virginia department of education - music · web viewjob examples include music publishing,...

Fine Arts Instructional Plan

Music Career Exploration

DisciplineMusic: InstrumentalMusic: Vocal

Grade and/or Course Level(s)Elementary MusicMiddle School Orchestra, High School OrchestraMiddle School Band, High School BandMiddle School Vocal, High School Vocal

OverviewThis instructional plan provides the teacher with an outline and resources to guide music students through the process of selecting and pursuing a career path in the 21st century workplace, enabling students to understand music as a field of knowledge.

Essential Knowledge, Skills, and Processes● Recognize music as career pathway● Recognize music as a field of knowledge ● Be able to self-assess individual musical skills● Make connections to other fine arts fields● Have an awareness of post-secondary pathways

Outcomes● Students will identify and apply personal strengths to possible career options.● Students will identify, describe, and investigate musical career opportunities● Students will compare music careers through the lens of personal preparation.● Students will research and list specific preparations required for success in the 21st century

workplace.

High School extension:● Students will develop a plan for preparing college music applications and auditions.


Primary SOLElementary School

● EI.9: The student will identify career options in music.

Middle School● MIB.9: The student will describe career options in music. ● MII.9: The student will compare and contrast career options in music in relation to career

preparation. ● MIAD.9: The student will investigate connections between music skills and college,

career, and workplace skills.

High School● HIB.9: The student will describe career options in music and discuss the future of music-

related careers. ● HII.9: The student will compare and contrast career options in music. ● HIAD.9: The student will research career options in music and a variety of careers that

involve skills learned in music. ● HIAR.9: The student will investigate career pathways in the music field, and discuss

opportunities to be a lifelong learner of music.

Related/Reinforced SOL(s)Elementary School

● EI.11: The student will identify the connections of instrumental music to the other fine arts and other fields of knowledge.

Middle School● MIB.11: The student will describe the connections of instrumental music to the other

fine arts and other fields of knowledge. ● MII.11: The student will examine the relationship of instrumental music to the other

fine arts. ● MIAD.11: The student will analyze cross-disciplinary connections with music.

High School● HIB.11: The student will describe relationships of instrumental music to the other fine

arts and other fields of knowledge. ● HII.11: The student will make cross-curricular connections to explore how music works

together with other disciplines to develop innovative solutions to problems. ● HIAD.11: The student will investigate cross-disciplinary connections to identify how

music works with other disciplines to develop innovative solutions to inquiry-based problems.


● HIAR.11: The student will analyze and explain how music works together with other disciplines to develop innovative solutions to problems.

High School extension● HIAD.12, HIAR.12: The students will demonstrate music literacy.● HIAD.13, HIAR.13: The student will read, notate, and perform scales.● HIAD.14, HIAR.14: The student will demonstrate appropriate procedures for playing.● HIAD.15, HIAR, 15: The students will demonstrate and describe proper instrumental

techniques.● HIAD.16, HIAR.16: The student will demonstrate musicianship and ensembles skills.

Materials● Digital Device for internet research● Paper● Pencil● Attached resource: Part I: Music Career Exploration● Attached resources: Part II: Research Your Career or Part II: Guiding Question● High school (optional for extension)

○ Instrument○ Scales (Method book, teacher/district handout)○ Ensemble or solo repertoire

Student/Teacher ActionsPART I: EXPLORE The purpose of Part I is self-examination and exploration of both character and musical strengths which may be a driving force toward a possible career in a musical field.

1. Using the attached resource, Part I: Music Career Exploration, students will explore music careers divided into broad fields (performance, education, business, medical).

2. Students will identify and choose a field to further investigate, from which they will select and study a specific music career.

PART II: INQUIRE/RESEARCHThe purpose of Part II is to research various aspects, requirements, and examples of their chosen career. There are two ways to navigate part II of this plan:

a. The attached resource, Part II: Research Your Career, guides students through the research process of their chosen career from Part I.

b. The attached resource, Part II: Guiding Questions, can be used as an interview process between the teacher and student or between two students.


Part III: PREPARE AND PURSUEThe purpose of Part III is to gain an understanding and appreciation of the audition and application process toward a necessary degree in higher education.

1. Research colleges, vocational programs, or military recruitment programs according to the required educational path.

2. Obtain documents necessary for fulfilling the first step toward the chosen career path:● Obtain and complete a mock college application ● Complete application to a mock vocational program● Complete mock documentation to military branch and mock audition for military

performance ensemble3. Students focusing on a career field which requires a college audition can be directed toward

the extended version (below in Extensions and Connections).4. Students can present their work through a variety of formats:

○ Mock audition○ PowerPoint○ Prezi○ Blog or Vlog the learning process○ Infographic ○ Class presentation

Assessment StrategiesTeacher-driven Formative Assessment:

● During student research (Part I), the teacher provides one-on-one check in with each student and provides feedback.

● Teacher leads and monitors class discussion Part II and provides feedback.● During the student’s collection of artifacts for career (Part III), the teacher provides one-on-

one check in with each student and provides feedback.Teacher-driven Summative Assessment:

● Teacher provides feedback or an assessment/grade on each section/part of the project. ● Teacher provides a cumulative assessment of parts I, II and III (it is recommended to provide

feedback throughout the project).Student-driven:

● The student conducts self-evaluation utilizing a designated rubric and submits completed rubric to the teacher for evaluation and feedback. Students will have self-assessment opportunities for parts I and II.

Peer-driven:● The teacher designates one or more students to move about the classroom evaluating and

providing feedback to their peers during each section of the project. ● The student accepts the role of teacher and leads the class in a discussion of Part II, providing

feedback as necessary.


● Students provide feedback to their peers on each part as the project progresses, recording the feedback on a designated rubric or survey.

● Students provide feedback to their peers on the final presentations, recording the feedback on a designated rubric or survey.

Distance Learning and Blended Learning:● Teacher-driven Formative Assessment: Teacher and student meet via video conferencing.

Teacher will provide feedback on the progress of the project. ● Teacher-driven Summative Assessment: Student submits a video recording or pictures of each

part of the project. The teacher then evaluates the recording/pictures and provides feedback and/or an assessment.

● Student-driven self-assessment: The student evaluates their progress on each section of the project and submits a completed rubric or survey to the teacher via a virtual learning platform or email.

● Student-driven peer-assessment: Group students according to career field and conduct student-led discussions evaluating progress in teacher-supervised video conferences.

Extensions and Connections● Provide opportunities for online character surveys.● Provide opportunities for speakers from within various musical fields to visit the classroom to

make real-world connections. ● Provide opportunities for students to go into various musical realms and conduct interviews

with professionals. ● Provide opportunities for students to participate in pre-approved “Shadow Me” activities with

professionals in the workplace. ● Design a career fair to be presented by the students to showcase their chosen career path.

*Feeder schools can explore at pyramid concerts or other events (PTA, orientation, etc).● College Audition Extension: A deeper focus on the music audition process.

The student will design a mock audition and plan for the preparation of such.1. Students will choose a music area of study within a collegiate institution.2. Students will research steps for applying for and obtaining an audition.3. Students will research steps for acceptance to music school as well as overreaching

collegiate institutions.4. Students will inquire and complete mock essay requirements.5. Students will complete mock recommendations for acceptance.6. Students will complete a mock theory placement exam.7. Students will record or perform (for classmates/peers) a mock audition and receive

feedback.


Distance or Blended LearningTeachers can include access to recommended resources provided on a teacher webpage or virtual learning platform

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

http://creativecommons.org/licenses/by-nc/4.0/


Part 1: Music Career Exploration

Name________________

The goal of Part I of this project is to investigate a wide range of careers in music in order to gain an understanding of the offerings before selecting a career to research for Part II. DIRECTIONS: In each of the five categories below, choose two jobs that you find interesting. For each, include a job description and an income range.

1) Performance● Requires an advanced level of proficiency. This entails strong interest and well-

developed skills. ● Areas of study include music history, music theory, private study on a specific

instrument, hours of individual practice, and performance ensembles.

2) Education● Includes all educational professions including public, private, and college-level

education. ● Requires a moderate to advanced proficiency on one or more instruments.● Areas of study include music history, music theory, ear training, sight-singing, child

development, teaching internships, and pedagogical study.

3) Business ● Job examples include music publishing, copyright law and royalties, luthier, music

retail, music librarian, booking agent, box office manager, and the production, distribution, and sale of music.

● Areas of study will depend on the specific career, but generally include economics and accounting as well as musical study.

4) Health● Many variations of this job category; broadly described as working with clients to

improve any aspect of their emotional, physical, cognitive, and social well-being through the use of music.

● Areas of study include those similar to Music Education, but also that of the medical field as well (depending on the specific job description).

*Upon completion of Part I, select a career to further research in Part II.

For Part II - CHOSEN CAREER TO STUDY:_____________________________________________


Part II: Research Your CareerName________________

IntroductionList your long term goals:

Do your long term goals fit in with the career you have chosen?

Why does this music career appeal to you?

Job InformationProvide a job description and salary range.

Describe what a typical day looks like in this career.

Are there opportunities for advancement and promotional growth? Please list and explain.

Education and TrainingWhat level of mastery is required on your instrument of study?

What will you need to do in order to acquire this level of study?

Are there post-high school education requirements (vocational training, associate degree, bachelor's degree, master’s degree, doctoral degree, etc.)?

Are there any possible certifications, apprenticeships, or internships that will be needed in order to complete the course of study?


Lifestyle/Personality QualitiesWhat lifestyle or personality qualities will you need to have in order to be successful?

What are your own strengths that would lend to your success within this career?

What areas would need to be further developed in order to be successful within this career?

What are your character strengths?

Will this job provide the lifestyle that you want to live?

Getting EmployedWhat will you need to become employed (educational documents, references, application)?

Where will you apply for a job?

Can you provide an actual example of a job application?

Will you need to provide a portfolio or examples of your work abilities?

How will you get an interview?

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

http://creativecommons.org/licenses/by-nc/4.0/


Part II: Guiding QuestionsUse this as an alternative to the Part II student worksheet to guide a teacher/student or student/student interview or class discussion.

Introduction● What are your long term goals?● How do you see your long term goals fitting in with your chosen career?● What are your strengths that will help you be successful in this career?● What areas will you need to be further developed in order to be successful in this career?● Why does this music career appeal to you?

Job Information● Can you provide a job description that includes salary range?● Describe what a typical day looks like in this career.● Are there opportunities for advancement and promotional growth?

Education and Training● What level of mastery is required on your instrument of study?● What will you need to do in order to acquire this level of study?● Are there post-high school education requirements (vocational training, associate degree,

bachelor's degree, master’s degree, doctoral degree, etc)?● Are there any possible certifications, apprenticeships, or internships that are needed in order

to complete the course of study?

Lifestyle/Personality Qualities● What qualities will you need to have in order to be successful?● Will this job provide the lifestyle that you want to live?● What are your character strengths?

Getting Employed● What will you need to become employed (educational documents, references, application)? ● Where will you apply for a job? ● Can you provide an actual example of a job application?● Will you need to provide a portfolio or examples of your work abilities? ● How will you get an interview?

virginia department of education - music · web viewjob examples include music publishing,...

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