Study Guide
Field 203: Vocal/General Music
Test Design and Framework
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The test design below describes general assessment information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
*Does not include 15-minute C B T tutorial
Test Framework
Pie chart of approximate test weighting outlined in the table below.
| subareas | range of competencies | approximate percentage of test | |
|---|---|---|---|
| selected-response | |||
| roman numeral 1 | Listening Skills | 0001to0003 | 21 percent |
| roman numeral 2 | Vocal Performance and Music Methodology | 0004to0007 | 25 percent |
| roman numeral 3 | Music Theory and Composition | 0008to0011 | 23 percent |
| roman numeral 4 | Music History and Culture | 0012to0014 | 16 percent |
| this cell intentionally left blank. | 85 percent | ||
| subareas | range of competencies | approximate percentage of test | |
|---|---|---|---|
| constructed-response | |||
| roman numeral 5 | Pedagogical Content Knowledge | 0015 | 15 percent |
| this cell intentionally left blank. | 15 percent | ||
Subarea 1—Listening Skills
Competency 0001–Analyze the elements of music presented in a recorded example.
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- Analyze the melodic elements presented in a recorded example, including scales, intervals, contours, and phrasing.
- Analyze the harmonic elements presented in a recorded example, including intervals, chord types, harmonic progressions, cadences, and nonchord tones.
- Analyze the elements of rhythm, meter, and tempo presented in a recorded example.
- Analyze the elements of texture and form presented in a recorded example.
Competency 0002–Analyze the elements of a musical performance presented in a recorded example.
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- Identify voice types and various types of choral and vocal ensembles.
- Recognize errors in a vocal performance (e.g., errors related to pitch, rhythm, articulation, phrasing, ensemble precision, blend, and balance).
- Analyze expressive elements in a vocal performance (e.g., dynamics, articulation, tempo changes).
Competency 0003–Analyze the historical or cultural context of a work in a recorded example.
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- Demonstrate knowledge of styles, characteristics, instruments, major works, major composers, and genres of music from the major periods of Western music history.
- Demonstrate knowledge of styles, characteristics, instruments, and genres of music from a variety of cultures around the world.
Subarea 2—Vocal Performance and Music Methodology
Competency 0004–Understand the principles of singing.
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- Demonstrate knowledge of vocal ranges and registers, including children's voices and changing voices.
- Demonstrate knowledge of proper breathing techniques and tone production techniques.
- Demonstrate knowledge of processes and techniques used to develop singing skills, common problems encountered in singing, and techniques for resolving such problems.
Competency 0005–Understand choral and vocal ensemble rehearsal and performance techniques and repertoire.
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- Demonstrate knowledge of the principles and techniques of ensemble performance, including improvisation.
- Apply knowledge of rehearsal strategies, skills, warm-ups, and other activities for choral and vocal ensembles.
- Demonstrate knowledge of methodologies and practices for encouraging student self-reflection and musical independence.
- Apply knowledge of quality choral and solo music literature and appropriate folk songs, including where to locate musical resources.
- Demonstrate knowledge of basic copyright laws, including correct use of copyrighted music and related responsibilities.
Competency 0006–Demonstrate knowledge of conducting techniques and score reading.
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- Demonstrate knowledge of basic beat patterns used in conducting.
- Demonstrate knowledge of expressive techniques used in conducting, including the ability to show musical nuance.
- Demonstrate knowledge of cuing techniques used in conducting.
- Analyze score excerpts (e.g., expressive requirements, potential performance problems).
Competency 0007–Understand principles of music methodology.
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- Apply knowledge of basic philosophies of music education and of current research to support the inclusion of music within the school curriculum.
- Evaluate various approaches to music education (e.g., Orff, Kodály, Jaques-Dalcroze), including strategies for planning and delivering sequential lessons based on these approaches.
- Demonstrate knowledge of various sight-singing methods and strategies for teaching and assessing such methods at various levels.
- Demonstrate knowledge of various rhythm-reading methods and strategies for teaching and assessing such methods at various levels.
- Evaluate strategies for differentiating instruction for all students.
- Apply knowledge of Oklahoma's academic standards and strategies for incorporating them into various vocal music classes.
- Apply knowledge of how music integrates with all academic disciplines, including other fine and performing arts, and enhances student life experiences.
- Apply knowledge of promoting music and the other arts in the community and school (e.g., group motivational strategies, group management methods).
- Apply knowledge of participation in ongoing professional development (e.g., involvement with professional associations).
- Demonstrate knowledge of how to use technology in the music classroom.
Subarea 3—Music Theory and Composition
Competency 0008–Analyze musical notation.
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- Identify key signatures and pitches using a given clef.
- Demonstrate knowledge of note values, rest values, and time signatures.
- Demonstrate knowledge of musical symbols and terms, including dynamic indications, tempo markings, articulation symbols and markings, and expression markings.
Competency 0009–Understand elements of melody.
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- Identify scales and melodic intervals.
- Analyze melodic characteristics, including diatonicism, pentatonicism, steps, skips, leaps, repetition, contour, and phrasing.
Competency 0010–Understand elements of harmony.
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- Identify harmonic intervals, chord quality, and chord inversions.
- Analyze cadences, harmonic progressions, modulations, and nonchord tones.
Competency 0011–Apply knowledge of musical composition and arrangement.
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- Demonstrate knowledge of musical forms, textures, and compositional techniques.
- Analyze examples of musical forms, textures, and compositional techniques.
- Apply knowledge of strategies for arranging or adapting music from a variety of sources to meet the needs and ability levels of individuals, school performing groups, and classroom ensembles.
Subarea 4—Music History and Culture
Competency 0012–Demonstrate knowledge of Western music history from the Middle Ages through the Classical period.
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- Demonstrate knowledge of major historical periods, styles, characteristics, and genres of Western music from the Middle Ages through the Classical period.
- Demonstrate knowledge of major composers and major works of Western music from the Middle Ages through the Classical period.
- Compare and contrast music from different periods of Western music history from the Middle Ages through the Classical period.
Competency 0013–Demonstrate knowledge of Western music history from the Classical period through the present.
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- Demonstrate knowledge of major historical periods, styles, characteristics, and genres of Western music from the Classical period through the present.
- Demonstrate knowledge of major composers and major works of Western music from the Classical period through the present.
- Compare and contrast music from different periods in Western music history from the Classical period through the present.
Competency 0014–Demonstrate knowledge of music outside the Western music tradition.
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- Demonstrate general concepts of styles, characteristics, instruments, notable compositions, composers, or genres of music outside the Western music tradition.
- Compare and contrast various styles and genres of music from a variety of world cultures, including the United States.
Subarea 5—Pedagogical Content Knowledge
Competency 0015–Explain developmentally appropriate strategies to effectively address students' strengths and needs and inform instruction by analyzing instructional objective assessment strategies, activity plans, and student progress.
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- Apply knowledge of standards-based learning goals for music content and processes.
- Explain how specific developmentally appropriate instructional strategies and activities promote students learning in the music classroom.
- Apply knowledge of assessment strategies to promote student learning and inform future instruction.