2015-2016 1302050 - M/J ORCHESTRA 2 1302060 - M/J ORCHESTRA 3 CURRICULUM MAPS Grades 6-8 Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society.
The School District of Volusia County The School Board of Volusia County Mrs. Linda Costello, Chairman Mrs. Ida Wright, Vice Chairman Mrs. Linda Cuthbert Dr. John Hill Mrs. Melody Johnson Superintendent of Schools Mr. James T. Russell Chief Academic Officer Ms. Teresa Marcks Executive Director K 12 Curriculum Ms. Barbara Head Performing Arts Specialist Dr. Monty Musgrave
Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map Pacing: The recommended time period within the year for instruction related to the essential questions to occur Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics: A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed Concepts/Content: A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions Benchmarks: The Sunshine State Next Generation Standards aligned with the learning targets and skills (see next page) Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions Assessment: A list of district required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes. ************************************************************* The curriculum maps for this course are divided into four sections, which align with the Big Ideas of the NGSSS: C Critical Thinking and Reflection; S Skills, Techniques, and Processes; O Organizational Structure; H Historical and Global Connections; F Innovation, Technology, and the Future. It is common practice that many or most of the Big ideas, and the concepts associated with them, are taught simultaneously in every lesson (hence the Spiral Curriculum ). The purpose of delineation into separate sections is for assessment purposes. Further, the lessons provided in each map (which align with the Organizing Principles) are suggestions; teachers may use additional or substitute lessons/materials as long as the learning targets, vocabulary, standards, and essential questions are addressed. It is hoped that by using this format, teachers will focus assessments guided by the learning targets of the maps while continuing to provide a comprehensive course of music study.
NEXT GENERATION SUNSHINE STATE STANDARDS USERS GUIDE FOR ALL USERS: A coding system is used in all curriculum guides to identify NGSSS and Course Content Statements. Benchmark Code: For easy reference, each strand, standard, and benchmark has been assigned a unique identification code. For example: MU.68.C.1.1 Content Area Grade Level Big Idea Enduring Understanding Benchmark Big Ideas C Critical Thinking and Reflection S Skills, Techniques, and Processes O Organizational Structure H Historical and Global Connections F Innovation, Technology, and the Future The first two letters of the code identify the content area (e.g., MU for music). The next number(s) identify the grade level. The next letter (C, S, O, H, or F) identifies the big idea. The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard.
MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student INSTRUMENTAL MUSIC CURRICULUM MAP M/J ORCHESTRA 2 3 Grade 6 8 Introduction to Performance Fundamentals Produce a characteristic tone on their instrument? Read notation with fluency and precision? Demonstrate pitch discrimination? Demonstrate appropriate carriage and posture? Demonstrate proper care and assembly of instruments? Perform with rhythmic and tonal accuracy? Pacing: MAP 1 1 st nine weeks BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Tone Intonation Pitch Rhythm Pulse Articulation Demonstrate knowledge of the staff lines and spaces Demonstrate knowledge of note and rest patterns, including whole, half, quarter, eighth, dotted half, dotted quarter Demonstrate knowledge of time and key signature, as well as various musical directions (volume, tempo, etc.) Identify the major parts and functions of string instruments Demonstrate proper assembly and maintenance of instrument Perform appropriate songs exercises with rhythmic precision from beginning to end without stopping Differentiate between in tune and out of tune pitches and how to make appropriate adjustments Demonstrate correct bow grip Demonstrate appropriate left hand shaping Demonstrate appropriate right hand shaping Review and perform Level 1 Premier Rhythms (attached) Demonstrate knowledge of various rhythmic patterns through counting, clapping, singing, playing, writing MU.68.C.1.1 MU.68.C.2.1 MU.68.S.2.1 MU.68.S.3.2 MU.68.S.3.6 Staff Clef (treble, bass, alto) Note Values Rest Values Time signature Key Signature Sharp Flat Natural Staccato Marcato Slur Tie Pizzicato Arco Fermata Bow markings
MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student INSTRUMENTAL MUSIC CURRICULUM MAP M/J ORCHESTRA 2 3 Grade 6 8 Applying Performance Fundamentals Demonstrate knowledge of, and perform major scales with arpeggios? Demonstrate refinement of tone quality and intonation? Demonstrate increased proficiency in sight reading? Produce a characteristic tone on their instrument? Read basic notation? Demonstrate appropriate carriage and posture? Demonstrate correct bow holds? Perform with rhythmic and pitch precision? PACING: MAP 2 2 ND Nine Weeks BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Tone Perform D, G, C, A Major scales with arpeggios MU.68.C.1.1 Intonation Perform selected exercises at sight MU.68.C.2.1 MU.68.S.2.1 Perform music and/or exercises in 2/4, 3/4 and 4/4 time Pitch MU.68.S.2.2 Perform Winter Concert music MU.68.S.3.1 Rhythm Differentiate between in tune and out of tune pitches and how MU.68.S.3.2 Pulse to make appropriate adjustments MU.68.S.3.3 Begin notes on instruments using steady bow speed and even MU.68.S.3.6 Bowing pressure Carriage Demonstrate appropriate background knowledge of rehearsed / Posture performed music Transfer technical and musical knowledge gained from one piece of music to other music Perform Level 2 Premier Rhythms (attached) Demonstrate knowledge of various rhythmic patterns through counting, clapping, singing, playing, writing Crescendo Decrescendo Scale Arpeggio Bowing motion Parallel bowing Bow markings Bow lifting String crossings Half step Whole step Conducting patterns 1 st and 2 nd endings D.C. Al Fine D.S. Al Fine Coda Historical background Cultural connection
