|MU.68.C.1.1:|| Develop strategies for listening to unfamiliar musical works.|
e.g., listening maps, active listening, checklists
|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.|
e.g., quality recordings, peer group and individual performances, composer notes, instrumentation, expressive elements, title
|MU.68.C.1.3:|| Identify, aurally, instrumental styles and a variety of instrumental ensembles.|
e.g., Classical, Baroque, Romantic, contemporary, jazz, pop, solo, duet, trio, quartet, small ensembles
|MU.68.C.1.4:|| Identify, aurally, a variety of vocal styles and ensembles.|
e.g., chant, spiritual, folk, opera, world, jazz, pop, solo, duet, trio, quartet, small ensembles, choirs
|MU.68.C.3.1:|| Apply specific criteria to evaluate why a musical work is an exemplar in a specific style or genre. |
|MU.68.F.3.1:|| Describe how studying music can enhance citizenship, leadership, and global thinking. |
e.g., dedication to mastering a task, problem-solving, self-discipline, dependability, ability to organize, cultural awareness, mutual respect
|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.1.1:|| 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.1.5:|| Using representative musical works by selected composers, classify compositional characteristics common to a specific time period and/or genre. |
|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.|
e.g., from harpsichord to piano; from phonograph to CD
|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.|
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.|
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.|
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.|
e.g., tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre, rhythm, orchestration
|LAFS.6.SL.1.1:|| Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
|LAFS.6.SL.1.2:|| Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. |
|LAFS.6.SL.1.3:|| Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
|LAFS.6.SL.2.4:|| Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. |
|LAFS.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. |
|LAFS.68.WHST.3.7:|| Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. |
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.
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.
|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. |