Praxis Music Content Study Guide

Music: Content and Instruction Crosswalk (5114). Curriculum Crosswalk. Score study b. Mental practice and scanning methods. Aug 4, 2015 - What is the term for a musical expression repeated several times? Check out our recommended Praxis II study guides and flashcards, if you.

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• Praxis Music Content 5113 Study Guide
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This exam is designed for individuals who would like to teach music in grades K-12. You will be given two hours to complete this 120 question multiple choice exam that will have a 85 minute non-listing section and a 35 minute listening section.

The test can be broken down into the following sections: Music History and Literature – 9 listening questions and 9 non-listening questions Theory and Composition – 9 listening questions and 10 non-listening questions Performance – 12 listening questions and 15 non-listening questions Pedagogy, Professional Issues, and Technology – 56 non-listening questions Music History and Literature Questions in this section of the exam will assess your knowledge of the history of major developments in musical style and the significant characteristics of important musical styles and historical periods. It will also test your familiarity with the style of a variety of world musics and their function in the culture of origin.

Pedagogy, Professional Issues, and Technology Questions in the section of the exam will assess your knowledge of classroom management, musical classroom technology, selection of instrumental and vocal material for students, student evaluation, active, affective, and psychomotor development, musical concepts, and objectives of the musical curriculum. Performance Questions this section of the exam will assess your knowledge of listening and performance errors, acoustics, rehearsal facilities, conducting, reading scores, synthesizers and electronic media, vocal production, and musical instruments.

Theory and Composition This section of the exam will assess your knowledge of melodies, rhymes, scales, cords, intervals, tempo, articulation, rhythm, harmony, scale, pitch, and compositional organization. PRAXIS II Music: Content Knowledge Practice Questions 1. Aesthetic perception is the ability to understand what qualities about fine art? All of the above 2.

Music is a universal language because it: A. Transcends ideology B.

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Combines sound and silence C. Reflects an era D.

Organizes sound 3. The major elements of music include: A. Melody and pitch B. Rhythm and harmony C. Consonance and dissonance D. All of the above 4.

Which of the following is not a music term? Aesthetics D. Impresario 5. Understanding music requires studying: A. Cultures and historical events B.

The totality of a composer’s work C. Religious influences when written D. All of the above Answer Key For Music: Content Knowledge 1. Answer: D Aesthetics is the area of philosophy that studies the nature and expression of beauty and people’s instinctive reaction to the fine arts. In Kantian philosophy, aesthetics is the part of metaphysics that studies the laws of perception. Perception is the memory of an awareness and interpretation previously learned through the senses, especially sight and sound.

It is knowledge gained through insight and intuition. Aesthetic perception is the ability to appreciate and understand the nature, beauty, and validity of the fine arts, including music, painting, sculpture, theater, drama, comedy, and literature. A person who is especially sensitive to beauty and consistently exhibits good taste as defined by the prevailing concept of the fine arts is said to have aesthetic perception. The English philosopher Alfred North Whitehead observed, “Art is the imposing of a pattern on experience, and our aesthetic enjoyment is recognition of the pattern.” (Dialogues, June 10, 1943.) 2.

Praxis Music Content 5113 Study Guide

Answer: A The American Heritage College Dictionary defines music as “the art of arranging sounds in time so as to produce a continuous, unified, and evocative composition, as through melody, rhythm, and timbre; an aesthetically pleasing or harmonious sound or combination of sounds.” All musical compositions have a defined organization of sound and silence. The Father of Electronic Music, American composer Edgard Varese, called music “organized sound.” Music, like all fine art, is subjective and reflects the historical era and particular culture from which it emerges. There is a wide range of music genres from classical and jazz to country and rock to religious and patriotic, to name a few, and each one’s appeal is dependent upon the social context in which it is written and heard. Music is a unique language that communicates moods, emotions, thoughts, and impressions. It can be philosophical, sexual, political, or nonsensical, but it has a story to tell and a message to convey. Because music has the ability to communicate across cultural barriers and transcend ideology, it is sometimes called “the universal language.” 3.

Answer: D Music theory studies the mechanics of making music and how the various elements work together to create the resulting “organized sound.” It is a system for analyzing, classifying, and composing. It defines the relationship of bringing together the various elements in written form (the composition) and the actual live performance of the piece.

Content Standard: Singing, alone and with others, a varied repertoire of music 2. Content Standard: Performing on instruments, alone and with others, a varied repertoire of music 3. Content Standard: Improvising melodies, variations, and accompaniments 4.

Content Standard: Composing and arranging music within specified guidelines 5. Content Standard: Reading and notating music 6. Content Standard: Listening to, analyzing, and describing music 7.

Content Standard: Evaluating music and music performances 8. Content Standard: Understanding relationships between music, the other arts, and disciplines outside the arts 9. Content Standard: Understanding music in relation to history and culture. The K-12 National Standards 1)Singing, alone and with others, a varied repertoire of music. 2)Performing an on instruments, alone and with others, a varied repertoire of music. 3)Improvising melodies, variations, and accompaniments.

4)Composing and arranging music within specific guidelines. 5)Reading and notating music. 6)Listening to, analyzing, and describing music.

7)Evaluating music and music performances. 8)Understanding relationships between music, the other arts, and disciplines outside the arts. 9)Understanding music in relation to history and culture. Educators are responsible for making music a positive influence on students. All teachers should seek out ways to prepare for curriculum planning and designing instructions that are appropriate for the child's particular education level. Music combines with all developmental, cognitive, language, physical, emotional, and social arenas of education and makes the music educator one of the most fundamental of teacher.

Music educators should be able to guide children in their musical experiences and encourage their progress as it occurs. Movements that are associated with music and performed as dances or exercise by young children are classified as either creative movement or synchronized movement. Creative movement gives children freer expression and allows them to improvise and enjoy the act itself. Synchronized movement follows an established routine and is choreographed to the rhythm and beat of the selected music. Creative movement allows children to freely express themselves to song, while synchronized movement helps children work as a group and realize the importance of teamwork. By following a pre-set order of movements to music, children are able to begin to understand a connection between feeling and hearing the music.

Children can later apply this connection and develop a steady beat or pulse. There are four stages for young children's understanding the beat of music. 1)Unable to respond to the beat. 2)Responds with too much. 3)Narrow down response to the beat. 4)Able to clap or step to the beat.

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Using props during synchronized movement helps children to focus on the movements as they relate to the music and create the movements with greater confidence. Scarves, streamers, ribbons, parachute). Aside from the computer centers, the technological music classroom for high school should contain at least different software programs that deal with listening, analyzing, reading, and describing various types of music. Creation, improvisation, and composition software should be available. Students should be encouraged to utilize the technology for practice and performance, while music educators can access different programs for grading, instrument inventory, etc. Other software or internet (with supervision) for research.