Music 640

MUSC 640: Internship in Teaching Music K-12

Prerequisites: Admission to the Teacher Education Program

Credit Hours: (3-6)

Practicum for graduate students seeking teaching credentials in Music grades K-12. Clinical experience on multiple grade levels appropriate to Music certification in Virginia; begins with observation and limited participation and culminates in assumption of full responsibility in the classroom. Special seminars regularly scheduled to enhance professional development of student. Pass/Fail.

Detailed Description of Course

Practicum: Student teacher placements are made in appropriate grade/subject area around the student’s emphasis of either Vocal/Choral or Instrumental music. Opportunities are provided to practice under the supervision of approved cooperating teachers and university supervisors. The experience begins with observation and limited participation and culminates in assumption of full responsibility.


Detailed Description of Conduct of Course

MUSC 640 consists of clinical experiences that require students to design, implement, and evaluate projects in the teaching of music in grades K-12. The clinical experience on one or more levels in grades K-5 music and a clinical experience on one or more levels in grades 6-12. Music begins with observation and limited participation and culminates in assumption of full responsibility in the classroom. Experiences will be developed around the student’s emphasis of either Vocal/Choral or Instrumental music. Special seminars are regularly scheduled to enhance the professional development of students enrolled in the student teaching program. Provides a period of experience in professional, clinical practice in grades K-12 in which the student tests and reconstructs the theory in which the student has evolved and during which the student further develops personal teaching style

Goals and Objectives of the Course

• To deepen the pre-service teacher's understanding and perspective of the educational process through full-time teaching supported by guided supervision from school and University personnel;
• To enable pre-service teachers to put into practice, in a clinical setting, the code of professional conduct and ethical standards that characterize the teaching profession;
• To demonstrate content knowledge, pedagogical knowledge, and theoretical knowledge in the design development, and implementation of instruction; and
• To facilitate the transition from student to practicing professional.

Upon completion of this course, the student will have demonstrated competency in each of the ten domains of professional responsibility (RU).

Ten Domains of Professional Responsibility

Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and
media communication techniques to foster active inquiry, collaboration, and supportive interaction in the  classroom.

Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.


Assessment Measures

Assessment in student teaching is both formative and summative and involves the collective evaluations of classroom teachers, school administrators, and University faculty. Formative evaluation is based upon the competencies articulated in the ten domains (RU) based upon the ten INTASC Standards for Beginning Teachers.

Additionally, all students will demonstrate competency according to the guidelines established by the National Association of Schools of Music (NASM)

The prospective music teacher should have:
(1) Personal commitment to the art of music, to teaching music as an element of civilization, and to encouraging the artistic and intellectual development of students, plus the ability to fulfill these commitments as an independent professional.
(2) The ability to lead students to an understanding of music as an art form, as a means of communication, and as a part of their intellectual and cultural heritage.
(3) The capability to inspire others and to excite the imagination of students, engendering a respect for music and a desire for musical knowledge and experiences.
(4) The ability to articulate logical rationales for music as a basic component of general education, and to present the goals and objectives of a music program effectively to parents, professional colleagues, and administrators.
(5) The ability to work productively within specific education systems, promote scheduling patterns that optimize music instruction, maintain positive relationships with individuals of various social and ethnic groups, and be empathetic with students and colleagues of differing backgrounds.
(6) The ability to evaluate ideas, methods, and policies in the arts, the humanities, and in arts education for their impact on the musical and cultural development of students.
(7) The ability and desire to remain current with developments in the art of music and in teaching, to make independent, in-depth evaluations of their relevance, and to use the results to improve musicianship and teaching skills.

• NCATE Task: Supervising teachers and professors will evaluate students as they carry out their professional duties utilizing the Student Teaching Evaluation form and the Disposition of Candidates form.
• Develop and create lesson plans
• Other activities appropriate to the specific program and content areas

Other Course Information


Review and Approval
March 2, 2012