Personal Artistry -
Graduates of Grand Canyon University’s College of Arts and Media programs will be able to demonstrate a developed personal creative voice in creative content that is informed by discipline-specific history and theory.

• Articulate the foundations of personal creative identity.
• Apply discipline-specific theory to personal practice.
• Apply discipline-specific historical foundations to personal creative voice.
• Craft ethical, values-driven creative content that is true to personal creative voice.
• Create work that connects with and serves diverse communities.

Entrepreneurial Skills -
Graduates of Grand Canyon University’s College of Arts and Media programs will be able to survey and leverage technologies and platforms to produce and publish quality on-brand creative content for target audiences.

• Examine marketplace needs and opportunities.
• Assess emerging technology and tools to support creativity, production, and distribution.
• Effectively collaborate as a member of a team.
• Develop a personal brand and marketing plan.
• Adapt creative content to connect with target audience(s).

Performance Skills -
Graduates of Grand Canyon University’s Bachelor of Arts in Music and Music Education programs will demonstrate entry-level competence in the major area, including technical mastery, capability to produce work and solve professional problems independently, and a coherent set of artistic/intellectual goals that are evident in their work. (NASM VII.D)

• Demonstrate the ability to hear, identify, and work conceptually with the elements of music. [NASM VII.D.2.a(1)]
• Demonstrate continuous and consistent growth in musical performance. [NASM VII.D.3.a(1,2)]
• Demonstrate musicianship skills beyond a basic level. [NASM VII.D.3.a(3)]
• Demonstrate the ability to read and realize musical notation. [NASM VII.D.2.a(2)]
• Apply technology in the creation and execution of creative projects.

Foundations of Music -
Graduates of Grand Canyon University’s Bachelor of Arts in Music and Music Education programs will demonstrate the ability to form and defend value judgments about music and to communicate musical ideas and concepts, and justify the requirements of their major field. (NASM VII.D)

• Examine the interrelationship of the discipline and world culture. [NASM VII.D.2.a(3)]
• Identify prominent cultural developments in and influences on Western music history. [NASM VII.D.2.a(4)]
• Identify historical contributors and contributions to the development of music. [NASM VII.D.2.a(4)]
• Demonstrate the ability to develop and defend musical judgments. [NASM VII.D.2.a(5)]

The Learner and Learning -
Candidates in Grand Canyon University’s Bachelor of Arts in Music Education programs design inclusive and developmentally appropriate learning environments that enable each student to progress in their skillsets based on how students grow and develop. Candidates communicate with students, families, and colleagues to promote learning and development within and across cognitive, linguistic, social, emotional, and psychomotor areas based on theories of learning and development in music education. (InTASC 1, 3; NASM IX.O)

• Communicate with students, families, and colleagues to build a safe, positive learning environment of openness, mutual respect, support, and inquiry. [InTASC 1(c), 1(k), 3(a), 3(c), 3(j), 3(k), 3(n), 3(q), 10(c), 10(d), 10(n), 10(q); ISTE-E 3a, 3c; MC1, MC3, MC5] [NASM IX.O.3.a(4); IX.O.3.d(4), (5)]
• Manage the learning environment to engage students actively and equitably, considering the resources of time, space, and student attention. [InTASC 3(b), 3(d), 3(e), 3(g), 3(i), 3(p); ISTE- E 2b; MC3] [NASM IX.O.3.a(2), (5); IX.O.3.d(1)]
• Apply theories of learning and development as they relate to music education. [NASM IX.O.3.d(2)]

Application of Content -
Candidates in Grand Canyon University’s Bachelor of Arts in Music Education programs apply the central concepts and structures of music to engage students in critical thinking, creativity, and collaborative problem-solving, making the content accessible and meaningful. (InTASC 4, 5; NASM IX.O)

• Engage students in diverse musical perspectives to foster metacognition, innovation, and problem solving. [InTASC 4(b), 4(c), 4(d), 4(p), 4(r), 5(d), 5(g), 5(m), 5(o), 8(f), 8(j); ISTE- E 5b, 6c, 6d; MC2] [NASM IX.O.3.b(1), (4)]
• Evaluate and modify instructional resources and curriculum materials for comprehensiveness, accuracy of representation, and appropriateness. [InTASC 4(a), 4(f), 4(g), 4(j), 4(n), 4(k), 4(o), 4(q),5(i); ISTE- E 5a] [NASM IX.O.3.a (8)]
• Create and implement supports to develop music literacy. [InTASC 5(h); 5(j); 8(h); MC1]
• Demonstrate functional performance and pedagogical skill of musical instruments appropriate to the teaching specialization. [NASM IX.O.3.b (3)]
• Arrange and adapt music from a variety of sources to meet the needs of individuals, school performing groups, and the classroom environment. [NASM IX.O.3.b (2)]
• Provide, transpose, and improvise accompaniments. [NASM IX.O.3.c (2).(d)]