INSTRUMENTAL MUSIC CURRICULUM MAP M/J ORCHESTRA 2 3 Grade 6 8 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student Developing Musical and Ensemble Concepts Perform major scales with arpeggios? Demonstrate refinement of tone quality and intonation? Demonstrate increased proficiency in sight reading? Produce a characteristic tone on their instrument? Interpret increasingly complex musical notation with expression? Demonstrate appropriate carriage and posture? Perform with rhythmic and pitch precision? PACING: MAP 3 3 RD Nine Weeks BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Tone Intonation Pitch Rhythm Pulse Bowing Carriage Posture Perform D, G, C, A, F Major scales with arpeggios Perform dotted note patterns with rhythmic precision Perform songs and exercises with a variety of articulations (bowed, pizzicato, slurred, marcato, etc.) Perform musical passages using appropriate expression markings Independently tune all four strings without the aid of an aural or visual prompt Understand and perform ties and slurs with rhythmic accuracy Perform MPA music with technical and musical proficiency Demonstrate knowledge of various rhythmic patterns through counting, clapping, singing, playing, writing MU.68.C.1.1 MU.68.C.2.1 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.2.3 MU.68.H.3.1 ¾ time signature Common time Tie Slur D.C Al Fine Natural Whole step Chromatics Dotted half note Eighth note/rest Up beat Intonation
MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student INSTRUMENTAL MUSIC CURRICULUM MAP M/J ORCHESTRA 2 3 Grade 6 8 Applying Musical and Ensemble Concepts Demonstrate knowledge of and perform major scales and arpeggios? Demonstrate knowledge of the chromatic scale? Demonstrate increased proficiency in music reading? Perform music with expressive elements? Demonstrate refinement of tone quality? Respond appropriately to the gestures of the conductor? Perform music from various cultures, and music by significant composers? Demonstrate understanding of historical and cultural connections to music being performed? PACING: MAP 4 4 TH Nine Weeks BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Tone Intonation Pitch Rhythm Pulse Bowing Carriage Posture Perform D, G, C, A F, Bb major scales and arpeggios Perform various chromatic scales at least one octave Demonstrate knowledge of various rhythmic patterns through counting, clapping, singing, playing, writing Demonstrate understanding of the concepts of blend, balance in ensemble performance Perform Level 3 Premier Rhythms (attached) Perform music with multiple parts and harmonies Demonstrate the ability to start, stop, and alter tempo and dynamics at the conductor s command Perform Spring Concert music Independently tune all four strings without the aid of an aural or visual prompt Perform dotted patterns with rhythmic precision Perform various articulations and bowings with precision Investigate, research, and discuss historical background of rehearsed and/or performed works MU.68.C.1.1 MU.68.C.2.1 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.2.3 MU.68.H.3.1 MU.68.F.3.2 Syncopation Subdivision Dotted rhythms Triplet rhythms Eighth note/rest Sixteenth note /rest Up beat Pianissimo Fortissimo Phrase Caesure 9grand Pause) Waltz March Dance Cultural music Patriotic Music Chromatics Hooked bowing Enharmonic tones Repeat sign
INSTRUMENTAL MUSIC CURRICULUM MAP M/J ORCHESTRA 2 3 Grade 6 8 Suggested Resources Essential Elements All for Strings Muller Rusch String Method O Connor Method for Orchestra Sound Innovations Suzuki Violin School Etling String Class Method Solo Time for Strings Strictly Strings Suggested Assessments Performance Observation Peer Critique Attached performance assessments Music Theory assessments Links to Educational Websites Florida Music Educators Association http://flmusiced.org/dnn/ Florida Orchestra Association http://myfoa.org/ National Association for Music Education http://www.nafme.org/ American String Teachers Association http://www.astaweb.com Suzuki Association of the Americas http://suzukiassociation.org/ All Things Strings https://www.allthingsstrings.com/ Michael Hopkins String Pedagogy Notebook http://stringtechnique.com/about.htm Violin Websites http://www.theviolinsite.com/violin_websites.html Viola Websites http://www.viola.com/ Cello Websites http://www.celloprofessor.com/cello Links.html Bass Websites http://www.talkbass.com/forum/f16/best bass string websites 356713/
ASSESSMENT RUBRIC 4 Points (Advanced) A score of four is a response in which the student demonstrates a thorough understanding of the music concepts and/or procedures embodied in the task. The student has responded correctly to the task, used musically sound procedures, and provided clear and complete explanations and interpretations. 3 Points (Proficient) A score of three is a response in which the student demonstrates an understanding of the music concepts and/or procedures embodied in the task. The students response to the task is essentially correct with the musical procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect inattentive execution of musical procedures or indications of some misunderstanding of the underlying music concepts and/or procedures. 2 Points (Basic) A score of two indicates that the student has demonstrated only a partial understanding of the music concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students work lacks an essential understanding of the underlying music concepts. 1 Point (Emerging) A score of one indicates that the student has demonstrated a very limited understanding of the music concepts and/or procedures embodied in the task. The students response is incomplete and exhibits many flaws. Although the students response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be incomplete. 0 Points A score of zero indicates that the student has provided a completely incorrect or non interpretable response or no response at all.
