M/J Instrumental Ensemble 1
Course State Description:
Students with little or no instrumental ensemble experience develop musicianship and performance skills as they study, rehearse, and perform high-quality ensemble literature in diverse styles. 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 may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.
- MU.68.C.1.1 BAC Develop strategies for listening to unfamiliar musical works.
- MU.68.C.1.2 I R Compare, using correct music vocabulary, the aesthetic impact of a performance to one's own hypothesis of the composer's intent.
- MU.68.C.2.1 E R Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers.
- MU.68.C.2.2 E R Critique, using correct music vocabulary, changes in one's own or others' musical performance resulting from practice or rehearsal.
- ELD.K12.ELL.SI.1 BAC English language learners communicate for social and instructional purposes within the school setting.
- MU.68.F.3.2 NTK R Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.
- MU.68.H.1.4 I R Classify authentic stylistic features in music originating from various cultures.
- MU.68.H.2.3 I R Classify the literature being studied by genre, style, and/or time period.
- MU.68.H.3.1 NTK R Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration.
- MAFS.K12.MP.5.1 BAC Use appropriate tools strategically. 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. They detect possible errors. They are able to use technological tools to explore and deepen their understanding of concepts.
- MAFS.K12.MP.6.1 BAC Attend to precision. 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.
- MAFS.K12.MP.7.1 BAC Look for and make use of structure. Proficient students look closely to discern a pattern or structure. 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.
- MU.68.O.3.1 I R Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.
- MU.68.O.3.2 E P 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.
- LAFS.68.RST.2.4 BAC 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.
- MU.68.S.1.3 BAC Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing.
- MU.68.S.1.4 BAC Sing or play melodies by ear with support from the teacher and/or peers.
- MU.68.S.2.2 BAC Transfer performance techniques from familiar to unfamiliar pieces.
- MU.68.S.3.1 E P Sing and/or play age-appropriate repertoire expressively.
- MU.68.S.3.2 E P Demonstrate proper vocal or instrumental technique.
- MU.68.S.3.3 E O Sight-read standard exercises and simple repertoire.
- MU.68.S.3.4 E R Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.
- MU.68.S.3.6 BAC Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.
- LAFS.6.SL.1.1 BAC 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.
- LAFS.6.SL.1.2 BAC 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 BAC 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 BAC 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.WHST.3.9 BAC Draw evidence from informational texts to support analysis reflection, and research.
Big Idea: Critical Thinking and Reflection
Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
Understanding 2: Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.
Big Idea: English Language Development for English Language Learners
Understanding SI: Language of Social and Instructional Purposes
Big Idea: Innovation, Technology, and the Future
Understanding 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.
Big Idea: Historical and Global Connections
Understanding 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d).
Understanding 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Understanding 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.
Big Idea: Mathematical Practice
Understanding 5: Use appropriate tools strategically.
Understanding 6: Attend to precision.
Understanding 7: Look for and make use of structure.
Big Idea: Organizational Structure
Understanding 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
Big Idea: Reading Standards for Literacy in Science and Technical Subjects 6-12
Understanding 2: Craft and Structure
Big Idea: Skills, Techniques, and Processes
Understanding 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.
Understanding 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
Understanding 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
Big Idea: Standards for Speaking and Listening
Understanding 1: Comprehension and Collaboration
Understanding 2: Presentation of Knowledge and Ideas
Big Idea: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Understanding 3: Research to Build and Present Knowledge