Video Performance Procedures Manual - ctcexams.nesinc.com · Approximately three weeks prior to the submission deadline, a Video Performance Procedures Manual and accompanying submission

California

Subject

Examinations for

Teachers®

VideoPerformanceProceduresManual

MUSIC SUBTEST II

CSET®

®

IMPORTANT NOTE: Subtest II requires that video-recorded material be uploaded to a secure website by the submission deadline for the testing window in which an examinee has a scheduled test appointment. Approximately three weeks prior to the submission deadline, a Video Performance Procedures Manual and accompanying submission materials will be mailed via U.S. mail to each examinee who scheduled a test appointment. Refer to www.ctcexams.nesinc.com for important dates and deadlines for scheduling a test appointment and submitting video-recorded materials.

http://www.ctcexams.nesinc.com

i

IMPORTANT NOTE

Read this entire manual very carefully! It contains information critical for the preparation and submission

of your CSET: Music Subtest II video performance materials.

Failure to follow all requirements described in this manual could result in your video performances

receiving ratings of "Unscorable."

APPROVED VIDEO FILE SUBMISSION FORMATS

Video recordings for Music Subtest II may be submitted using any one of the following video file formats:

See requirements on page 7 for more information about video format requirements.

FOR FURTHER INFORMATION

If you have questions after reading this CSET:

Music Subtest II Video Performance Procedures

Manual, or if you have questions regarding the

requirements for preparing materials, contact:

CSET Program

Evaluation Systems group of Pearson

P.O. Box 340880

Sacramento, CA 95834-0880

Telephone: (800) 205-3334 or (916) 928-4003

9:00 a.m.–5:00 p.m. Pacific time

Monday through Friday, excluding holidays

6:30 a.m.–10:00 a.m. on Saturday test dates

(Automated Information System available

24 hours daily)

Fax: (866) 483-6460 or (916) 928-6110

Website: www.ctcexams.nesinc.com

If you have questions regarding credentialing

requirements, contact:

State of California

Commission on Teacher

Credentialing (CTC)

Information Services

1900 Capitol Avenue

Sacramento, CA 95811-4213

CTC email address: Examination policy: [email protected]

Credential requirements: [email protected]

CTC website: www.ctc.ca.gov

Copyright © 2019 Pearson Education, Inc. or its affiliate(s). All rights reserved.

Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA 01004

California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of the Commission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).

Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).

iii

TABLE OF CONTENTS

Background Information ........................................................................................................................ 1

California Credentialing Requirements ......................................................................................................... 1

Subject Matter Requirements for CSET: Music ........................................................................................... 1

Testing Requirements for CSET: Music Subtest II ....................................................................................... 1

Maintaining Privacy and Control of Video-Recorded Assessment Materials .............................................. 2

Registration Information ....................................................................................................................... 3

Your CSET: Music Subtest II Registration ................................................................................................... 3

Materials Packet .................................................................................................................................... 4

Overview: Video Performances ............................................................................................................. 4

Video 1: Functional Keyboard Proficiency................................................................................................... 4

Video 2: Vocal/Instrumental Proficiency ...................................................................................................... 5

Steps for Recording Your Performances .............................................................................................. 6

Practice .......................................................................................................................................................... 6

Arrange for Equipment ................................................................................................................................. 6

Decide on Self-Recording or Camera-Operator Recording .......................................................................... 6

Video Submission Policy .............................................................................................................................. 6

Video Performance and Recording Requirements ........................................................................................ 7

Video Camera Placements ............................................................................................................................ 8

Record Your Performances ........................................................................................................................... 11

Check Recordings ......................................................................................................................................... 11

Review Your Performances .......................................................................................................................... 11

Preparing Materials for Submission ...................................................................................................... 12

Complete the Music Subtest II Candidate Identification Form..................................................................... 12

Upload Materials ........................................................................................................................................... 12

Scoring of Your Video Performances .................................................................................................... 12

Appendix A: CSET: Music Subject Matter Requirements

Appendix B: Performance Characteristics and Scoring Scales

1

BACKGROUND INFORMATION

California Credentialing Requirements

Teacher candidates in California are required to demonstrate competence in the subject matter they will be

authorized to teach. The Commission on Teacher Credentialing (CTC) provides Single Subject Teaching

Credential candidates with two options for satisfying this requirement. Candidates can either (a) complete a

CTC-approved subject matter preparation program or (b) pass the appropriate CTC-adopted subject matter

examination(s).

The California Educator Credentialing Assessments website (www.ctcexams.nesinc.com) provides detailed

information about California requirements for certification. The website also includes important information

about the procedures and policies, including the Rules of Test Participation, which you agree to abide by upon

registration for an examination of the CSET.

Subject Matter Requirements for CSET: Music

The subject matter requirements for CSET: Music are contained in six domains. The six domains comprise the

subject matter knowledge and skills expected of a California public school music educator and are incorporated

into the three subtests of CSET: Music. The six Music domains delineate the teacher competencies that are

important for the provision of effective music instruction to students in grades preK–12. The subject matter

requirements are provided in Appendix A of this manual.

CSET: Music Subtest II includes a video performance component that requires you to demonstrate your

performance skills as described in the Creative Expression domain of the CSET: Music subject matter

requirements. Information about all CSET: Music subtests is available in the CSET: Music test guide provided

on the California Educator Credentialing Assessments website (www.ctcexams.nesinc.com).

Testing Requirements for CSET: Music Subtest II

CSET: Music Subtest II consists of two sections: (1) a multiple-choice question section, presented on screen at

your computer-based test administration, and (2) a video performance component, described in this manual. The

video-recorded material for the performance component must be uploaded to the designated site listed in the

CSET: Music Subtest II Video Submission Checklist no later than the submission deadline listed on the

California Educator Credentialing Assessments website (www.ctcexams.nesinc.com) for the testing window in

which your test appointment is scheduled.

