Band 2 (#1302310) 

This document was generated on CPALMS -
You are not viewing the current course, please click the current year’s tab.

Course Standards

Name Description
MU.912.C.1.1: Apply listening strategies to promote appreciation and understanding of unfamiliar musical works.
e.g., listening maps, active listening, checklists
MU.912.C.1.2: Compare, using correct music vocabulary, the aesthetic impact of two or more performances of a musical work to one’s own hypothesis of the composer’s intent.
e.g., quality recordings, individual and peer-group performances, composer notes, instrumentation, expressive elements, title
MU.912.C.1.3: Analyze instruments of the world and classify them by common traits.
e.g., classical and folk instruments from around the world
MU.912.C.2.1: Evaluate and make appropriate adjustments to personal performance in solo and ensembles.
MU.912.C.2.2: Evaluate performance quality in recorded and/or live performances.
MU.912.C.2.3: Evaluate one’s own or other’s compositions and/or improvisations and generate improvements independently or cooperatively.
MU.912.C.3.1: Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.
MU.912.F.3.1: Analyze and describe how meeting one’s responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings.
MU.912.F.3.2: Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology.
MU.912.F.3.3: Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace.
MU.912.H.1.1: Investigate and discuss how a culture’s traditions are reflected through its music.
e.g., patriotic, folk, celebration, entertainment, spiritual
MU.912.H.1.2: Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class.
e.g., vocal, instrumental, guitar, keyboard, electronic, handbells
MU.912.H.1.3: Compare two or more works of a composer across performance media.
e.g., orchestral and choral; guitar and string quartet; piano solo and piano concerto
MU.912.H.1.4: Analyze how Western music has been influenced by historical and current world cultures.
MU.912.H.1.5: Analyze music within cultures to gain understanding of authentic performance practices.
MU.912.H.2.1: Evaluate the social impact of music on specific historical periods.
MU.912.H.2.3: Analyze the evolution of a music genre.
e.g., jazz, blues
MU.912.H.2.4: Examine the effects of developing technology on composition, performance, and acquisition of music.
MU.912.O.1.1: Evaluate the organizational principles and conventions in musical works and discuss their effect on structure.
e.g., rhythm, melody, timbre, form, tonality, harmony, texture; solo, chamber ensemble, large ensemble
MU.912.O.2.1: Transfer accepted composition conventions and performance practices of a specific style to a contrasting style of music.
MU.912.O.3.1: Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer.
e.g., tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre choice, rhythm, orchestration
MU.912.O.3.2: Interpret and perform expressive elements indicated by the musical score and/or conductor.
MU.912.S.1.1: Improvise rhythmic and melodic phrases over harmonic progressions.
e.g., using text or scat syllables
MU.912.S.1.4: Perform and notate, independently and accurately, melodies by ear.
e.g., singing, playing, writing
MU.912.S.2.1: Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature.
e.g., memorization, sequential process
MU.912.S.2.2: Transfer expressive elements and performance techniques from one piece of music to another.
MU.912.S.3.1: Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy.
MU.912.S.3.2: Sight-read music accurately and expressively to show synthesis of skills.
e.g., musical elements, expressive qualities, performance technique
MU.912.S.3.3: Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills.
MU.912.S.3.4: Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques.
MU.912.S.3.5: Develop and demonstrate proper vocal or instrumental technique.
e.g., posture, breathing, fingering, embouchure, bow technique, tuning, strumming
LAFS.910.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 9–10 texts and topics.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Standard Relation to Course: Supporting

LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research.
MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Standard Relation to Course: Supporting


Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Standard Relation to Course: Supporting


Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Standard Relation to Course: Supporting

DA.912.F.3.8: Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution, to set and achieve goals as required in the work environment.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

General Course Information and Notes


This year-long, beginning-level class, designed for students with at least one year of woodwind, brass, and/ or percussion ensemble experience, promotes the enjoyment and appreciation of music through performance of high-quality wind and percussion literature. Rehearsals focus on the development of critical listening skills, instrumental and ensemble technique and skills, expanded music literacy, and aesthetic awareness culminating in periodic public performances.


All instruction related to Music benchmarks should be framed by the Big Ideas and Enduring Understandings. Non-Music benchmarks listed in this course are also required and should be fully integrated in support of arts instruction.

Special Notes: This course may require students to participate in extra rehearsals and performances beyond the school day. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source.

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:

General Information

Course Number: 1302310 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Music Education > SubSubject: Instrumental Music >
Abbreviated Title: BAND 2
Number of Credits: One (1) credit
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Performing/Fine Arts

Educator Certifications

Music (Elementary and Secondary Grades K-12)
Instrumental Music (Secondary Grades 7-12)
Instrumental Music (Elementary and Secondary Grades K-12)

There are more than 422 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: