| Name |
Description |
| MU.68.C.1.1: | Develop strategies for listening to unfamiliar musical works.Clarifications:
e.g., listening maps, active listening, checklists |
|
| MU.68.C.1.4: | Identify, aurally, a variety of vocal styles and ensembles.Clarifications:
e.g., chant, spiritual, folk, opera, world, jazz, pop, solo, duet, trio, quartet, small ensembles, choirs |
|
| MU.68.C.2.1: | Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers.Clarifications:
e.g., intonation, balance, blend, phrasing, rhythm |
|
| MU.68.C.2.2: | Critique, using correct music vocabulary, changes in one’s own or others’ musical performance resulting from practice or rehearsal.Clarifications:
e.g., blend, balance, ensemble playing, sonority, technique, tone quality |
|
| MU.68.F.2.2: | Describe how concert attendance can financially impact a community.Clarifications:
e.g., increased revenues at restaurants, hotels, and travel agencies; venue maintenance, parking attendants |
|
| 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. |
| MU.68.H.1.2: | Identify the works of representative composers within a specific style or time period. |
| MU.68.H.2.3: | Classify the literature being studied by genre, style, and/or time period. |
| MU.68.H.3.1: | Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration.Clarifications:
e.g., school: other music classes, social studies, dance, physical education, science, health, math, world languages; community: cultural connections and traditions, ceremonial music, sales and advertising, communication |
|
| MU.68.H.3.2: | Discuss how the absence of music would affect other content areas and contexts.Clarifications:
e.g., theatre and dance, movies, sporting events, video games, commercial advertising, social gatherings, civic and religious ceremonies, plays |
|
| MU.68.O.1.1: | Compare performances of a musical work to identify artistic choices made by performers.Clarifications:
e.g., rhythm, melody, timbre, form, tonality, harmony, expressive elements; choral, orchestral, band, ensemble |
|
| 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.Clarifications:
e.g., tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre, rhythm, orchestration |
|
| 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. |
| 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.Clarifications:
e.g., melodies using traditional classroom instruments and/or voice |
|
| MU.68.S.2.2: | Transfer performance techniques from familiar to unfamiliar pieces. |
| MU.68.S.3.1: | Sing and/or play age-appropriate repertoire expressively.Clarifications:
e.g., technique, phrasing, dynamics, tone quality, blend, balance, intonation, kinesthetic support/response |
|
| MU.68.S.3.2: | Demonstrate proper vocal or instrumental technique.Clarifications:
e.g., posture, breathing, fingering, embouchure, bow technique, tuning, strumming |
|
| MU.68.S.3.3: | Sight-read standard exercises and simple repertoire.Clarifications:
e.g., note and rest values, key signatures, time signatures, expressive markings, special harmonic and/or notation symbols |
|
| MU.68.S.3.4: | Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.Clarifications:
e.g., error detection, interval reinforcement |
|
| 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.Clarifications:
e.g., independently, collaboratively |
|
| LAFS.68.RST.2.4 (Archived Standard): | 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. |
| LAFS.68.WHST.2.4 (Archived Standard): | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| LAFS.68.WHST.3.9 (Archived Standard): | Draw evidence from informational texts to support analysis reflection, and research. |
| LAFS.7.SL.1.2 (Archived Standard): | 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. |
| LAFS.7.SL.1.3 (Archived Standard): | Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. |
| LAFS.7.SL.2.4 (Archived Standard): | 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. |
| DA.68.S.2.1: | Sustain focused attention, respect, and discipline during classes and performances. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
GENERAL NOTES
Career and Education Planning – Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed, personalized academic and career plan for the student, that may be revised as the student progresses through middle and high school; must emphasize the importance of entrepreneurship and employability skills; and must include information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes. The required, personalized academic and career plan must inform students of high school graduation requirements, including diploma designations (Section 1003.4285, Florida Statutes); requirements for a Florida Bright Futures Scholarship; state university and Florida College System institution admission requirements; and, available opportunities to earn college credit in high school utilizing acceleration mechanisms. For additional information on the Middle School Career and Education Planning courses, visit http://www.fldoe.org/academics/college-career-planning/educators-toolkit/index.stml.
Career and Education Planning Course Standards – Students will:
1.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training.
2.0 Develop skills to locate, evaluate, and interpret career information.
3.0 Identify and demonstrate processes for making short and long term goals.
4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.
5.0 Understand the relationship between educational achievement and career choices/postsecondary options.
6.0 Identify a career cluster and related pathways through an interest assessment that match career and education goals.
7.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.
8.0 Demonstrate knowledge of technology and its application in career fields/clusters.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