2

Video Submission Policy

The Commission on Teacher Credentialing (CTC) requires that you submit two video recordings in order

for CSET: Music Subtest II to be scored. You are required to submit two video recordings of yourself

performing the assigned selections designated for your test date. You must upload these video recordings no

later than the submission deadline for the testing window in which your test appointment is scheduled.

If one or both of your submitted video recordings do not meet the requirements specified on page 7 of the

CSET: Music Subtest II Video Performance Procedures Manual, you will receive a rating of "Unscorable" on

the video performance(s). If your video performance(s) are rated as "Unscorable," you may not receive a

passing score on CSET: Music Subtest II and may need to retake the subtest.

Furthermore, if you do not upload two video recordings (i.e., one for the functional keyboard proficiency

exercise and one for the vocal/instrumental proficiency exercise) by the submission deadline, or if one or

both of your submitted video recordings do not contain video and audio within the first three minutes, you

will not have satisfied the CSET: Music Subtest II testing requirements; you will not pass CSET: Music Subtest

II; and you will need to retake the entire subtest.

Maintaining Privacy and Control of Video-Recorded Assessment Materials

It is your responsibility to protect the privacy of all individuals, including yourself, who appear in the video

recording made as part of the CSET: Music.

You may not:

Make more than one backup copy of the video

Share the video with your family or friends, or any other person or organization

Share or post the video online to any site (e.g., YouTube)

Keep possession of the backup copy of the video after test results have been reported

Violation of any of these privacy requirements with respect to the video can have serious consequences that

could affect your career as a teacher.

3

REGISTRATION INFORMATION

Your CSET: Music Subtest II Registration

Your registration for CSET: Music Subtest II is valid only for one test date. If you do not upload all required

materials no later than the submission deadline for the testing window in which your test appointment is

scheduled, your video performances will receive ratings of "Unscorable." If you are absent from the

administration, you will not receive a refund or credit for any test registration fees and must submit a new

registration along with the appropriate fee if you wish to take the subtest on a future test date.

See www.ctcexams.nesinc.com, for detailed information about:

• withdrawing your registration;

• changing your registration to a future test date;

• correcting or updating personal information on your registration materials;

• test center rules;

• the day of the test;

• retaking a CSET subtest.

4

MATERIALS PACKET

The CSET: Music Subtest II video performance materials packet you will receive after you schedule your test

appointment will contain the following:

• this CSET: Music Subtest II Video Performance Procedures Manual

• a Video Performance Exercise Booklet, containing the assigned exercises for Video 1: Functional

Keyboard Proficiency and Video 2: Vocal/Instrumental Proficiency for the testing window in which

your test appointment is scheduled

• a Music Subtest II Video Submission Checklist outlining key steps for uploading your completed

materials

• a Music Subtest II Candidate Identification Form

Note: For Video 1: Functional Keyboard Proficiency, the musical score is included with the assigned exercise. For

Video 2: Vocal/Instrumental Proficiency, it is your responsibility to locate the musical score appropriate for your

selected instrument or vocal range. When locating the score for the assigned selection, you must exactly match each

element identifying the selection (title of the work or aria collection, composer or arranger, edition, and specific

excerpt). If you do not use the score that exactly matches each element of the assigned selection, your performance

may be rated unscorable.

Some online providers of musical scores include Eble Music Company (eble.com), the International Music Score Library

Project (imslp.org), and JW Pepper (jwpepper.com).

Check the materials in your packet. If any materials are missing, call the CSET Program immediately at (800)

205-3334 or (916) 928-4003.

OVERVIEW: VIDEO PERFORMANCES

Video 1: Functional Keyboard Proficiency

The functional keyboard proficiency exercise must be performed on an acoustic piano. Performances on an

electronic keyboard, synthesizer, or MIDI-equipped acoustic keyboard (e.g., a discklavier) are not allowed. You

may perform the exercise with the score or from memory.

The functional keyboard proficiency exercise consists of four parts. Be sure to complete all parts of the exercise

provided in the Video Performance Exercise Booklet.

The section of this manual entitled "Steps for Recording Your Performances" outlines steps and requirements for

preparing the video recording of your performance of the functional keyboard proficiency exercise.

5

Video 2: Vocal/Instrumental Proficiency

Note: For Video 2: Vocal/Instrumental Proficiency, it is your responsibility to locate the assigned musical score that

is appropriate for your selected instrument or vocal range. When locating the score for the assigned selection, you must

exactly match each element identifying the selection (title of the work or aria collection, composer or arranger, edition,

and specific excerpt). If you do not use the score that exactly matches the assigned selection, your performance may be

rated unscorable.

Some online providers of musical scores include Eble Music Company (eble.com), the International Music Score Library

Project (imslp.org), and JW Pepper (jwpepper.com).

You must submit a video performance illustrating either your vocal proficiency or your instrumental proficiency; do not

submit both a vocal and an instrumental performance for Video 2: Vocal/Instrumental Proficiency.

Vocal Proficiency

• The vocal proficiency exercise must be performed in Italian.

• Vocalists may choose to perform either the accompanied or a cappella selection listed for their vocal range

in the Video Performance Exercise Booklet. If the accompanied selection is chosen, accompaniment may be

on piano, recorded piano, or nonacoustic piano (synthesizer). If the a cappella selection is chosen, no

accompaniment is permitted.

• Vocalists may perform with the score or from memory.

• The vocal performance should be up to five minutes long, depending on the length of the music assigned.

