2-1 Content Knowledge

The candidate understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates content-specific learning and literacy experiences that
make the discipline accessible and relevant to assure mastery of the content.

As a music teacher it is essential to understand the central concepts and disciplines within our
content-area of music. As an instrumental music teacher, I have a good understanding of the
central concepts behind each instrument. This knowledge is necessary in order to make the
disciplines accessible and relevant to my students. This allows me to guide my students to
mastery of the content by presenting information in a simple and relatable manner. While I as the
teacher might understand central concepts such as how to properly breathe, support air, or
articulate clearly, it is crucial that I also understand different tools of inquiry. Comprehension of
these tools allows me to guide students to create content-specific learning. For example, I could
tell a student how to breath properly, but real learning will not take place until they have had a
realization of their own. This realization requires students to inquire about what that breath might
look or feel like. They will have to experiment, discover, allow that experience to shape a new
inquisition, and create a thoughtful new action. These kind of tools of inquiry are helpful to me
as a teacher. However, they must be supported by my own understanding of the central concepts
and structures of disciplines. One example of this understanding would be the literary examples I
have to support my teaching.

The three artifacts below are examples of my understanding of the content knowledge necessary
to effectively teach my students during my student teaching experience. In the first artifact, I
have a lesson plan from early on the process of learning a new piece in the top ensemble (Wind
Ensemble). The lesson plan demonstrates my understanding of the content within the piece by
me breaking it down into a way in which it can be taught. The second artifact is also early on in
the process of rehearsing my piece with the Wind Ensemble. Throughout this block (longer)
rehearsal, I was able to work through the entire piece with the ensemble demonstrating my
knowledge of the content and how it benefited the students in my teaching. The third artifact
feedback from my cooperating teacher which serves as a great tool for reflecting and discovering
ways in which I can better understand the music and present it to the students.