2015-2016 1303010 M/J Chorus 2 1303020 M/J Chorus 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 vocal music 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. Teachers are encouraged to use most or all of the maps simultaneously. 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 VOCAL MUSIC CURRICULUM MAP CHORUS 2 3 Grade 6 8 Introduction to Performance Fundamentals Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate the ability internalize pulse? Understand how to listen for various elements of music? Demonstrates attention, respect, and discipline during rehearsals? Pacing: 1 st nine weeks MAP A 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 STANDARDS KEY TERMINOLOGY Tone Demonstrates correct tone and pitch placement MU.68.C.1.1 Composer Pulse Demonstrates correct posture, breath support and control MU.68.S.2.2 Rehearsal MU.68.O.3.1 See Attached Demonstrates both head and chest voice Rhythm MU.68.H.3.1 Vocabulary Lists Demonstrates correct production of vowels and consonants Pitch Can sing with a steady beat and is aware of the internal pulse Scale Performs note & rest values of whole, half, quarter, eighth, sixteenth, and dotted rhythms Intonation Reads notes on the staff in appropriate clefs Tempo Consistently produce sung intervals Demonstrates the ability to sing a major scale Critique Make value judgments regarding music and music performance History Culture based on specific criteria (rhythm, melody, harmony, tone color, expressive elements, style) Examines composer intent and origin in relation to specific repertoire Consistently demonstrates musician specific behaviors in all rehearsal and performance settings (ie. Focused attention, positive contribution to the ensemble, positive attitude)
MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student VOCAL MUSIC CURRICULUM MAP CHORUS 2 3 Grade 6 8 Applying Performance Fundamentals Demonstrate refinement of tone quality and intonation? Demonstrate increased awareness of diction? Understand principles of vocal blend, ensemble balance, and tonal resonance? Demonstrate increased proficiency in sight reading? Perform repertoire with expression, responding appropriately to the cues of the conductor? Demonstrate increased skills of error detection and correction? Understands historical and cultural perspectives of repertoire being studied? Consistently sustains attention, respect, and discipline during rehearsals and performances? PACING: 2 ND Nine Weeks MAP B 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 STANDARDS KEY TERMINOLOGY Tone Pulse Rhythm Pitch Scale Intonation Tempo Critique History Culture Demonstrates correct tone and pitch placement Demonstrates correct posture, breath support and control Demonstrates both head and chest voice Demonstrates correct production of vowels and consonants Can sing with a steady beat and is aware of the internal pulse Performs note & rest values of whole, half, quarter, eighth, sixteenth, and dotted rhythms Reads notes on the staff in appropriate clefs Consistently produce sung intervals Demonstrates the ability to sing a major scale Make value judgments regarding music and music performance based on specific criteria (rhythm, melody, harmony, tone color, expressive elements, style) Examines composer intent and origin in relation to specific repertoire Consistently demonstrates musician specific behaviors in all rehearsal and performance settings (ie. Focused attention, positive contribution to the ensemble, positive attitude) MU.68.C.1.4 MU.68.C.2.1 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.6 MU.68.O.3.2 MU.68.H.3.1 MU.68.F.3.1 Diphthong Repertoire Timbre See Attached Vocabulary Lists
VOCAL MUSIC CURRICULUM MAP CHORUS 2 3 Grade 6 8 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student Developing Musical and Ensemble Concepts Demonstrate refinement of tone quality and intonation? Consistently perform with appropriate vocal blend, ensemble balance, and tonal resonance? Demonstrate increased awareness of diction? Perform repertoire with expression, responding appropriately to the cues of the conductor? Demonstrate the ability to critique one s own performance quality? Consistently sustains attention, respect, and discipline during rehearsals and performances? Identify characteristics of music from a variety of styles and genres? Understand the role and function of music as related to technology, career planning, college preparation, and real world settings? PACING: 3 RD Nine Weeks MAP C 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 STANDARDS KEY TERMINOLOGY Tone Pitch Intonation Expression Interpretation Critique Ensemble Balance Blend Technology Culture Consistently demonstrate correct tone, posture, and breath support Consistently demonstrate correct production of vowels and consonants Identify tone, pitch and rhythm errors and make appropriate adjustments Transfer expressive elements and performance techniques from one style of music to another Interpret and perform expressive elements indicated by the musical score and/or conductor Critique, using correct music vocabulary, changes in one s own or others musical performance resulting from practice or rehearsal Discuss how technology has changed the way we consume and perform music Discuss how music relates to the world outside of the music classroom Consistently demonstrate appropriate behaviors as both a participant and as an audience member (ie. Focused attention, positive contribution to the ensemble, positive attitude) MU.68.C.1.2 MU.68.C.2.1 MU.68.C.2.2 MU.68.C.3.1 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.O.1.1 MU.68.H.2.1 MU.68.H.3.1 See Attached Vocabulary Lists
MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student VOCAL MUSIC CURRICULUM MAP CHORUS 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? PACING: 4 TH Nine Weeks MAP D 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 STANDARDS KEY TERMINOLOGY Tone Pitch Intonation Expression Interpretation Critique Ensemble Balance Blend Technology Culture Consistently demonstrate correct tone, posture, and breath support Consistently demonstrate correct production of vowels and consonants Identify tone, pitch and rhythm errors and make appropriate adjustments Transfer expressive elements and performance techniques from one style of music to another Interpret and perform expressive elements indicated by the musical score and/or conductor Critique, using correct music vocabulary, changes in one s own or others musical performance resulting from practice or rehearsal Discuss how technology has changed the way we consume and perform music Discuss how music relates to the world outside of the music classroom Consistently demonstrate appropriate behaviors as both a participant and as an audience member (ie. Focused attention, positive contribution to the ensemble, positive attitude) MU.68.C.2.1 MU.68.S.1.1 MU.68.S.3.4 MU.68.S.3.5 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.2.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.1.3 MU.68.H.1.5 MU.68.H.2.1 MU.68.H.2.2 MU.68.H.2.3 MU.68.H.3.2 MU.68.F.2.2 MU.68.F.3.1 MU.68.F.3.2 See Attached Vocabulary Lists