Instrumental Proficiency

• The instrumental proficiency exercise must be performed on one of the instruments listed below.

(Note that you may choose to play piano for both Video 1: Functional Keyboard Proficiency and

Video 2: Vocal/Instrumental Proficiency.)

ALLOWABLE INSTRUMENTS

• Piano (acoustic) • Cello • B-flat Clarinet • Tuba

• Harp • String Bass • Bassoon • Baritone

• Guitar (acoustic) • Percussion (snare and vibes) • French Horn • Alto Saxophone

• Violin • Flute • Trumpet • Tenor Saxophone

• Viola • Electronic Valve Instrument • Trombone • Oboe

• Instrumentalists must perform unaccompanied by another instrument or vocalist.

• Instrumentalists may perform with the score or from memory.

• The instrumental performance should be up to five minutes long, depending on the length of the music

assigned.

The section of this manual entitled "Steps for Recording Your Performances" outlines steps and requirements for

preparing the video recording of your performance of the vocal/instrumental proficiency exercise.

6

STEPS FOR RECORDING YOUR PERFORMANCES

Practice

You are encouraged to practice the exercises prior to recording your final performances. You are also

encouraged to make practice video recordings of your performances before creating your final video recordings

for submission. Making practice video recordings may help you and the camera operator become more

comfortable with the video-recording equipment and process.

Arrange for Equipment

It is your responsibility to obtain the equipment needed to prepare your video recordings.

For the best video and audio recording, it is recommended that you use the following:

• a tripod or other camera stabilization device, including electronic stabilization in the camera;

• an AC power source to operate the video camera. Battery packs may also be used as a power source, but if

the battery charge is low, the quality of the recording may be adversely affected.

Check that all video equipment is in proper working order.

Decide on Self-Recording or Camera-Operator Recording

You have the option of preparing your video recordings either by self-recording or by having another person

serve as the camera operator. Using a camera operator may allow you to concentrate on your performance,

rather than on the technical aspects of recording. The camera operator must understand that once the recording

of your performance has begun, the camera must not be turned off until the complete performance has been

recorded. You should caution the camera operator that the camera must remain in a fixed position throughout

the performance and that any stops during the recording, even accidental ones, will cause your video

performance to receive a rating of "Unscorable." In addition, you should advise the camera operator not to

interact with you during the recording or to otherwise influence your performance.

For self-recorded video performances, you will set up the video camera in a fixed position. Once you start

recording, you must not turn the camera off at any time during the performance.

Video Submission Policy

The Commission on Teacher Credentialing (CTC) requires that you submit two video recordings in order for

CSET: Music Subtest II to be scored. You are required to submit two video recordings of yourself performing the

assigned selections designated for your test date. You must upload these video recordings no later than the

submission deadline for the testing window in which your test appointment is scheduled.

If one or both of your submitted video recordings do not meet the requirements specified on page 7 of the CSET:

Music Subtest II Video Performance Procedures Manual, you will receive a rating of "Unscorable" on the video

performance(s). If your video performance(s) are rated as "Unscorable," you may not receive a passing score on

CSET: Music Subtest II and may need to retake the subtest.

Furthermore, if you do not upload two video recordings (i.e., one for the functional keyboard proficiency exercise

and one for the vocal/instrumental proficiency exercise) by the submission deadline, or if one or both of your

submitted video recordings do not contain video and audio within the first three minutes, you will not have satisfied

the CSET: Music Subtest II testing requirements; you will not pass CSET: Music Subtest II; and you will need to

retake the entire subtest.

7

Video Performance and Recording Requirements

Your submitted video performances and video recordings must meet the requirements listed below. Video

performances and video recordings that do not meet these requirements will be assigned the rating of

"Unscorable."

• Submit video recordings containing performances conforming to the directions in the exercise.

Your performance of the functional keyboard proficiency exercise must be on an acoustic piano. For the

vocal/instrumental proficiency exercise, vocalists must perform in Italian (accompanied or a cappella, as

specified by the chosen selection) and instrumentalists must perform unaccompanied on an approved

instrument.

• Submit video recordings containing recent performances. Prior to beginning each video performance,

you must face the camera and state your 8-digit CSET identification number (listed within your registration

confirmation email) and the date on which you are recording your video performance (month, day, and year).

Your submissions must contain recent video performances recorded no earlier than five weeks prior to the test

date. A video file that was submitted for a previous test date may not be resubmitted.

• Each video recording must be submitted using an approved video file type. Both video recordings

must be submitted using the same approved video file type. The approved video file types are:

(1)

(2)

(3)

(4)

*Note: For video file submissions, the video must be recorded as one of the approved file types,

not just saved with one of the approved filename extensions.

An "Unscorable" rating may be assigned to a video performance submitted in any format other than the

approved video file formats specified above or that cannot be played.

• Submit video files with no breaks, edits, or interruptions in the recordings. Each file must be recorded

using only a single camera, without stopping, restarting, or otherwise interrupting the recording or later editing

it.

• Submit video files with clear visual and audio recordings. Your video recordings must be of sufficient

quality that scorers may clearly see and hear your performance. During recording, the video camera must be

positioned appropriately as shown on pages 8–10.

• Submit only video recordings of your own live performances. Both video recordings must consist of live

performances by the registered examinee. With the exception of vocal accompaniment, synthesized music is

not allowed.

• Submit two video files each one containing your performance of one assigned exercise. One video

file should contain your performance of the assigned functional keyboard proficiency exercise; the other video

file should contain your performance of the assigned vocal/instrumental proficiency exercise. Do not submit

both performances in a single video file.

