Kallie Riker

Artifact and Alignment 2

Instrumental and General Music Education (B-12)
Artifact Description
This artifact is a take home exam from Music Theory III. We had completed a unit on
advanced concepts such as extended chords along with mixture and Neapolitan chords. The test
was on identifying and analyzing these chords in written music, which is the goal of a music
theorist. As a music major, our theory classes are the foundation of our education. We have five
semesters of courses focused on theory every Monday, Wednesday and Friday at 8am to 9am, for
two and a half years. In order to move on to the next sequence, one must have a C or better
grade. There is a lot of pressure to do well on tests and it is very rare to get a perfect score. I feel
that this artifact is one of my better scores on an upper level theory test and reflects my
knowledge and understanding of music theory, the basis of music education.
Alignment
Wisconsin Teacher Standard 1: Content Alignment
This experience best aligns with standard one of the Wisconsin Standards for Teacher
Development and Licensure. This standard states, The teacher understands the central
concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create
learning experiences that makes these aspects of subject matter meaningful for pupils.
This artifact is a prime example of understanding of content. Music theory spans through
every aspect of understanding music. Anything that is printed on a piece of music, a music major
must understand through theory. This includes clefs, from treble, bass, alto and tenor; time
signatures and meters, the ability to count, subdivide, and how to read conducting patterns; key
signatures across major and each type of minor, and into knowledge of modes; the notes on the

staff - the rhythm, articulation markings, dynamics, style, expression and the Italian markings
regarding those areas; and the form of the music, from Roman numeral analysis to harmonic
progression. All of these components can be understood and analyzed through proper education
in music theory. Music becomes easier to play and comprehend with a basis of theoretical
knowledge.
A music educator must be a master of the components that make up music, and must be
able to relay the at least the bare minimum of this knowledge to their students. Without
understanding the science and math behind a concept, the concept is less important than it has
the potential to be. It is so much more meaningful to receive a grade you studied hours for
instead of one you rushed through. The same concept applies to music. It is easy to play or sing
through a piece without understanding how the notes fit together. However, the reasoning and
importance of the piece is lost without knowledge of the theory behind it. Music educators
should be able to produce well-rounded musicians that are not only proficient in musical ability,
but in music theory as well.

UW-Platteville School of Education Knowledge, Skill, and Disposition Statement

Statement KSD1.a: Demonstrates Knowledge of Content and Pedagogy Alignment
This alignment correlates with our School of Education, Knowledge, Skill and
Disposition Statement KSD1.a: The candidate displays extensive content knowledge of his/her
subject areas and demonstrates a continuing search for new content, knowledge, resources, and
best instructional practices, while understanding student diversity and student misconceptions
and misunderstandings as key to the teaching process.
I believe that no one is truly a master at their craft. However, one must be constantly
striving to become better and better. This applies to music theory. It is impossible to know every

detail of theory and identify the exact singular correct chord every time, because in advanced
analysis, there can be a variety of different answers. With continuous search of knowledge and
resources, music educators such as myself can further their abilities and skill to pass down to
their students. Each student is different, and though they are all being taught the same material,
the way every individual student learns may be unique from the next. I have learned from
receiving help, giving help, and learning from two completely different professors that there are
multiple ways to teach music theory that all yield the same goal. As a music educator, I will
always strive to teach each concept in at least two ways, to appeal to every student in my
classroom and allow everyone to learn at the same pace, versus a teacher that might only teach
one way - the way they understand it. I recognize that my students will not learn the same way I
do, and it is unfair to only teach in the way that makes sense to me. I must reach out and further
my skills as a music theorist, and a music educator, and be able to diversify my own content
understanding and teaching of such.

This is also in accordance to the following Statements:

KS1.b: Demonstrates Knowledge of Students
KS1.e: Designs Coherent Instruction
KS3.c: Engages Students in Learning

Reflection
By upholding an advanced understanding of music theory, I am able to provide my
students with the knowledge of content and pedagogy needed to lead them as a music educator. I
am able to answer any questions my students have with confidence, and I am able to teach them

music that is further than what is simply printed on the page. I am able to recognize student
diversity and individuality, yet still teach every student what they need to know to succeed as
musicians.