Elementary Special Ensemble (#5013035) 


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Course Standards

Name Description
MU.3.C.1.1: Describe listening skills and how they support appreciation of musical works.
Clarifications:
e.g., focus: form, instrumentation, tempo, dynamics; organize: listening maps, active listening, checklists
MU.3.C.1.2: Respond to a musical work in a variety of ways and compare individual interpretations.
Clarifications:
e.g., move, draw, sing, play, gesture, conduct
MU.3.C.2.1: Evaluate performances of familiar music using teacher-established criteria.
MU.3.C.3.1: Identify musical characteristics and elements within a piece of music when discussing the value of the work.
Clarifications:
e.g., tempo, rhythm, timbre, form, instrumentation, texture
MU.3.F.2.1: Identify musicians in the school, community, and media.
Clarifications:
e.g., band, chorus, and/or orchestra member; music teacher; cantor, choir director, or song leader in religious services
MU.3.F.2.2: Describe opportunities for personal music-making.
Clarifications:
e.g., performing ensembles, individual lessons, community and church music groups, family, playground, computer-generated music
MU.3.F.3.1: Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.
Clarifications:
e.g., work together, communicate effectively, share tasks and responsibilities, work well in cooperative learning groups
MU.3.H.1.2: Identify significant information about specified composers and one or more of their musical works.
MU.3.H.3.1: Experience and discuss, using correct music and other relevant content-area vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts.
Clarifications:
e.g., in dance, visual art, language arts, pulse, rhythm, fluency
MU.3.O.1.1: Identify, using correct music vocabulary, the elements in a musical work.
Clarifications:
e.g., rhythm, pitch, timbre, form
MU.3.O.1.2: Identify and describe the musical form of a familiar song.
Clarifications:
e.g., AB, ABA, ABABA, call-and-response, verse/refrain, rondo, intro, coda
MU.3.O.3.1: Describe how tempo and dynamics can change the mood or emotion of a piece of music.
MU.3.S.2.1: Identify patterns in songs to aid the development of sequencing and memorization skills.
Clarifications:
e.g., parts of a round, parts of a layered work
MU.3.S.3.3: Sing simple la-sol-mi-re-do patterns at sight.
Clarifications:
e.g., reading from hand signs; reading from nontraditional or traditional notation
MU.4.C.1.1: Develop effective listening strategies and describe how they can support appreciation of musical works.
Clarifications:
e.g., listen for form, instrumentation, tempo, dynamics, melodic line, rhythm patterns; organize thoughts using listening maps, active listening, checklists
MU.4.C.1.2: Describe, using correct music vocabulary, what is heard in a specific musical work.
Clarifications:
e.g., movement of melodic line, tempo, repeated and contrasting patterns
MU.4.C.2.1: Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others.
Clarifications:
e.g., intonation, balance, blend, timbre, posture, breath support
MU.4.C.2.2: Critique specific techniques in one's own and others performances using teacher-established criteria.
MU.4.C.3.1: Describe characteristics that make various musical works appealing.
Clarifications:
e.g., tempo, rhythm, dynamics, blend, timbre, form, texture, instrumentation
MU.4.F.2.1: Describe roles and careers of selected musicians.
Clarifications:
e.g., teacher, conductor, composer, studio musician, recording technician, sound engineer, entertainer
MU.4.F.3.1: Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom.
Clarifications:
e.g., punctual, prepared, dependable, self-disciplined, solutions-oriented, shows initiative, uses time wisely
MU.4.H.1.2: Describe the influence of selected composers on the musical works and practices or traditions of their time.
MU.4.H.3.1: Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area.
Clarifications:
e.g., movement, form, repetition, rhythmic patterns/numeric patterns, fractions, vibrations/sound waves
MU.4.O.1.1: Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles.
Clarifications:
e.g., rules of rhythm, melody, timbre, form, tonality, harmony, meter; styles: Classical, Baroque
MU.4.O.3.1: Identify how expressive elements and lyrics affect the mood or emotion of a song.
Clarifications:
e.g., tempo, dynamics, phrasing, articulation
MU.4.O.3.2: Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one's choices.
MU.4.S.1.3: Arrange a familiar song for voices or instruments by manipulating form.
Clarifications:
e.g., introduction, interlude/bridge, coda, ABA, rondo
MU.4.S.2.1: Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.
MU.4.S.3.3: Perform extended pentatonic melodies at sight.
Clarifications:
e.g., high do, low sol, low la; vocal and/or instrumental
MU.5.C.1.1: Discuss and apply listening strategies to support appreciation of musical works.
Clarifications:
e.g., focus: structure, instrumentation, tempo, dynamics, melodic line, rhythm patterns, style/genre; organize: listening maps, active listening, checklists
MU.5.C.1.2: Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work.
Clarifications:
e.g., title, historical notes, quality recordings, instrumentation, expressive elements
MU.5.C.2.1: Define criteria, using correct music vocabulary, to critique one's own and others performance.
Clarifications:
e.g., intonation, balance, blend, timbre
MU.5.C.2.2: Describe changes, using correct music vocabulary, in one's own and/or others performance over time.
MU.5.C.3.1: Develop criteria to evaluate an exemplary musical work from a specific period or genre.
MU.5.F.2.1: Describe jobs associated with various types of concert venues and performing arts centers.
Clarifications:
e.g., music merchant, ticket agent, marketer, agent, security guard, food-and-beverage merchant
MU.5.F.2.2: Explain why live performances are important to the career of the artist and the success of performance venues.
MU.5.F.3.1: Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.
Clarifications:
e.g., dedicated, works toward mastery, punctual, prepared, dependable, self-disciplined, solutions-oriented
MU.5.H.1.2: Compare and describe the compositional characteristics used by two or more composers whose works are studied in class.
MU.5.H.3.1: Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.
Clarifications:
e.g., reading, writing, observing, listening, evaluating, embellishing, revising
MU.5.O.1.1: Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process.
Clarifications:
e.g., rhythm patterns, melody, timbre, form, tonality, harmony, meter, key; styles: Classical, Baroque, Romantic, nationalistic, jazz
MU.5.O.3.1: Examine and explain how expressive elements, when used in a selected musical work, affect personal response.
Clarifications:
e.g., tempo, dynamics, timbre, texture, phrasing, articulation
MU.5.O.3.2: Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.
MU.5.S.1.3: Arrange a familiar song by manipulating specified aspects of music.
Clarifications:
e.g., dynamics, tempo, lyrics, form, rhythm, instrumentation
MU.5.S.1.4: Sing or play simple melodic patterns by ear with support from the teacher.
MU.5.S.2.1: Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.
MU.5.S.2.2: Apply performance techniques to familiar music.
MU.5.S.3.3: Perform simple diatonic melodies at sight.
Clarifications:
e.g., vocal and/or instrumental
LAFS.3.RI.2.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
LAFS.3.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  4. Explain their own ideas and understanding in light of the discussion.

Standard Relation to Course: Supporting

LAFS.3.SL.1.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.3.SL.1.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
LAFS.4.RI.2.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
LAFS.4.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Standard Relation to Course: Supporting

LAFS.4.SL.1.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.4.SL.1.3: Identify the reasons and evidence a speaker provides to support particular points.
LAFS.5.RI.2.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  4. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Standard Relation to Course: Supporting

LAFS.5.SL.1.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.5.SL.1.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
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

MAFS.K12.MP.6.1:

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

MAFS.K12.MP.7.1:

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

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Students with varying levels of experience in an elementary ensemble other than chorus, band, or orchestra develop foundational techniques, skills, and music literacy. 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, if used for such small-instrument ensembles as recorder or guitar, may require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

GENERAL NOTES

The course descriptions for Elementary Music Electives have been designed to accommodate the mixing of grade levels, experience, and abilities within the same ensemble. Music teachers for elementary music electives should select the most appropriate set of grade-specific benchmarks based on each student's experience, music literacy, and available instruction time. Once an elementary student has entered a course at a specific level of benchmarks, he or she should progress to the next set of grade-specific benchmarks in the sequence for purposes of assessment. If a student reaches the Grade 5 level prior to 5th grade, he or she may continue to participate in the ensemble; the teacher is responsible for designating an appropriate means of increasing the rigor for the student in each subsequent year.

Examples:
  • A 3rd grade student beginning in Elementary Band may receive instruction and be assessed according to the Grade 3 benchmarks.
  • A 2nd grade student who has taken violin lessons for several years and who is musically literate may receive instruction in Elementary Orchestra and be assessed according to the Grade 5 benchmarks, repeating use of these benchmarks with increased rigor in each subsequent year.
  • A 5th grader singing in Elementary Chorus for the first time may receive instruction and be assessed according to the Grade 3 benchmarks.
  • A 4th grader in Handbell Ensemble (Special Ensemble) for the first time may receive instruction and be assessed according to the Grade 3 benchmarks. The same student, in Orff Ensemble (Special Ensemble) for the second year, may receive instruction and be assessed according to the Grade 4 benchmarks.


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


General Information

Course Number: 5013035 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Music Education > SubSubject: General >
Abbreviated Title: ELEM SPEC ENS
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Status: Course Approved
Grade Level(s): K,1,2,3,4,5,PreK



Educator Certifications

Music Education (Elementary Grades 1-6)
Music (Elementary and Secondary Grades K-12)
Instrumental Music (Elementary and Secondary Grades K-12)


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