• Submit video recordings of your performances on the assigned selections. For Video 1: Functional

Keyboard Proficiency, the musical score is included with the assigned exercise. For Video 2: Vocal/Instrumental

Proficiency, it is your responsibility to locate the musical score appropriate for your instrument or vocal range.

When locating the score for the assigned selection, you must exactly match each element identifying the

selection (title of the work or aria collection, composer or arranger, edition, and specific excerpt).

• Upload each video recording and other required materials. In addition to your video files, you will

complete and upload a PDF of the Music Subtest II Candidate Identification Form.

8

Video Camera Placements

The following photographs illustrate what should be visible on the video recording when the video camera is

positioned correctly for the functional keyboard proficiency and vocal/instrumental proficiency exercises. These

camera positions are the same for self-recording and camera-operator recording.

It is essential that your performances are recorded strictly in accordance with the following instructions

describing video camera placement and angles for each instrument or vocal performance.

Piano, Keyboard, Harp

The video camera should be positioned to show your hands, feet, and face (side view).

Figure 1. Video Camera Placement: Piano, Keyboard, Harp

Note: The functional keyboard proficiency exercise must be performed on an acoustic piano.

9

Other Instrumental Performances

The video camera should be positioned to show your hands and face (front or front/side view).

Figure 2. Video Camera Placement: Other Instruments

10

Instrumental Performance Using a Music Stand

If you read from the assigned score rather than memorize the music, ensure that the music stand does not

obscure any of the required views shown on these pages.

Figure 3. Video Camera Placement: Music Stand

Vocal Performance

The video camera should be positioned to show your face and upper torso (front view).

Figure 4. Video Camera Placement: Voice

11

Record Your Performances

IMPORTANT: Prior to beginning each video performance, face the camera and state your 8-digit CSET

identification number (listed within your registration confirmation email) and the date on which you are recording

your video performance (month, day, and year). Do not stop or interrupt the recording after stating this identification

information. To maintain candidate anonymity during scoring, however, do not state your name while recording your

performance.

Record each performance according to the requirements listed on page 7. Your video performances will

be assigned a rating of "Unscorable" if your performances or video recordings do not meet these requirements.

Some recording suggestions are as follows:

• Record the performances in as quiet a location as possible so that your performance can be heard without

distraction.

• Use a tripod or other stabilization device to maintain a steady image.

• Place the video camera at the appropriate angle and distance to show the most important elements of your

performances. See pages 8–10 for correct video camera placement for each type of instrumental or vocal

performance.

• Avoid positioning the video camera so that windows or other bright lights are behind you as you perform.

• Disable the date/time stamp function of the video camera so that the date and the time are not displayed

when viewing the video recording.

• Keep the size of video files to 150 MB or less by setting the proper resolution on the video camera prior to

recording. Commonly used lower resolutions like “320 × 240” and “640 × 480” yield the best results for

the purpose of this test.

Check Recordings

After recording, review each video recording. Make sure that each video recording meets all requirements on

page 7, including the following:

• There are no audio or visual disturbances, breaks, interruptions, stops/starts, or edits in the recording.

• Viewers can clearly see and hear you playing or singing during your entire performance.

• You have stated your CSET identification number and date of recording prior to your performance.

• Your performance is recorded at the beginning of the video file immediately after you state your

identification number and the date of the recording.

• A single recorded performance appears in its entirety in each video file, with no other recorded material

before or after.

Review Your Performances

Evaluate whether your video performances are complete and clearly demonstrate your functional keyboard

proficiency and vocal/instrumental proficiency.

12

PREPARING MATERIALS FOR SUBMISSION

Complete the Music Subtest II Candidate Identification Form

You must read and complete section 1 of the Candidate Identification Form. Indicate whether or not you grant

permission to the CTC and to Evaluation Systems to use your video recordings for research and training

purposes, as indicated on the form. Sign the form.

Present your video recordings and the Candidate Identification Form to your supervisor or faculty member or

his/her designee for completion of section 2 of the form.

Upload Materials

Follow the directions contained in the CSET: Music Subtest II Video Submission Checklist to upload the

following materials:

Video 1: Functional Keyboard Proficiency video file

Video 2: Vocal/Instrumental Proficiency video file

Music Subtest II Candidate Identification Form

SCORING OF YOUR VIDEO PERFORMANCES

Your performances for Video 1: Functional Keyboard Proficiency and Video 2: Vocal/Instrumental

Proficiency will be evaluated based on the performance characteristics and scoring scales contained in

Appendix B of this manual. Each submitted video performance will be viewed and holistically scored by at

least two qualified California educators who are experienced and trained in a method known as focused

holistic scoring.

Your video performances and video recordings must meet the requirements listed on page 7. A video

performance will be assigned a rating of "Unscorable" if the video performance or video recording does not

meet these requirements. If your video performance(s) receive ratings of "Unscorable" and you do not pass

the subtest, you will receive no refund of your test fee or credit for the test fee at a future test date.

Furthermore, if you do not upload two video recordings by the submission deadline (i.e., one for the functional

keyboard proficiency exercise and one for the vocal/instrumental proficiency exercise), or if one or both of

your submitted video recordings do not contain video and audio within the first three minutes, you will not

have satisfied the CSET: Music Subtest II testing requirements; you will not pass CSET: Music Subtest II; and

you will need to retake the entire subtest.

APPENDIX A

CSET: Music Subject Matter Requirements


Music Subject Matter Requirements

Part I: Content Domains for Subject Matter Understanding and Skill in Music

Domain 1. Artistic Perception

Candidates demonstrate an advanced understanding of the facets of artistic perception contained in the

Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through

Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of the

subject matter. They possess highly developed aural musicianship and aural analysis skills and have

acquired advanced knowledge of written music theory and analysis.

