Marcel Williams

Music 670

Standard #3

Standard 3: The teacher of PK-12 music has skills in reading and writing music.

A strong foundation comes from a musicians ability to read and write music. Mastery within

these fundamental practices are how advanced concepts, theory, and pedagogy are acquired.

As a student and musician, there are few days that go by in which I do not read music. During

my time at Kansas State University I have studied theory and aural skills acquiring abilities that

are essential such as sight singing, composition, melodic/harmonic dictation, and practical

tools and skills in the analyzation of music. I have read standard notation of music written for

voice, piano, guitar, drum-set, clarinet, flute, oboe, bassoon, horn, and trumpet. Transposition

was applied as necessary to the previous instruments. Much of my written skills come from

writing small excerpts of music while practicing theory as well as listening to melodies and

using melodic dictation. I have also written 4 compositions that were critiqued and analyzed by

my professors at the university. Two of these compositions were selected to be performed at a

recital to demonstrate my proficiency in writing.

Students who study under my supervision will develop skills in reading and writing

music that allow them to become self-regulated. Students will increasingly become less

dependent on the instructor and develop a sense of self-efficacy as they begin to “snowball”

their successes. Students will regularly get the opportunity to practice skills such as sight-
reading and compositional skills that will apply the concepts of music theory we have

practiced. Knowing that there can be “discrepancies” in content knowledge as students move

up from the feeder schools I will work with the district music educators to create a scope and

sequence that can catalyze on the students prior knowledge while creating a class structure

that is careful to not leave any new students to the program behind.