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8th Grade Music Cycle - Exploring Careers in Music
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8TH GRADE MUSIC CYCLE - Exploring Careers in Music                                                                                         Page  of

Units:

Unit #1: Introduction and Exploring Careers in Music

Unit #2: Careers In Music Performance

Unit #3: Careers in Musical Theater

Unit #4: Careers in Music Recording

Unit #5: Careers in Music Journalism, Radio, TV, & DJ

Unit #6: Careers in Music Composition/Arranging



COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH UNIT.


Unit Title

Unit #1: Introduction and Exploring Careers in Music

5 Days

Unit Summary

Students will discover the many different careers in the music field. During this unit, they will be introduced to the different career types there are in the field of music: Education, Instrument repair/development, Health, Performance, Recording, Journalism, Radio, etc. They will take a closer look at Music Education, Music Health, and Instrument Repair/Development. During this unit, students will see live or video presentations of what it’s like to work in these various fields. It is also the hope to schedule a short trip to an instrument repair shop, so they can see what it’s like. At the end of this unit, there will be an assessment on the various jobs that were discussed and discovered.

Learning Targets

Essential Questions

  • What Jobs in the music field require musical knowledge and skills and what jobs do not?

  • What does it take in order to be successful in a job that is in the field of music?

Enduring Understandings

Students will understand:

  • Students will understand that if they have a love of music, there are a lot of music career options available.
  • Students will understand the education and skill requirements needed for the specific careers that are explored this week.
  • Students will understand the average income for the specific careers that are explored this week.
  • Students will understand a summary of the tasks that are performed in the careers that are explored this week.

Know

By the end of this unit, students will know

  • That the career options in the field of music are much more vast that they may have thought
  • The education and skills required for the specific careers that are explored this week.
  • The average income for the specific careers explored this week.
  • The tasks that are performed in the careers that are explored this week.

Do

By the end of this unit, students will be able to

  • State five career options in the field of music
  • Explain to a peer the education and skills required for the specific careers that are explored this week.
  • Estimate a range of the average income for the specific careers explored this week.
  • Explain to a peer the tasks that are performed in the careers that are explored this week.

Evidence of Learning

Formative

  • Journal Entries:  Students will write a journal entry asking the following question(s): What does it take to be successful in the career(s) that you explored today? What were some things that you knew about the career(s) that you explored today? What new information did you learn about the career(s) that you explored today?

Summative/ Benchmark

Written Assessment on the careers explored during the week.

Alternative Assessments

Learning Activities

  • Students in cooperative groups of three to four work together to find as many music careers as possible by searching online. They will be given a short amount of time to come up with their answers. After time is completed, students will see a full list of potential career options. They will tally up their answers and will determine which group had the most careers. If the students found a career that was not on the master list, the career will be added as long as the career is a legitimate one.
  • Students will watch presentation videos on the careers of Music Education, Music Health, and Instrument Repair/Development
  • Live Facetime tour, or a trip to a local instrument repair shop to see what they do there.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Laptop, speakers, projector, Apple TV

Supplemental Resources

Google Classroom

Standards

Content Statement

Indicator

Career awareness includes an understanding of the world of work and the knowledge and skills needed for traditional and nontraditional jobs and careers.

9.3.4.A.4 - Identify qualifications needed to pursue traditional and nontraditional careers and occupations.

9.3.4.A.5 - Locate career information using a variety of resources.        

Career exploration includes investigation of the contemporary workplace and an understanding of the relationships among personal abilities, education, and knowledge and skills needed to pursue 21st- century occupations and careers.

9.3.8.B.2 - Identify common knowledge, skills, and abilities needed within the federal 16 Career Clusters.

9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

21st Century Skills and Themes

Interdisciplinary Connections

  • Career Ready Practices
  • 9.2 Career Awareness, Exploration, and Preparation  

Literacy: Students will view video and read articles on various music careers to better understand what those careers entail.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will explore career options in music and if those options will meet their financial needs.

  • CRP1 - Acts as a responsible and contributing citizen and employee
  • CRP6 - Demonstrate creativity and innovation
  • CRP7 - Employ valid and reliable research strategies
  • CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10 - Plan education and career paths aligned to personal goals.
  • CRP11 - Use technology to enhance productivity
  • CRP12 - Work productively in teams while using cultural global competence

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

6-8th Grade

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT

COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH UNIT.


Unit Title

Unit #2: Careers In Music Performance

5 Days

Unit Summary

Students will discover the many different careers in the music field. During this unit, they will be introduced to the different careers in the area of Music Performance: Singers, Instrumentalists, Cover Bands, Session performers, Church musicians, etc. During this unit, students will see live or video presentations of what it’s like to work in these various fields. At the end of this unit, there will be an assessment on the various jobs that were discussed and discovered.

Learning Targets

Essential Questions

Essential Questions and Understandings for the Arts

  • What Jobs in the music field require musical knowledge and skills and what jobs do not?

  • What does it take in order to be successful in a job that is in the field of music?

Enduring Understandings

Students will understand:

  • Students will understand that if they have a love of music, there are a lot of music career options available.
  • Students will understand the education and skill requirements needed for the specific careers that are explored this week.
  • Students will understand the average income for the specific careers that are explored this week.
  • Students will understand a summary of the tasks that are performed in the careers that are explored this week.

Know

By the end of this unit, students will know

  • The education and skills required for the specific careers that are explored this week.
  • The average income for the specific careers explored this week.
  • The tasks that are performed in the careers that are explored this week.

Do

By the end of this unit, students will be able to

  • State five career options in the field of music
  • Explain to a peer the education and skills required for the specific careers that are explored this week.
  • Estimate a range of the average income for the specific careers explored this week.
  • Explain to a peer the tasks that are performed in the careers that are explored this week.

Evidence of Learning

Formative

  • Journal Entries:  Students will write a journal entry asking the following question(s): What does it take to be successful in the career(s) that you explored today? What were some things that you knew about the career(s) that you explored today? What new information did you learn about the career(s) that you explored today?

Summative/ Benchmark

Written Assessment on the careers explored during the week.

Alternative Assessments

Learning Activities

  • Students in cooperative groups of three to four work together to find as many music performance careers as possible by searching online. They will be given a short amount of time to come up with their answers. After time is completed, students will see a full list of potential career options. They will tally up their answers and will determine which group had the most careers. If the students found a career that was not on the master list, the career will be added as long as the career is a legitimate one.
  • Students will watch presentation videos on the careers of Music Performance
  • Students will work in groups to create presentations on their favorite music group or artist, which will include net worth and how they got to where they are (what education did they have, previous jobs/opportunities, etc.)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Laptop, speakers, projector, Apple TV

Supplemental Resources

Google Classroom

Standards

Content Statement

Indicator

Career awareness includes an understanding of the world of work and the knowledge and skills needed for traditional and nontraditional jobs and careers.

9.3.4.A.4 - Identify qualifications needed to pursue traditional and nontraditional careers and occupations.

9.3.4.A.5 - Locate career information using a variety of resources.        

Career exploration includes investigation of the contemporary workplace and an understanding of the relationships among personal abilities, education, and knowledge and skills needed to pursue 21st- century occupations and careers.

9.3.8.B.2 - Identify common knowledge, skills, and abilities needed within the federal 16 Career Clusters.

9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts.

                                        

                                

                        

                

1.4.8.A.1 - Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art.

Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work’s content and form.

1.4.8.B.1 - Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.

                                        

                                

                        

                

21st Century Skills and Themes

Interdisciplinary Connections

  • Career Ready Practices
  • 9.2 Career Awareness, Exploration, and Preparation  

Literacy: Students will view video and read articles on various music careers to better understand what those careers entail.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will explore career options in music and if those options will meet their financial needs

  • CRP1 - Acts as a responsible and contributing citizen and employee
  • CRP6 - Demonstrate creativity and innovation
  • CRP7 - Employ valid and reliable research strategies
  • CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10 - Plan education and career paths aligned to personal goals.
  • CRP11 - Use technology to enhance productivity
  • CRP12 - Work productively in teams while using cultural global competence

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

6-8th Grade

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT

COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH UNIT.


Unit Title

Unit #3: Careers in Musical Theater

5 Days

Unit Summary

Students will discover the many different careers in the music field. During this unit, they will be introduced to the different careers in the area of Musical Theater: Producer, Director, Musical Director, Assistant Director, etc. During this unit, students will see live or video presentations of what it’s like to work in these various fields. At the end of this unit, there will be an assessment on the various jobs that were discussed and discovered.

Learning Targets

Essential Questions

  • What Jobs in the music field require musical knowledge and skills and what jobs do not?

  • What does it take in order to be successful in a job that is in the field of music?

Enduring Understandings

Students will understand:

  • Students will understand that if they have a love of music, there are a lot of music career options available.
  • Students will understand the education and skill requirements needed for the specific careers that are explored this week.
  • Students will understand the average income for the specific careers that are explored this week.
  • Students will understand a summary of the tasks that are performed in the careers that are explored this week.

Know

By the end of this unit, students will know

  • That the career options in the field of music are much more vast that they may have thought
  • The education and skills required for the specific careers that are explored this week.
  • The average income for the specific careers explored this week.
  • The tasks that are performed in the careers that are explored this week.

Do

By the end of this unit, students will be able to

  • State five career options in the field of music
  • Explain to a peer the education and skills required for the specific careers that are explored this week.
  • Estimate a range of the average income for the specific careers explored this week.
  • Explain to a peer the tasks that are performed in the careers that are explored this week.

Evidence of Learning

Formative

  • Journal Entries:  Students will write a journal entry asking the following question(s): What does it take to be successful in the career(s) that you explored today? What were some things that you knew about the career(s) that you explored today? What new information did you learn about the career(s) that you explored today?

Summative/ Benchmark

Written Assessment on the careers explored during the week.