1.1 Aural Musicianship

a. Recognize errors in solo and ensemble performances (e.g., melodic, rhythmic, harmonic,

intonation, dynamic, interpretational).

b. Transcribe aurally presented musical excerpts into melodic, harmonic, and rhythmic

notation.

c. Analyze and describe the form, style, and expressive elements of a musical example.

d. Recognize and describe cultural elements from diverse historical periods, genres, and styles

of Western and non-Western music.

e. Analyze and describe the use of musical elements in a given work (e.g., melody, harmony,

rhythm, texture) that make it unique, interesting, and expressive.

(Visual and Performing Arts Content Standards for California Public Schools

Prekindergarten Through Grade Twelve: Music: Grade 1: 1.2, Grade 2: 1.3–1.4, Grade 3:

1.3 and 1.6, Grade 4: 1.4 and 1.6, Grade 5: 1.4–1.6, Grade 6: 1.3 and 1.5–1.6, Grade 7: 1.3

and 1.5–1.6, Grade 8: 1.3 and 1.5–1.7, Grades 9 through 12–Proficient: 1.2 and 1.4–1.6,

and Grades 9 through 12–Advanced: 1.2 and 1.4–1.6. Music Teacher Preparation in

California: Standards of Quality and Effectiveness for Subject Matter Programs:

Standard II.)

1.2 Written Theory and Analysis of Western Music

a. Demonstrate the ability to read and notate music (e.g., use of notation in various clefs; key

and time signatures; scales and melodic elements; intervals, triads, and chords; figured bass;

rhythm, meter, and tempo; dynamic and expressive symbols; music terminology).

b. Demonstrate the ability to read a full instrumental and/or choral score and describe how the

elements of music (e.g., doublings, melody and accompaniment, transpositions,

orchestration) are used.

c. Analyze and identify the form, style, compositional devices, harmonic progressions, and

cadences in a score excerpt.



Prekindergarten Through Grade Twelve: Music: Grade 1: 1.1–1.2, Grade 2: 1.1–1.4, Grade

3: 1.1–1.2 and 1.6, Grade 4: 1.1–1.4 and 1.6, Grade 5: 1.1–1.3 and 1.6, Grade 6: 1.1–1.2

and 1.5–1.6, Grade 7: 1.1–1.2 and 1.5–1.6, Grade 8: 1.1–1.2 and 1.5–1.6, Grades 9 through

12–Proficient: 1.1 and 1.6, and Grades 9 through 12–Advanced: 1.1 and 1.5–1.6. Music

Teacher Preparation in California: Standards of Quality and Effectiveness for Subject

Matter Programs: Standard I.)

Domain 2. Creative Expression

Candidates demonstrate an advanced understanding of the facets of creative expression contained in

the Visual and Performing Arts Content Standards for California Public Schools Prekindergarten

Through Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of

the subject matter. They perform expressively and skillfully on a primary instrument or with voice.

To meet the needs of the general music classroom and ensemble rehearsals, they also play the

keyboard proficiently. Candidates have a thorough knowledge of conducting techniques, and they

demonstrate that they can conduct choral and instrumental ensembles expressively and skillfully. They

are also skilled at sight-singing, sight-reading, composing, arranging, and improvising music for

classroom and performance situations.

2.1 Instrumental and Vocal Proficiency

a. Demonstrate competence on a primary instrument or with voice by performing individually

and in ensembles with appropriate expression and good musicianship skills (e.g., technical

accuracy, tone quality, intonation, articulation).

b. Demonstrate sight-singing and sight-reading skills.


Prekindergarten Through Grade Twelve: Music: Kindergarten: 2.1–2.3, Grade 1: 2.1–2.3,

Grade 2: 2.1–2.3, Grade 3: 2.1–2.3, Grade 4: 1.2–1.3 and 2.1–2.2, Grade 5: 1.1–1.3 and

2.1–2.2, Grade 6: 1.1–1.2, 1.4, and 2.1–2.3, Grade 7: 1.1–1.2, 1.4, and 2.1–2.3, Grade 8:

1.1–1.2, 1.4, and 2.1–2.3, Grades 9 through 12–Proficient: 1.3 and 2.1–2.5, and Grades 9

through 12–Advanced: 1.3 and 2.1–2.5. Music Teacher Preparation in California:

Standards of Quality and Effectiveness for Subject Matter Programs: Standard II.)

2.2 Functional Keyboard Skills

a. Demonstrate functional keyboard proficiency.

b. Demonstrate sight-reading proficiency.


Prekindergarten Through Grade Twelve: Music: Grade 1: 2.3, Grade 4: 1.2–1.3 and 2.2,

Grade 5: 1.1–1.3 and 2.2, Grade 6: 1.1–1.2, 1.4, and 2.3, Grade 7: 1.1–1.2, 1.4, and 2.3,

Grade 8: 1.1–1.2, 1.4, and 2.3, Grades 9 through 12–Proficient: 1.3 and 2.4, and Grades 9

through 12–Advanced: 1.3 and 2.4. Music Teacher Preparation in California: Standards of

Quality and Effectiveness for Subject Matter Programs: Standard II.)


2.3 Conducting

a. Understand and demonstrate basic conducting patterns.

b. Understand and demonstrate cuing techniques.

c. Understand and demonstrate techniques for conducting expressively.

d. Interpret and analyze a choral or instrumental score (e.g., identifying potential performance

issues).


Prekindergarten Through Grade Twelve: Music: Grade 6: 2.1 and 2.3, Grade 7: 2.1 and

2.3, Grade 8: 2.1 and 2.3, Grades 9 through 12–Proficient: 1.1, 1.4, 2.1, and 2.3–2.5, and

Grades 9 through 12–Advanced: 1.1, 2.1, and 2.3–2.5. Music Teacher Preparation in

California: Standards of Quality and Effectiveness for Subject Matter Programs:

Standard II.)

2.4 Composing and Arranging

a. Recognize and understand compositional techniques and textures (e.g., counterpoint,

ostinato, melody and countermelody, tone row).

b. Understand and demonstrate how to arrange music (e.g., scoring techniques, transpositions,

ranges) for voices and/or various acoustic or digital/electronic instruments.

c. Understand and demonstrate how to harmonize a given melody.

d. Understand and demonstrate, given specific parameters, how to create a melodic and/or

rhythmic composition.


Prekindergarten Through Grade Twelve: Music: Kindergarten: 2.4, Grade 3: 2.4, Grade 4:

2.3, Grade 5: 2.3, Grade 6: 2.4–2.5, Grade 7: 2.4–2.5, Grade 8: 2.4–2.5, Grades 9 through

12–Proficient: 2.6–2.8, and Grades 9 through 12–Advanced: 2.6–2.7.)

2.5 Improvising

a. Understand and demonstrate how to create melodic and rhythmic improvisations.

b. Understand and demonstrate techniques for improvising an accompaniment on keyboard.


Prekindergarten Through Grade Twelve: Music: Grade 1: 2.4, Grade 2: 2.4, Grade 4: 2.3,

Grade 5: 2.3, Grade 6: 2.6, Grade 7: 2.6–2.7, Grade 8: 2.6–2.7, Grades 9 through 12–

Proficient: 2.9–2.10, and Grades 9 through 12–Advanced: 2.8. Music Teacher Preparation

in California: Standards of Quality and Effectiveness for Subject Matter Programs:

Standard II.)

Domain 3. Historical and Cultural Foundations

Candidates demonstrate an advanced understanding of the historical and cultural foundations of music

contained in the Visual and Performing Arts Content Standards for California Public Schools

Prekindergarten Through Grade Twelve: Music (2001). Candidates have both broad and deep

conceptual knowledge of the subject matter. They demonstrate wide knowledge of music from around

the world, the history of Western music, and the history of music in the United States and California.

They use this knowledge when analyzing musical works for various purposes.


3.1 Music History and Cultural Context

a. Identify and describe stylistic differences (e.g., genres, media, social functions) in music

from various cultures and historical periods.

b. Analyze musical works from various cultures and historical periods in terms of their form

or genre, organizational principles, historical and cultural context, use of the elements of

music, use of expressive devices, and any unique features they possess.

c. Understand the roles of musicians and composers in diverse cultures and historical periods.

d. Identify the influences of diverse cultural and ethnic groups on music in California and the

United States.

e. Demonstrate knowledge of instruments from a variety of cultures and historical periods.

f. Explain how music from various cultures and historical periods reflects social functions,

changing ideas, and cultural values.


Prekindergarten Through Grade Twelve: Music: Kindergarten: 3.1–3.4 and 4.2, Grade 1:

3.1–3.4, Grade 2: 3.1–3.3, Grade 3: 3.1–3.4, Grade 4: 1.5 and 3.1–3.5, Grade 5: 3.1–3.5,

Grade 6: 1.5 and 3.1–3.5, Grade 7: 1.5 and 3.1–3.6, Grade 8: 1.5, 3.1–3.6, and 4.3–4.4,

Grades 9 through 12–Proficient: 1.6, 3.1–3.3, and 4.3–4.4, and Grades 9 through 12–

Advanced: 1.6, 3.1–3.3, 3.5–3.8, and 4.2–4.3. National Board for Professional Teaching

Standards [NBPTS] Music Standards: Standard II.)

Domain 4. Aesthetic Valuing

Candidates demonstrate an advanced understanding of aesthetic valuing in music as contained in the

Visual and Performing Arts Content Standards for California Public Schools Prekindergarten Through

Grade Twelve: Music (2001). Candidates have both broad and deep conceptual knowledge of the

subject matter. They are able to respond to, analyze, and critique performances and works of music,

including their own.

4.1 Critical Evaluation

a. Know and apply criteria for evaluating the quality and effectiveness of musical

performances, compositions, and arrangements.

b. Evaluate a performance, composition, arrangement, or improvisation by comparing it with

an exemplary model.

c. Know and apply criteria for evaluating and assessing the quality and effectiveness of one's

own musical performance.


Prekindergarten Through Grade Twelve: Music: Grade 2: 4.1, Grade 3: 4.1 and 4.3,

Grade 4: 4.1, Grade 5: 4.2, Grade 6: 3.5 and 4.1–4.3, Grade 7: 4.1–4.3, Grade 8: 4.1–4.4,

Grades 9 through 12–Proficient: 4.1–4.4, and Grades 9 through 12–Advanced: 4.1–4.3.)


Domain 5. Connections, Relationships, and Applications

Candidates demonstrate an advanced understanding of music connections, relationships, and

applications contained in the Visual and Performing Arts Content Standards for California Public

Schools Prekindergarten Through Grade Twelve: Music (2001). Candidates have both broad and deep

conceptual knowledge of the subject matter. They understand the connections and relationships

between music and the other arts as well as between music and other academic disciplines. Candidates

are also familiar with the broad range of career and lifelong learning opportunities available in the field

of music as well as the ways in which music functions in the media and entertainment industries.

5.1 Connections and Relationships

a. Recognize and describe ways of integrating arts disciplines.

b. Understand how elements, artistic processes, and organizational principles are used in

similar and distinctive ways in the various arts.

c. Identify similarities and differences in the meanings of common terms used in various arts

and other subject areas.

d. Identify and explain ways in which the principles and subject matter of music and various

disciplines outside the arts are interrelated (e.g., acoustics).