Instructional Practice -
Candidates in Grand Canyon University’s Bachelor of Arts in Music Education programs plan and implement instruction using a variety of strategies that support learning goals, by drawing on depth of knowledge, cross-curricular skills, as well as knowledge of students and the community context. (InTASC 6, 7, 8; NASM IX.O)

• Create developmentally appropriate instruction that considers individual student strengths, interests, and needs, enabling each student to advance and accelerate learning. [InTASC 1(d), 1(e), 1(h), 1(i), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l), 2(m); ISTE-E 5a, 7b; MC2] [NASM IX.O.3.a(6)]; IX.O.3.d(3), (4)]
• Plan for instruction based on assessment data, prior student knowledge, and student interest. [InTASC 2(c), 6(u), 6(v), 7(d), 7(l), 7(q), 8(b), 8(c), 8(s), 9(h)]
• Select and create learning sequences that are appropriate for curriculum goals and content standards, aligned to learning objectives, and are relevant to students. [InTASC 6(r), 7(a), 7(g); MC2] [NASM IX.O.3.c(1).(a), IX.O.3.c(1).(d); IX.O.3.c(2).(a), (e); IX.O.3.c(3).(a), (d)]
• Create opportunities for students to learn and practice musical academic language. [InTASC 4(h), 4(l); MC1]
• Plan collaboratively with colleagues and other professionals who have specialized expertise to design effective learning experiences to meet diverse learning needs. [InTASC 2(f), 6(h), 6(p), 7(e), 7(m), 7(o), 8(p), 9(c), 10(a), 10(b); MC1]
• Guide students in using a range of technology tools to access, interpret, evaluate, and apply information in content area. [InTASC 6(i), 7(k), 8(g), 8(n), 8(o), 8(r); ISTE- E 3b, 6b]
• Modify instructional resources and strategies to meet the needs of diverse learners, including students with exceptionalities. [NASM IX.O.3.a (8)]

Assessment -
Candidates in Grand Canyon University’s Bachelor of Arts in Music Education programs understand and use multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the teacher's and student's decision making. (InTASC 1, 6, 7, 8; NASM IX.O)

• Select and create assessments that minimizes sources of bias to support, verify, and document learning. [InTASC 6(a), 6(b), 6(j), 6(k), 6(t); ISTE- E 7b; MC2]
• Design developmentally appropriate assessment strategies that provide multiple ways for students to demonstrate knowledge and skill. [InTASC 1(a), 1(b), 6(e), 7(b), 7(c),7(i), 7(j), 7(n), 8(a), 8(e), 8(k), 8(l); ISTE-E 5a, 6a; MC2] [NASM IX.O.3.d(1)]
• Effectively use assessment data to provide student feedback. [InTASC 6(d), 6(g), 6(l), 6(n), 6(s); MC1]

Professional Responsibility -
Candidates in Grand Canyon University’s Bachelor of Arts in Music Education programs engage in ongoing reflective professional development to assess and improve practice; seek opportunities for leadership roles that impact student learning; and collaborate with students, families, colleagues and support staff, education administrators, and community members to promote student growth and advance the profession. (InTASC 9, 10; NASM IX.O)

• Engage in ongoing reflective professional development to expand knowledge and skills, in order to provide all students with relevant curriculum and learning experiences. [InTASC 9(a), 9(b), 9(n), 10(f); ISTE- E 1a, 1b, 1c; MC2] [NASM IX.O.3.a (3)]
• Reflect on personal biases and identify resources to deepen understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships, and create more relevant learning experiences. [InTASC 9(e), 9(g), 9(i), 9(m); MC3, MC5] [NASM IX.O.3.a (1)]
• Collaborate with colleagues to develop community connections and resources that enhance student learning and well-being. [InTASC 9(d), 10(e), 10(l), 10(r); MC1, MC4] [NASM IX.O.3.a (4)]
• Advocate for meeting the needs of students, strengthening the learning environment, and enacting system change. [InTASC 10(i), 10(j), 10(k), 10(o), 10(p), 10(t); ISTE-E; MC4, MC5] [NASM IX.O.3.a(8)]
• Promote upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy. [InTASC 9(f), 9(j), 9(o), 10(s); ISTE- E 3c, 4c; MC2] [NASM IX.O.3.a(7)]