Music Education Learning Outcomes
Saint Xavier University is dedicated to providing top-quality education that is intentionally designed to develop your skills and expertise as you prepare for the next step in your education or career. The learning outcomes reflect the specific competencies that you will gain from our Music program, while the curriculum map portrays how these competencies will shape and prepare you for the real world.
Music Education Learning Outcomes
(With the teaching of music as the major area of concentration.)
- Performance - Students will acquire technical skills, musicianship and understanding of the repertory requisite for artistic self-expression in at least one major performance area.
- Musicianship Skills and Analysis - Students will analyze the common elements and organizational patterns of music and their aural, verbal and visual interactions.
- Composition/Improvisation - Students will acquire technical skills in creating original or derivative music.
- History and Repertory - Students will acquire knowledge of music history and repertoires through the present time including musical repertoires beyond those of the primary culture of the area of specialization.
- Synthesis - Students will be able to synthesize a broad range of musical knowledge and skills relating to performance, analysis, composition, history and repertory. Students will evaluate and respond to musical issues.
- The teacher candidate will demonstrate skills of a competent conductor and create accurate and musically expressive performances with various types of performing groups and in a classroom environment.
- The teacher candidate will develop skills to arrange and adapt music from a variety of sources to meet the needs and ability levels of individuals, school-performing groups and student classes.
- The teacher candidate will develop functional performance abilities in keyboard, voice and instruments appropriate to the student's teaching specialization.
- The teacher candidate will apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities and will identify music styles, literature, multiple cultural sources and historical development, both in general and as related to their area(s) of specialization.
- The teacher candidate will develop necessary competencies in musicianship; vocal, keyboard and pedagogical skill; knowledge of content; methodologies; philosophies; materials; technologies; and curriculum development.
- The teacher candidate will translate their skills and knowledge to teach music at various levels to different age groups and in classroom and ensemble settings in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization. This set of abilities includes effective classroom and rehearsal management.
- The teacher candidate will measure child growth and development and principles of learning as they relate to music.
- The teacher candidate will assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and students will prepare educational programs to meet assessed needs.
- The teacher candidate will analyze and evaluate current methods, materials and repertories available in various fields of music education appropriate to the teaching specialization.
- The teacher candidate will develop the ability to accept, amend or reject methods and materials based on personal assessment of specific teaching situations.
- The teacher candidate will recognize and apply evaluative techniques in assessing both the musical progress of students and the objectives and procedures of the curriculum.
- The vocal/choral teacher candidate will develop sufficient vocal and pedagogical skills to teach the effective use of the voice individually and in groups.
- The vocal/choral teacher candidate will learn content, methodologies, philosophies, materials, technologies and curriculum development for vocal/choral music.
- The vocal/choral teacher candidate will develop sufficient performance abilities on at least one instrument as a teaching tool to provide, transpose and improvise accompaniments.
- The vocal/choral teacher candidate will learn appropriate repertoire through participation in large and small choral ensembles.
- The instrumental teacher candidate will perform on wind, string and percussion instruments to teach beginning students effectively in groups or individually.
- The instrumental teacher candidate will learn content, methodologies, philosophies, materials, technologies and curriculum development for instrumental music.
- The instrumental teacher candidate will learn appropriate repertoire through participation in large and small instrumental ensembles.
Learning Outcomes for All Initial Licensure Students (Illinois Professional Teaching Standards)
- Teaching Diverse Students: The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of social, economic, cultural, linguistic and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
- Content Area and Pedagogical Knowledge: The competent teacher has in-depth understanding of central concepts, methods of inquiry, structures of the disciplines and content-area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
- Planning for Differentiated Instruction: The competent teacher plans and designs instruction based on content, diverse student characteristics, student performance data, curriculum goals and the community context. The teacher plans for ongoing student growth and achievement.
- Learning Environment: The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation and personal goal-setting.
- Instructional Delivery: The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
- Reading, Writing and Oral Communication: The competent teacher has foundational knowledge of reading, writing and oral communication within the content area and recognizes and addresses student reading, writing and oral communication needs to facilitate the acquisition of content knowledge.
- Assessment: The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
- Collaborative Relationships: The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.
- Professionalism, Leadership and Advocacy: The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians and the profession.