5.1, Grade 4: 5.1–5.3, Grade 6: 5.1, Grade 7: 5.1, Grade 8: 5.1, Grades 9 through 12–

Proficient: 5.1, and Grades 9 through 12–Advanced: 5.1–5.2.)

5.2 Career Applications and Functions of Music

a. Identify a variety of careers and avocations in the field of music.

b. Explain ways in which music functions in the media and entertainment industries (e.g.,

radio, television, Internet, advertising, film, video, theatre).

c. Know and apply current research to support the inclusion of music in the school

curriculum.



5.2, Grade 5: 5.1–5.2, Grade 6: 5.2, Grade 7: 5.2–5.3, Grade 8: 5.2–5.3, Grades 9 through

12–Advanced: 4.1 and 5.2–5.3, and Grades 9 through 12–Proficient: 5.2–5.3.)

Domain 6. Music Methodology and Repertoire

Candidates demonstrate an advanced understanding of music methodology and repertoire for listening

and performance that reflects the content in the Visual and Performing Arts Content Standards for

California Public Schools Prekindergarten Through Grade Twelve: Music (2001). Candidates have

both broad and deep conceptual knowledge of the subject matter. They have in-depth knowledge of

methodology of general music as well as instrumental and choral performance ensembles. Candidates

are familiar with a broad range of repertoire, and they apply criteria to evaluate pieces of music for

specific purposes. Candidates are familiar with the broad range of technology used in creating,

listening to, and studying music. They are also knowledgeable about strategies for sequencing music

activities and about specialized music evaluation tools.


6.1 Music Methodology

a. Demonstrate knowledge of techniques for developing aural perception skills and for

developing the ability to read and interpret music.

b. Demonstrate basic knowledge of various music learning approaches and methodologies

(e.g., Orff Schulwerk, Kodály, Dalcroze, Suzuki, and Gordon Music Learning Theory).

c. Demonstrate knowledge of basic instrumental techniques.

d. Demonstrate knowledge of basic vocal/choral techniques.

e. Demonstrate basic knowledge of solfège methodologies.

f. Demonstrate functional knowledge and skills in voice, keyboard, woodwinds, brass, strings,

guitar, and percussion.

g. Demonstrate knowledge of ensemble rehearsal techniques.

h. Demonstrate knowledge of the effects of peer instruction, collaborative learning groups,

lectures, demonstrations, and discussions of musical performances on music learning.

i. Identify strategies for sequencing music activities and understand how music activities

relate to student content standards.

j. Demonstrate knowledge of specialized music evaluation tools such as pencil-and-paper

critiques, videotaping, audiotaping, portfolios, adjudication forms, and rubrics.

k. Demonstrate an understanding of the developmental stages of learning (i.e., knowledge of

the cognitive, physical, and social development of students) in relation to music.

l. Recognize uses of technology as a tool in creating, listening to, and studying music

(e.g., CD-ROM, DVD, computers, Internet, synthesizers, MIDI, other digital/electronic

technology).

m. Understand strategies for facilitating equity, access, accommodation, and adaptation in

learning music.


Prekindergarten Through Grade Twelve: Music: All grade levels: Standards 1–5. National

Board for Professional Teaching Standards [NBPTS] Music Standards: Standard III.)

6.2 Repertoire and Literature for Listening, Performance, and Study

a. Know and apply criteria and background knowledge for selection of appropriate music

repertoire and literature from diverse cultures and historical periods for various

developmental levels and applications in school and community settings.

b. Demonstrate familiarity with historical and contemporary works from various musical

traditions and diverse cultures.

c. Demonstrate familiarity with sequential, developmental, and cultural factors used in

selecting music literature for performance.

d. Know and apply criteria for selection of music repertoire and literature to make connections

and enhance relationships with other curricular areas.

e. Know copyright laws and legal consequences as they apply to the school music program.


Prekindergarten Through Grade Twelve: Music: Grade 4: 2.1–2.2, Grade 5: 2.1–2.2,

Grade 6: 2.1 and 2.3, Grade 7: 2.1 and 2.3, Grade 8: 2.1 and 2.3, Grades 9 through 12–

Proficient: 2.1, 2.4, and 3.4–3.5, and Grades 9 through 12–Advanced: 2.1, 2.4, and 3.4.

National Board for Professional Teaching Standards [NBPTS] Music Standards:

Standard IV.)


Part II: Subject Matter Skills and Abilities Applicable to the

Content Domains in Music

Candidates for Single Subject Teaching Credentials in music are accomplished musicians with

excellent musicianship skills and a thorough understanding of musical content knowledge. They

demonstrate functional keyboarding skills and perform proficiently on a primary instrument or with

voice, and they are able to demonstrate these skills effectively in the classroom to inspire and instruct

their students. They apply their comprehensive knowledge of music theory, music history, and

cultural context to analyze musical works. They use this information to conduct and produce

technically accurate and musically expressive instrumental and choral performances. Using their

knowledge of aesthetics, they develop and apply criteria for critiquing performances and

compositions.

As prospective music teachers, candidates are knowledgeable about various methodologies for

providing developmentally appropriate sequential instruction in general music and performance

classes. Candidates have a thorough knowledge of the California State Content Standards for music,

and they incorporate these standards into instruction. They know how to incorporate technology into

instruction, and they connect instruction in music with other arts and academic disciplines. They are

also familiar with a wide range of repertoire for listening and performance, and they incorporate into

instruction pieces of music from a wide range of historical periods, styles, and cultures. They know

techniques for developing singing skills and techniques for playing a variety of instruments and can

transfer this information to their students. Candidates are also well versed in a variety of techniques

for planning and assessing learning in general music and performance classes, and they are able to

adapt instruction to meet the needs of all students in their classes. Being familiar with various

careers available in the field of music, they are able to inform students about and encourage students

to investigate opportunities for pursuing a career in music.