VOCAL MUSIC CURRICULUM MAP CHORUS 2 3 GRADES 6 8 Suggested Resources 150 Rounds for Singing and Teaching Edward Bolkovac and Judith Johnson Essential Musicianship: A Comprehensive Choral Method Hal Leonard Publications Essential Repertoire for the Concert Choir Hal Leonard Publications Choral Connections McGraw Hill Publications Florida Vocal Association Sight Reading Materials Beyond Singing: Blueprint for the Exceptional Choral Program Stan McGill Hal Leonard Publications The Kings Singers Book of Rounds, Canons, and Partsongs Hal Leonard Publications Suggested Assessments Performance Observation Peer Critique Attached performance assessments http://www.fva.net/wpcontent/uploads/2011/02/adj_choral_performance_yellow.pdf Links to Educational Websites Florida Music Educators Association www.flmusiced.org Kennedy Center Arts Edge http://artsedge.kennedy center.org/educators.aspx Florida Dept. of Education www.fldoe.org Florida Vocal Association http://www.fva.net/ American Choral Director Association http://www.choralnet.org/ Choral Director Magazine http://www.choraldirectormag.com/ National Association for Music Education http://www.nafme.org/ The Silvis Woodshed (MIDI Files) http://gasilvis.net/ Cipoo (Public Domain Music) http://www.cipoo.net/ Hear the Choirs Sing (mp3 files) http://www.hearchoirs.net/ Music Theory http://www.musictheory.net/
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.
Vocal Music 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 vowel placement 4 3 2 1 0 Demonstrated correct enunciation of lyrics 4 3 2 1 0 Demonstrated correct breathing techniques / breath support 4 3 2 1 0 Sang with appropriate tone quality 4 3 2 1 0 Sang in a steady tempo 4 3 2 1 0 Sang with correct intonation 4 3 2 1 0 Sang proper phrases 4 3 2 1 0 Sang prescribed articulations / dynamics 4 3 2 1 0 Sang with confidence / pride 4 3 2 1 0 Sang correct pitches 4 3 2 1 0 Sang correct note / rest values 4 3 2 1 0 TOTAL SCORE 4 3 2 1 0
Course Number: 1303010 Course Path: Section: Grades PreK to 12 Education Courses» Grade Group: Grades 6 to 8 Education Courses» Subject: Music» SubSubject: Music Performance - Choral» Course Title: M/J Chorus 2 Course Section: Grades PreK to 12 Education Courses Abbreviated Title: M/J CHORUS 2 Course Length: Year Course Level: 2 Course Status: DRAFT - State Board approval pending Course Description: Students build on previous choral experience to expand vocal, technical, musical, and ensemble skills through rehearsal, performance, and study of high-quality choral literature. Singers focus on increasing knowledge of music theory, music literacy, and aesthetic response. 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. 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 MU.68.C.1.2 Develop strategies for listening to unfamiliar musical works. Compare, using correct music vocabulary, the aesthetic impact of a performance to one's own hypothesis of the composer's intent. MU.68.C.1.4 Identify, aurally, a variety of vocal styles and 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 MU.68.C.2.2 Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers. Critique, using correct music vocabulary, changes in one's own or others' musical performance resulting from practice or rehearsal. 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 Perform music from memory to demonstrate knowledge of the musical structure.
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 MU.68.S.3.6 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. 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 Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image. MU.68.O.3.2 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.1.5 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.2.1 Describe the influence of historical events and periods on music composition and performance. 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 MU.68.H.3.2 Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration. Discuss how the absence of music would affect other content areas and contexts.
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.2.2 Describe how concert attendance can financially impact a community. 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 20
Course Number: 1303020 Course Path: Section: Grades PreK to 12 Education Courses» Grade Group: Grades 6 to 8 Education Courses» Subject: Music» SubSubject: Music Performance - Choral» Course Title: M/J Chorus 3 Course Section: Grades PreK to 12 Education Courses Abbreviated Title: M/J CHORUS 3 Course Length: Year Course Level: 2 Course Status: DRAFT - State Board approval pending Course Description: Students with previous choral experience build intermediate-level knowledge of vocal technique, musical literacy, ensemble skills, and related musical knowledge through rehearsal, performance, and study of a variety of high-quality 2-, 3-, and 4-part choral 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. 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 MU.68.C.1.2 Develop strategies for listening to unfamiliar musical works. 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 MU.68.C.2.2 Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers. 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 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 Sing and/or play age-appropriate repertoire expressively. MU.68.S.3.2 Demonstrate proper vocal or instrumental technique. MU.68.S.3.3 Sight-read standard exercises and simple repertoire. MU.68.S.3.4 Compare written notation to aural examples and analyze for accuracy of rhythm and pitch. MU.68.S.3.5 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 Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image. MU.68.O.3.2 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.1.2 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.1.4 Classify authentic stylistic features in music originating from various cultures. The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. MU.68.H.2.1 Describe the influence of historical events and periods on music composition and performance. 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. MU.68.H.3.2 Discuss how the absence of music would affect other content areas and contexts. 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. MU.68.F.2.2 Describe how concert attendance can financially impact a community.
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.3.1 Describe how studying music can enhance citizenship, leadership, and global thinking. 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.2 Production and Distribution of Writing LACC.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 20