String Instrument Performance Assignment Evaluation Form Student Name Exercise Circle the appropriate rating for each performance task. Average the ratings for the final score. Demonstrated correct posture 4 3 2 1 0 Demonstrated correct bow grip 4 3 2 1 0 Demonstrated correct use of bow 4 3 2 1 0 Demonstrated correct left hand / arm position 4 3 2 1 0 Played with a full, characteristic tone 4 3 2 1 0 Performed in a steady tempo 4 3 2 1 0 Began notes correctly 4 3 2 1 0 Played proper phrases 4 3 2 1 0 Played prescribed articulations / dynamics 4 3 2 1 0 Played with confidence / pride 4 3 2 1 0 Played correct notes 4 3 2 1 0 Played correct note / rest values 4 3 2 1 0 TOTAL SCORE 4 3 2 1 0
Course Number: 1302050 Course Path: Section: Grades PreK to 12 Education Courses» Grade Group: Grades 6 to 8 Education Courses» Subject: Music» SubSubject: Music Performance - Orchestra» Course Title: M/J Orchestra 2 Course Section: Grades PreK to 12 Education Courses Abbreviated Title: M/J ORCH 2 Course Length: Year Course Level: 2 Course Status: DRAFT - State Board approval pending Course Description: Students who have some previous orchestral experience focus on the development of instrumental technique, musical literacy, performance skills, and increasing aesthetic awareness through study, rehearsal, and performance of a variety of high-quality orchestra literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source. CRITICAL THINKING and REFLECTION: Critical and creative thinking, self-expression, and communication with others are central to the arts. Cognition and reflection are required to appreciate, interpret, and create with artistic intent. MU.68.C.1.1 Develop strategies for listening to unfamiliar musical works. MU.68.C.1.2 Compare, using correct music vocabulary, the aesthetic impact of a performance to one's own hypothesis of the composer's intent. Assessing our own and others artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. MU.68.C.2.1 Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers. SKILLS, TECHNIQUES, and PROCESSES: Through dance, music, theatre, and visual art, students learn that beginners, amateurs, and professionals benefit from working to improve and maintain skills over time. The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. MU.68.S.1.1 Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions. MU.68.S.1.3 Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing. MU.68.S.1.4 Sing or play melodies by ear with support from the teacher and/or peers. Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. MU.68.S.2.1 MU.68.S.2.2 Perform music from memory to demonstrate knowledge of the musical structure. Transfer performance techniques from familiar to unfamiliar pieces.
Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 Sing and/or play age-appropriate repertoire expressively. Demonstrate proper vocal or instrumental technique. Sight-read standard exercises and simple repertoire. Compare written notation to aural examples and analyze for accuracy of rhythm and pitch. MU.68.S.3.6 Develop and demonstrate efficient rehearsal strategies to apply skills and techniques. ORGANIZATIONAL STRUCTURE: Works in dance, music, theatre, and visual art are organized by elements and principles that guide creators, interpreters, and responders. Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. MU.68.O.1.1 Compare performances of a musical work to identify artistic choices made by performers. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. MU.68.O.3.1 MU.68.O.3.2 Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image. Perform the expressive elements of a musical work indicated by the musical score and/or conductor, and transfer new knowledge and experiences to other musical works. HISTORICAL and GLOBAL CONNECTIONS: Experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time. Through study in the arts, we learn about and honor others and the worlds in which they live(d). MU.68.H.1.1 Describe the functions of music from various cultures and time periods. The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. MU.68.H.2.3 Classify the literature being studied by genre, style, and/or time period. Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. MU.68.H.3.1 Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration. INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies. Careers in and related to the arts significantly and positively impact local and global economies. MU.68.F.2.1 Describe several routes a composition or performance could travel from creator to consumer. The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. MU.68.F.3.2 Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media. Additional Required Benchmarks: See Page 19
Course Number: 1302060 Course Path: Section: Grades PreK to 12 Education Courses» Grade Group: Grades 6 to 8 Education Courses» Subject: Music» SubSubject: Music Performance - Orchestra» Course Title: M/J Orchestra 3 Course Section: Grades PreK to 12 Education Courses Abbreviated Title: M/J ORCH 3 Course Length: Year Course Level: 2 Course Status: DRAFT - State Board approval pending Course Description: Students with previous orchestral experience demonstrate intermediate-level knowledge of instrumental techniques, musical literacy, ensemble performance skills, and related musical knowledge through study, rehearsal, and performance of a variety of high-quality orchestral literature. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source. CRITICAL THINKING and REFLECTION: Critical and creative thinking, self-expression, and communication with others are central to the arts. Cognition and reflection are required to appreciate, interpret, and create with artistic intent. MU.68.C.1.1 Develop strategies for listening to unfamiliar musical works. MU.68.C.1.2 Compare, using correct music vocabulary, the aesthetic impact of a performance to one's own hypothesis of the composer's intent. MU.68.C.1.3 Identify, aurally, instrumental styles and a variety of instrumental ensembles. Assessing our own and others artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. MU.68.C.2.1 Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers. MU.68.C.2.2 Critique, using correct music vocabulary, changes in one's own or others' musical performance resulting from practice or rehearsal. The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. MU.68.C.3.1 Apply specific criteria to evaluate why a musical work is an exemplar in a specific style or genre. SKILLS, TECHNIQUES, and PROCESSES: Through dance, music, theatre, and visual art, students learn that beginners, amateurs, and professionals benefit from working to improve and maintain skills over time. The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. MU.68.S.1.1 MU.68.S.1.3 MU.68.S.1.4 Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions. Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing. Sing or play melodies by ear with support from the teacher and/or peers.
Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. MU.68.S.2.1 Perform music from memory to demonstrate knowledge of the musical structure. MU.68.S.2.2 Transfer performance techniques from familiar to unfamiliar pieces. Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.5 Sing and/or play age-appropriate repertoire expressively. Demonstrate proper vocal or instrumental technique. Sight-read standard exercises and simple repertoire. Compare written notation to aural examples and analyze for accuracy of rhythm and pitch. Notate rhythmic phrases and/or melodies, in varying simple meters, performed by someone else. MU.68.S.3.6 Develop and demonstrate efficient rehearsal strategies to apply skills and techniques. ORGANIZATIONAL STRUCTURE: Works in dance, music, theatre, and visual art are organized by elements and principles that guide creators, interpreters, and responders. Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. MU.68.O.1.1 Compare performances of a musical work to identify artistic choices made by performers. The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. MU.68.O.2.2 Demonstrate knowledge of major and minor tonalities through performance and composition. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. MU.68.O.3.1 MU.68.O.3.2 Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image. Perform the expressive elements of a musical work indicated by the musical score and/or conductor, and transfer new knowledge and experiences to other musical works. HISTORICAL and GLOBAL CONNECTIONS: Experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time. Through study in the arts, we learn about and honor others and the worlds in which they live(d). MU.68.H.1.1 Describe the functions of music from various cultures and time periods. MU.68.H.1.2 Identify the works of representative composers within a specific style or time period. MU.68.H.1.3 Describe how American music has been influenced by other cultures. MU.68.H.1.5 Using representative musical works by selected composers, classify compositional characteristics common to a specific time period and/or genre. The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. MU.68.H.2.2 Analyze how technology has changed the way music is created, performed, acquired, and experienced. MU.68.H.2.3 Classify the literature being studied by genre, style, and/or time period.
Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. MU.68.H.3.1 Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration. INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies. Careers in and related to the arts significantly and positively impact local and global economies. MU.68.F.2.1 Describe several routes a composition or performance could travel from creator to consumer. The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. MU.68.F.3.2 Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media. Additional Required Benchmarks: LACC.7.SL.1 Comprehension and Collaboration LACC.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. LACC.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. LACC.7.SL.1.3 Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. LACC.7.SL.2 Presentation of Knowledge and Ideas LACC.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. DA.68.S.2.1 Sustain focused attention, respect, and discipline during classes and performances. MACC.K12.MP Mathematical Practices MACC.K12.MP.5 Use appropriate tools strategically. MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure.