think about how their score analysis transfers to their lesson planning in very specific ways, including instructional strategies and student outcomes (CMP) as well as academic language (edTPA). The students’ third step is to transfer their score analysis to a detailed lesson plan format which prompts them to develop their teaching strategies, student outcomes, and specific assessment procedures (CMP) corresponding with the edTPA Planning Task. Students have opportunities to “enact” their music lesson plans during field teaching assignments in the public schools. They reflect upon how the interrelated CMP processes of Selection, Analysis, Outcomes, Strategies, and Assessment function in a PK12 music class. This activity also corresponds with edTPA Instruction Task 2. In addition,
Figure 4. Curriculum map. © Nancy Barry, Guy Harrison, Katherine King, Auburn University, 3/29/2016
References
they consider assessment data and develop specific strategies for more effective teaching. This step draws upon all five of the CMP Principles, corresponds with edTPA Assessment Task 3, and also cycles back to Planning Task 1 as our students reflect upon planning future music lessons.
Retooling our undergraduate curriculum is still a workinprogress for our Music Education faculty. We developed a Curriculum Map, shown in Figure 4, to help us understand and adjust how each course in our undergraduate sequence contributes to the learning process and to help us be more consistent with our use of academic language. We are reworking our Music Education methods courses based upon this theoretical foundation in hopes that our Fall 2018 seniors (and all of our subsequent graduates) will be well prepared to approach their internship (student teaching) with skill and confidence, and successfully complete the edTPA tasks while upholding a bestpractices approach to teaching musical skills and knowledge.
We welcome suggestions from our colleagues in Alabama and other states. Our aim is for students to be comfortable with edTPA’s language and tasks so that they will be able to focus on the joys and challenges of teaching music, rather than worrying about passing edTPA. Ultimately, we are striving to ensure that the edTPA process will enhance their learning experience rather than distract from it!
Jane Kuehne is Associate Professor of Music Education at Auburn University.
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edTPA (2015). K12 performing arts assessment handbook. Stanford, California: Stanford Center for Assessment, Learning, & Equity.
Madeloni, B., & Gorlewski, V. (Summer, 2013). Wrong answer to the wrong question: Why we need critical teacher education, not standardization. Rethinking Schools, 27 (4). Retrieved from
http://www.rethinkingschools.org/archive/27_04/27_04_ madeloni
gorlewski.shtml
NAfME (2014). 2014 music standards. Retrieved from
http://www.nafme.org/myclassroom/standards/core; musicstandards/
O’Toole, P. (2003). Shaping sound musicians: An innovative approach to teaching comprehensive musicianship through performance. Chicago: GIA Publications
Nancy Barry is Professor and Program Coordinator of Music Education at Auburn University.
Guy Harrison is Assistant Professor of Music and Music Education at Auburn University.
August/September 2016
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