(Visual and Performing Arts Content Standards for California Public Schools Prekindergarten

Through Grade Twelve: Music: All grade levels: Standards 1–5. Music Teacher Preparation in

California: Standards of Quality and Effectiveness for Subject Matter Programs: Standards III and

IV. National Board for Professional Teaching Standards [NBPTS] Music Standards: Standard II.)

APPENDIX B

Performance Characteristics and Scoring Scales

Functional Keyboard Proficiency

Vocal/Instrumental Proficiency


Functional Keyboard Proficiency

The candidate meets the needs of general classroom performance and

ensemble rehearsals by playing the keyboard proficiently.

PERFORMANCE CHARACTERISTICS

PURPOSE The extent to which the response addresses the constructed-response assignment's

charge in relation to relevant CSET subject matter requirements.

SUBJECT MATTER

KNOWLEDGE

The application of accurate subject matter knowledge as described in the relevant

CSET subject matter requirements.

SUPPORT The appropriateness and quality of the supporting evidence in relation to relevant


SCORING SCALE—KEYBOARD PROFICIENCY

SCORE

POINT SCORE POINT DESCRIPTION

3

The "3" response reflects a command of keyboard skills as defined in the subject matter

requirements for CSET: Music.

• The purpose of the assignment is fully achieved.

• There is technically accurate application of relevant subject matter knowledge throughout the

performance, i.e., musicianship is excellent—pitches, rhythms, and transpositions of the melody

are accurate.

• There is appropriate accompaniment throughout the performance, i.e., accompaniment is

harmonically and stylistically appropriate to the melody.

2

The "2" response reflects a general command of keyboard skills as defined in the subject matter

requirements for CSET: Music.

• The purpose of the assignment is largely achieved.

• There is largely accurate application of relevant subject matter knowledge throughout the

performance, i.e., musicianship is acceptable—pitches, rhythms, and transpositions of the melody

are generally accurate with some inconsistencies.

• There is largely appropriate accompaniment throughout the performance, i.e., accompaniment is

generally appropriate, harmonically and stylistically, to the melody.

1

The "1" response reflects limited or no command of keyboard skills as defined in the subject

matter requirements for CSET: Music.

• The purpose of the assignment is only partially or not achieved.

• There is limited or no application of relevant subject matter knowledge in the performance, i.e.,

musicianship is inadequate—pitches, rhythms, and transpositions of the melody are frequently

inaccurate.

• There is little or no appropriate accompaniment in the performance, i.e., accompaniment is

inadequate or the melody is unaccompanied.

U The "U" (Unscorable) is assigned to a performance that does not meet one or more of the

requirements specified in the CSET: Music Subtest II Video Performance Procedures Manual.

B The "B" (Blank) is assigned when there is no video and no audio recorded on the first three

minutes of the video file.


Vocal/Instrumental Proficiency

The candidate demonstrates an advanced understanding of the facets of creative expression by

performing expressively and skillfully with voice or on a primary instrument.

PERFORMANCE CHARACTERISTICS

PURPOSE The extent to which the response addresses the constructed-response assignment's

charge in relation to relevant CSET subject matter requirements.

SUBJECT MATTER

KNOWLEDGE

The application of accurate subject matter knowledge as described in the relevant


SUPPORT The appropriateness and quality of the supporting evidence in relation to relevant


SCORING SCALE—VOCAL/INSTRUMENTAL PROFICIENCY

SCORE

POINT SCORE POINT DESCRIPTION

3

The "3" response reflects a command of vocal or instrumental skills as defined in the subject

matter requirements for CSET: Music.

• The purpose of the assignment is fully achieved.

• There is technically accurate application of relevant subject matter knowledge throughout the

performance, i.e., musicianship is excellent—pitches, rhythms, and/or diction is accurate; tone

quality, bowing, or stroke technique is excellent.

• There is appropriate supporting evidence throughout the performance, i.e., articulation and phrasing

are accurate and expression is appropriate.

2

The "2" response reflects a general command of vocal or instrumental skills as defined in the

subject matter requirements for CSET: Music.

• The purpose of the assignment is largely achieved.

• There is largely accurate application of relevant subject matter knowledge throughout the

performance, i.e., musicianship is acceptable—pitches, rhythms, and/or diction is generally accurate;

tone quality, bowing, or stroke technique is good with some inconsistencies.

• There is generally appropriate supporting evidence throughout the performance, i.e., articulation and

phrasing are generally accurate with some inconsistencies and expression is acceptable.

1

The "1" response reflects limited or no command of vocal or instrumental skills as defined in the

subject matter requirements for CSET: Music.

• The purpose of the assignment is only partially or not achieved.

• There is limited or no application of relevant subject matter knowledge in the performance, i.e.,

musicianship is inadequate—pitches, rhythms, and/or diction is frequently inaccurate; tone quality,

bowing, or stroke technique is poor.

• There is little or no appropriate supporting evidence in the performance, i.e., articulation and

phrasing are inaccurate and there is little or no expression.

U The "U" (Unscorable) is assigned to a performance that does not meet one or more of the

requirements specified in the CSET: Music Subtest II Video Performance Procedures Manual.

B The "B" (Blank) is assigned when there is no video and no audio recorded on the first three

minutes of the video file.

Documents

Video Performance Procedures Manual - ctcexams.nesinc.com · Approximately three weeks prior to the submission deadline, a Video Performance Procedures Manual and accompanying submission