| 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.1.2: | Compare, using correct music vocabulary, the aesthetic impact of a performance to one’s own hypothesis of the composer’s intent.Clarifications:
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.Clarifications:
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.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.C.2.3: | Critique personal composition and/or improvisation, using simple criteria, to generate improvements with guidance from teachers and/or peers. |
| 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.1.1: | Create a composition and/or performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements. |
| MU.68.F.1.2: | Create an original composition that reflects various performances that use "traditional" and contemporary technologies.Clarifications:
e.g., MIDI, Internet video resources, personal digital assistants, MP3 players, cell phones, digital recording, music software |
|
| MU.68.F.2.1: | Describe several routes a composition or performance could travel from creator to consumer.Clarifications:
e.g., MIDI and other technology, production, sharing on the Internet, home studios, professional recording studios, sales |
|
| 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.F.3.3: | Identify the tasks involved in the compositional process and discuss how the process might be applied in the work place.Clarifications:
e.g., idea, development, editing, selling, revising, testing, presenting |
|
| 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.1.5: | 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.Clarifications:
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.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.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.2.1: | Create a composition, manipulating musical elements and exploring the effects of those manipulations.Clarifications:
e.g., using electronic or paper-and-pencil means to experiment with timbre, melody, rhythm, harmony, form, tonality |
|
| MU.68.O.2.2: | Demonstrate knowledge of major and minor tonalities through performance and composition.Clarifications:
e.g., scales; key signatures; relative major/minor; parallel major/minor |
|
| 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.1.1: | Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.Clarifications:
e.g., blues, rock |
|
| MU.68.S.1.2: | Compose a short musical piece.Clarifications:
e.g., using traditional, non-traditional, digital, or classroom instruments and/or voice |
|
| 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.1.5: | Perform melodies with chord progressions.Clarifications:
e.g., keyboard/piano, keyboard/piano and voice, guitar, voice and guitar |
|
| MU.68.S.1.6: | Compose a melody, with or without lyrics, over a standard harmonic progression. |
| MU.68.S.2.1: | Perform music from memory to demonstrate knowledge of the musical structure.Clarifications:
e.g., basic themes, patterns, tonality, melody, harmony |
|
| 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: | 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. |
| LAFS.8.SL.1.1: | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or researched material under study; 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 and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
- Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
- Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Standard Relation to Course: Supporting |
| LAFS.8.SL.1.2: | Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. |
| LAFS.8.SL.1.3: | Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. |
| LAFS.8.SL.2.4: | Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. |
| 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 |
| 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. |
