANT: Prior to beginning each video performance, face the camera and state your 8-digit CSET identification number (listed within your registration confirmation ) and the date on which you are recording your video performance (month, day, and year). Do not stop or interrupt the recording after stating this identification information. To maintain candidate anonymity during scoring, however, do not state your name while recording your performance. Record each performance according to the requirements listed on page 7. Your video performances will be assigned a rating of "Unscorable" if your performances or video recordings do not meet these requirements. Some recording suggestions are as follows: Record the performances in as quiet a location as possible so that your performance can be heard without distraction. Use a tripod or other stabilization device to maintain a steady image. Place the video camera at the appropriate angle and distance to show the most important elements of your performances. See pages 8 10 for correct video camera placement for each type of instrumental or vocal performance. Avoid positioning the video camera so that windows or other bright lights are behind you as you perform. Disable the date/time stamp function of the video camera so that the date and the time are not displayed when viewing the video recording. Keep the size of video files to 150 MB or less by setting the proper resolution on the video camera prior to recording. Commonly used lower resolutions like and yield the best results for the purpose of this test. Check Recordings After recording, review each video recording. Make sure that each video recording meets all requirements on page 7, including the following: There are no audio or visual disturbances, breaks, interruptions, stops/starts, or edits in the recording. Viewers can clearly see and hear you playing or singing during your entire performance. You have stated your CSET identification number and date of recording prior to your performance. Your performance is recorded at the beginning of the video file immediately after you state your identification number and the date of the recording. A single recorded performance appears in its entirety in each video file, with no other recorded material before or after. Review Your Performances Evaluate whether your video performances are complete and clearly demonstrate your functional keyboard proficiency and vocal/instrumental proficiency. 11

17 PREPARING MATERIALS FOR SUBMISSION Complete the Music Subtest II Candidate Identification Form You must read and complete section 1 of the Candidate Identification Form. Indicate whether or not you grant permission to the CTC and to Evaluation Systems to use your video recordings for research and training purposes, as indicated on the form. Sign the form. Present your video recordings and the Candidate Identification Form to your supervisor or faculty member or his/her designee for completion of section 2 of the form. Upload Materials Follow the directions contained in the CSET: Music Subtest II Video Submission Checklist to upload the following materials: Video 1: Functional Keyboard Proficiency video file Video 2: Vocal/Instrumental Proficiency video file Music Subtest II Candidate Identification Form SCORING OF YOUR VIDEO PERFORMANCES Your performances for Video 1: Functional Keyboard Proficiency and Video 2: Vocal/Instrumental Proficiency will be evaluated based on the performance characteristics and scoring scales contained in Appendix B of this manual. Each submitted video performance will be viewed and holistically scored by at least two qualified California educators who are experienced and trained in a method known as focused holistic scoring. Your video performances and video recordings must meet the requirements listed on page 7. A video performance will be assigned a rating of "Unscorable" if the video performance or video recording does not meet these requirements. If your video performance(s) receive ratings of "Unscorable" and you do not pass the subtest, you will receive no refund of your test fee or credit for the test fee at a future test date. Furthermore, if you do not upload two video recordings by the submission deadline (i.e., one for the functional keyboard proficiency exercise and one for the vocal/instrumental proficiency exercise), or if one or both of your submitted video recordings do not contain video and audio within the first three minutes, you will not have satisfied the CSET: Music Subtest II testing requirements; you will not pass CSET: Music Subtest II; and you will need to retake the entire subtest. 12

18 APPENDIX A CSET: Music Subject Matter Requirements

19

20 Music Subject Matter Requirements Part I: Content Domains for Subject Matter Understanding and Skill in Music Domain 1. Artistic Perception Candidates demonstrate an advanced understanding of the facets of artistic perception contained in the Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of the subject matter. They possess highly developed aural musicianship and aural analysis skills and have acquired advanced knowledge of written music theory and analysis. 1.1 Aural Musicianship a. Recognize errors in solo and ensemble performances (e.g., melodic, rhythmic, harmonic, intonation, dynamic, interpretational). b. Transcribe aurally presented musical excerpts into melodic, harmonic, and rhythmic notation. c. Analyze and describe the form, style, and expressive elements of a musical example. d. Recognize and describe cultural elements from diverse historical periods, genres, and styles of Western and non-western music. e. Analyze and describe the use of musical elements in a given work (e.g., melody, harmony, rhythm, texture) that make it unique, interesting, and expressive. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Grade 1: 1.2, Grade 2: , Grade 3: 1.3 and 1.6, Grade 4: 1.4 and 1.6, Grade 5: , Grade 6: 1.3 and , Grade 7: 1.3 and , Grade 8: 1.3 and , Grades 9 through 12 Proficient: 1.2 and , and Grades 9 through 12 Advanced: 1.2 and Music Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs: Standard II.) 1.2 Written Theory and Analysis of Western Music a. Demonstrate the ability to read and notate music (e.g., use of notation in various clefs; key and time signatures; scales and melodic elements; intervals, triads, and chords; figured bass; rhythm, meter, and tempo; dynamic and expressive symbols; music terminology). b. Demonstrate the ability to read a full instrumental and/or choral score and describe how the elements of music (e.g., doublings, melody and accompaniment, transpositions, orchestration) are used. c. Analyze and identify the form, style, compositional devices, harmonic progressions, and cadences in a score excerpt. California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).

21 (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Grade 1: , Grade 2: , Grade 3: and 1.6, Grade 4: and 1.6, Grade 5: and 1.6, Grade 6: and , Grade 7: and , Grade 8: and , Grades 9 through 12 Proficient: 1.1 and 1.6, and Grades 9 through 12 Advanced: 1.1 and Music Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs: Standard I.) Domain 2. Creative Expression Candidates demonstrate an advanced understanding of the facets of creative expression contained in the Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of the subject matter. They perform expressively and skillfully on a primary instrument or with voice. To meet the needs of the general music classroom and ensemble rehearsals, they also play the keyboard proficiently. Candidates have a thorough knowledge of conducting techniques, and they demonstrate that they can conduct choral and instrumental ensembles expressively and skillfully. They are also skilled at sight-singing, sight-reading, composing, arranging, and improvising music for classroom and performance situations. 2.1 Instrumental and Vocal Proficiency a. Demonstrate competence on a primary instrument or with voice by performing individually and in ensembles with appropriate expression and good musicianship skills (e.g., technical accuracy, tone quality, intonation, articulation). b. Demonstrate sight-singing and sight-reading skills. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Kindergarten: , Grade 1: , Grade 2: , Grade 3: , Grade 4: and , Grade 5: and , Grade 6: , 1.4, and , Grade 7: , 1.4, and , Grade 8: , 1.4, and , Grades 9 through 12 Proficient: 1.3 and , and Grades 9 through 12 Advanced: 1.3 and Music Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs: Standard II.) 2.2 Functional Keyboard Skills a. Demonstrate functional keyboard proficiency. b. Demonstrate sight-reading proficiency. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Grade 1: 2.3, Grade 4: and 2.2, Grade 5: and 2.2, Grade 6: , 1.4, and 2.3, Grade 7: , 1.4, and 2.3, Grade 8: , 1.4, and 2.3, Grades 9 through 12 Proficient: 1.3 and 2.4, and Grades 9 through 12 Advanced: 1.3 and 2.4. Music Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs: Standard II.) California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).

22 2.3 Conducting a. Understand and demonstrate basic conducting patterns. b. Understand and demonstrate cuing techniques. c. Understand and demonstrate techniques for conducting expressively. d. Interpret and analyze a choral or instrumental score (e.g., identifying potential performance issues). (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Grade 6: 2.1 and 2.3, Grade 7: 2.1 and 2.3, Grade 8: 2.1 and 2.3, Grades 9 through 12 Proficient: 1.1, 1.4, 2.1, and , and Grades 9 through 12 Advanced: 1.1, 2.1, and Music Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs: Standard II.) 2.4 Composing and Arranging a. Recognize and understand compositional techniques and textures (e.g., counterpoint, ostinato, melody and countermelody, tone row). b. Understand and demonstrate how to arrange music (e.g., scoring techniques, transpositions, ranges) for voices and/or various acoustic or digital/electronic instruments. c. Understand and demonstrate how to harmonize a given melody. d. Understand and demonstrate, given specific parameters, how to create a melodic and/or rhythmic composition. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Kindergarten: 2.4, Grade 3: 2.4, Grade 4: 2.3, Grade 5: 2.3, Grade 6: , Grade 7: , Grade 8: , Grades 9 through 12 Proficient: , and Grades 9 through 12 Advanced: ) 2.5 Improvising a. Understand and demonstrate how to create melodic and rhythmic improvisations. b. Understand and demonstrate techniques for improvising an accompaniment on keyboard. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Grade 1: 2.4, Grade 2: 2.4, Grade 4: 2.3, Grade 5: 2.3, Grade 6: 2.6, Grade 7: , Grade 8: , Grades 9 through 12 Proficient: , and Grades 9 through 12 Advanced: 2.8. Music Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs: Standard II.) Domain 3. Historical and Cultural Foundations Candidates demonstrate an advanced understanding of the historical and cultural foundations of music contained in the Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of the subject matter. They demonstrate wide knowledge of music from around the world, the history of Western music, and the history of music in the United States and California. They use this knowledge when analyzing musical works for various purposes. California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).

23 3.1 Music History and Cultural Context a. Identify and describe stylistic differences (e.g., genres, media, social functions) in music from various cultures and historical periods. b. Analyze musical works from various cultures and historical periods in terms of their form or genre, organizational principles, historical and cultural context, use of the elements of music, use of expressive devices, and any unique features they possess. c. Understand the roles of musicians and composers in diverse cultures and historical periods. d. Identify the influences of diverse cultural and ethnic groups on music in California and the United States. e. Demonstrate knowledge of instruments from a variety of cultures and historical periods. f. Explain how music from various cultures and historical periods reflects social functions, changing ideas, and cultural values. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Kindergarten: and 4.2, Grade 1: , Grade 2: , Grade 3: , Grade 4: 1.5 and , Grade 5: , Grade 6: 1.5 and , Grade 7: 1.5 and , Grade 8: 1.5, , and , Grades 9 through 12 Proficient: 1.6, , and , and Grades 9 through 12 Advanced: 1.6, , , and National Board for Professional Teaching Standards [NBPTS] Music Standards: Standard II.) Domain 4. Aesthetic Valuing Candidates demonstrate an advanced understanding of aesthetic valuing in music as contained in the Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of the subject matter. They are able to respond to, analyze, and critique performances and works of music, including their own. 4.1 Critical Evaluation a. Know and apply criteria for evaluating the quality and effectiveness of musical performances, compositions, and arrangements. b. Evaluate a performance, composition, arrangement, or improvisation by comparing it with an exemplary model. c. Know and apply criteria for evaluating and assessing the quality and effectiveness of one's own musical performance. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Grade 2: 4.1, Grade 3: 4.1 and 4.3, Grade 4: 4.1, Grade 5: 4.2, Grade 6: 3.5 and , Grade 7: , Grade 8: , Grades 9 through 12 Proficient: , and Grades 9 through 12 Advanced: ) California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).

24 Domain 5. Connections, Relationships, and Applications Candidates demonstrate an advanced understanding of music connections, relationships, and applications contained in the Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of the subject matter. They understand the connections and relationships between music and the other arts as well as between music and other academic disciplines. Candidates are also familiar with the broad range of career and lifelong learning opportunities available in the field of music as well as the ways in which music functions in the media and entertainment industries. 5.1 Connections and Relationships a. Recognize and describe ways of integrating arts disciplines. b. Understand how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts. c. Identify similarities and differences in the meanings of common terms used in various arts and other subject areas. d. Identify and explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated (e.g., acoustics). (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Kindergarten: 5.1, Grade 2: 5.1, Grade 3: 5.1, Grade 4: , Grade 6: 5.1, Grade 7: 5.1, Grade 8: 5.1, Grades 9 through 12 Proficient: 5.1, and Grades 9 through 12 Advanced: ) 5.2 Career Applications and Functions of Music a. Identify a variety of careers and avocations in the field of music. b. Explain ways in which music functions in the media and entertainment industries (e.g., radio, television, Internet, advertising, film, video, theatre). c. Know and apply current research to support the inclusion of music in the school curriculum. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Kindergarten: 5.2, Grade 2: 5.2, Grade 3: 5.2, Grade 5: , Grade 6: 5.2, Grade 7: , Grade 8: , Grades 9 through 12 Advanced: 4.1 and , and Grades 9 through 12 Proficient: ) Domain 6. Music Methodology and Repertoire Candidates demonstrate an advanced understanding of music methodology and repertoire for listening and performance that reflects the content in the Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of the subject matter. They have in-depth knowledge of methodology of general music as well as instrumental and choral performance ensembles. Candidates are familiar with a broad range of repertoire, and they apply criteria to evaluate pieces of music for specific purposes. Candidates are familiar with the broad range of technology used in creating, listening to, and studying music. They are also knowledgeable about strategies for sequencing music activities and about specialized music evaluation tools. California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).

25 6.1 Music Methodology a. Demonstrate knowledge of techniques for developing aural perception skills and for developing the ability to read and interpret music. b. Demonstrate basic knowledge of various music learning approaches and methodologies (e.g., Orff Schulwerk, Kodály, Dalcroze, Suzuki, and Gordon Music Learning Theory). c. Demonstrate knowledge of basic instrumental techniques. d. Demonstrate knowledge of basic vocal/choral techniques. e. Demonstrate basic knowledge of solfège methodologies. f. Demonstrate functional knowledge and skills in voice, keyboard, woodwinds, brass, strings, guitar, and percussion. g. Demonstrate knowledge of ensemble rehearsal techniques. h. Demonstrate knowledge of the effects of peer instruction, collaborative learning groups, lectures, demonstrations, and discussions of musical performances on music learning. i. Identify strategies for sequencing music activities and understand how music activities relate to student content standards. j. Demonstrate knowledge of specialized music evaluation tools such as pencil-and-paper critiques, videotaping, audiotaping, portfolios, adjudication forms, and rubrics. k. Demonstrate an understanding of the developmental stages of learning (i.e., knowledge of the cognitive, physical, and social development of students) in relation to music. l. Recognize uses of technology as a tool in creating, listening to, and studying music (e.g., CD-ROM, DVD, computers, Internet, synthesizers, MIDI, other digital/electronic technology). m. Understand strategies for facilitating equity, access, accommodation, and adaptation in learning music. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: All grade levels: Standards 1 5. National Board for Professional Teaching Standards [NBPTS] Music Standards: Standard III.) 6.2 Repertoire and Literature for Listening, Performance, and Study a. Know and apply criteria and background knowledge for selection of appropriate music repertoire and literature from diverse cultures and historical periods for various developmental levels and applications in school and community settings. b. Demonstrate familiarity with historical and contemporary works from various musical traditions and diverse cultures. c. Demonstrate familiarity with sequential, developmental, and cultural factors used in selecting music literature for performance. d. Know and apply criteria for selection of music repertoire and literature to make connections and enhance relationships with other curricular areas. e. Know copyright laws and legal consequences as they apply to the school music program. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: Grade 4: , Grade 5: , Grade 6: 2.1 and 2.3, Grade 7: 2.1 and 2.3, Grade 8: 2.1 and 2.3, Grades 9 through 12 Proficient: 2.1, 2.4, and , and Grades 9 through 12 Advanced: 2.1, 2.4, and 3.4. National Board for Professional Teaching Standards [NBPTS] Music Standards: Standard IV.) California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).

26 Part II: Subject Matter Skills and Abilities Applicable to the Content Domains in Music Candidates for Single Subject Teaching Credentials in music are accomplished musicians with excellent musicianship skills and a thorough understanding of musical content knowledge. They demonstrate functional keyboarding skills and perform proficiently on a primary instrument or with voice, and they are able to demonstrate these skills effectively in the classroom to inspire and instruct their students. They apply their comprehensive knowledge of music theory, music history, and cultural context to analyze musical works. They use this information to conduct and produce technically accurate and musically expressive instrumental and choral performances. Using their knowledge of aesthetics, they develop and apply criteria for critiquing performances and compositions. As prospective music teachers, candidates are knowledgeable about various methodologies for providing developmentally appropriate sequential instruction in general music and performance classes. Candidates have a thorough knowledge of the California State Content Standards for music, and they incorporate these standards into instruction. They know how to incorporate technology into instruction, and they connect instruction in music with other arts and academic disciplines. They are also familiar with a wide range of repertoire for listening and performance, and they incorporate into instruction pieces of music from a wide range of historical periods, styles, and cultures. They know techniques for developing singing skills and techniques for playing a variety of instruments and can transfer this information to their students. Candidates are also well versed in a variety of techniques for planning and assessing learning in general music and performance classes, and they are able to adapt instruction to meet the needs of all students in their classes. Being familiar with various careers available in the field of music, they are able to inform students about and encourage students to investigate opportunities for pursuing a career in music. (Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through Grade Twelve: Music: All grade levels: Standards 1 5. Music Teacher Preparation in California: Standards of Quality and Effectiveness for Subject Matter Programs: Standards III and IV. National Board for Professional Teaching Standards [NBPTS] Music Standards: Standard II.) California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).

27

28 APPENDIX B Performance Characteristics and Scoring Scales Functional Keyboard Proficiency Vocal/Instrumental Proficiency

29

30 Functional Keyboard Proficiency The candidate meets the needs of general classroom performance and ensemble rehearsals by playing the keyboard proficiently. PERFORMANCE CHARACTERISTICS PURPOSE SUBJECT MATTER KNOWLEDGE SUPPORT The extent to which the response addresses the constructed-response assignment's charge in relation to relevant CSET subject matter requirements. The application of accurate subject matter knowledge as described in the relevant CSET subject matter requirements. The appropriateness and quality of the supporting evidence in relation to relevant CSET subject matter requirements. SCORING SCALE KEYBOARD PROFICIENCY SCORE POINT U B SCORE POINT DESCRIPTION The "3" response reflects a command of keyboard skills as defined in the subject matter requirements for CSET: Music. The purpose of the assignment is fully achieved. There is technically accurate application of relevant subject matter knowledge throughout the performance, i.e., musicianship is excellent pitches, rhythms, and transpositions of the melody are accurate. There is appropriate accompaniment throughout the performance, i.e., accompaniment is harmonically and stylistically appropriate to the melody. The "2" response reflects a general command of keyboard skills as defined in the subject matter requirements for CSET: Music. The purpose of the assignment is largely achieved. There is largely accurate application of relevant subject matter knowledge throughout the performance, i.e., musicianship is acceptable pitches, rhythms, and transpositions of the melody are generally accurate with some inconsistencies. There is largely appropriate accompaniment throughout the performance, i.e., accompaniment is generally appropriate, harmonically and stylistically, to the melody. The "1" response reflects limited or no command of keyboard skills as defined in the subject matter requirements for CSET: Music. The purpose of the assignment is only partially or not achieved. There is limited or no application of relevant subject matter knowledge in the performance, i.e., musicianship is inadequate pitches, rhythms, and transpositions of the melody are frequently inaccurate. There is little or no appropriate accompaniment in the performance, i.e., accompaniment is inadequate or the melody is unaccompanied. The "U" (Unscorable) is assigned to a performance that does not meet one or more of the requirements specified in the CSET: Music Subtest II Video Performance Procedures Manual. The "B" (Blank) is assigned when there is no video and no audio recorded on the first three minutes of the video file. California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).