Alternative Assessments

Learning Activities

  • Students in cooperative groups of three to four work together to find as many musical theater careers as possible by searching online. They will be given a short amount of time to come up with their answers. After time is completed, students will see a full list of potential career options. They will tally up their answers and will determine which group had the most careers. If the students found a career that was not on the master list, the career will be added as long as the career is a legitimate one.
  • Students will watch presentation videos on the careers of Musical Theater
  • Students will work in groups to perform various acting exercises/games

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Laptop, speakers, projector, Apple TV

Supplemental Resources

Google Classroom

Standards

Content Statement

Indicator

Career awareness includes an understanding of the world of work and the knowledge and skills needed for traditional and nontraditional jobs and careers.

9.3.4.A.4 - Identify qualifications needed to pursue traditional and nontraditional careers and occupations.

9.3.4.A.5 - Locate career information using a variety of resources.        

Career exploration includes investigation of the contemporary workplace and an understanding of the relationships among personal abilities, education, and knowledge and skills needed to pursue 21st- century occupations and careers.

9.3.8.B.2 - Identify common knowledge, skills, and abilities needed within the federal 16 Career Clusters.

9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

Actors exercise their voices and bodies through a wide variety of techniques to expand the range and the clarity of the characters they develop.

1.1.8.C.2 - Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training.

Emotion and meaning are often communicated through modulations of vocal rate, pitch, and volume.

1.1.8.C.3 - Differentiate among vocal rate, pitch, and volume, and explain how they affect articulation, meaning, and character.

A team of artists, technicians, and managers who collaborate to achieve a common goal uses a broad range of skills to create theatrical performances.

1.1.8.C.4 - Define the areas of responsibility (e.g., actor, director, producer, scenic, lighting, costume, stagehand, etc.) and necessary job skills of the front and back-of-house members of a theatre company.

21st Century Skills and Themes

Interdisciplinary Connections

  • Career Ready Practices
  • 9.2 Career Awareness, Exploration, and Preparation  

Literacy: Students will view video and read articles on various music careers to better understand what those careers entail.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will explore career options in music and if those options will meet their financial needs

  • CRP1 - Acts as a responsible and contributing citizen and employee
  • CRP6 - Demonstrate creativity and innovation
  • CRP7 - Employ valid and reliable research strategies
  • CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10 - Plan education and career paths aligned to personal goals.
  • CRP11 - Use technology to enhance productivity
  • CRP12 - Work productively in teams while using cultural global competence

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

6-8th Grade

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT

COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH UNIT.


Unit Title

Unit #4: Careers in Music Recording

5 Days

Unit Summary

Students will discover the many different careers in the music field. During this unit, they will be introduced to the different careers in the area of Music Recording: Music Producer, DJ, Sound Designer, Record Procuder, Sound Engineer, etc. During this unit, students will see live or video presentations of what it’s like to work in these various fields. At the end of this unit, there will be an assessment on the various jobs that were discussed and discovered.

Learning Targets

Essential Questions

  • What Jobs in the music field require musical knowledge and skills and what jobs do not?

  • What does it take in order to be successful in a job that is in the field of music?

Enduring Understandings

Students will understand:

  • Students will understand that if they have a love of music, there are a lot of music career options available.
  • Students will understand the education and skill requirements needed for the specific careers that are explored this week.
  • Students will understand the average income for the specific careers that are explored this week.
  • Students will understand a summary of the tasks that are performed in the careers that are explored this week.

Know

By the end of this unit, students will know

  • That the career options in the field of music are much more vast that they may have thought
  • The education and skills required for the specific careers that are explored this week.
  • The average income for the specific careers explored this week.
  • The tasks that are performed in the careers that are explored this week.

Do

By the end of this unit, students will be able to

  • State five career options in the field of music
  • Explain to a peer the education and skills required for the specific careers that are explored this week.
  • Estimate a range of the average income for the specific careers explored this week.
  • Explain to a peer the tasks that are performed in the careers that are explored this week.

Evidence of Learning

Formative

  • Journal Entries:  Students will write a journal entry asking the following question(s): What does it take to be successful in the career(s) that you explored today? What were some things that you knew about the career(s) that you explored today? What new information did you learn about the career(s) that you explored today?

Summative/ Benchmark

Written Assessment on the careers explored during the week.

Alternative Assessments

Learning Activities

  • Students in cooperative groups of three to four work together to find as many music recording careers as possible by searching online. They will be given a short amount of time to come up with their answers. After time is completed, students will see a full list of potential career options. They will tally up their answers and will determine which group had the most careers. If the students found a career that was not on the master list, the career will be added as long as the career is a legitimate one.
  • Students will watch presentation videos on the careers of Music Recording
  • Students will experience the sound mixing board and what the different knobs and sliders do.
  • Students will recording/editing software and some different tasks that can be done with these tools.
  • Possible live demonstration of what a sound engineer does.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Laptop, speakers, projector, Apple TV

Supplemental Resources

Google Classroom

Standards

Content Statement

Indicator

Career awareness includes an understanding of the world of work and the knowledge and skills needed for traditional and nontraditional jobs and careers.

9.3.4.A.4 - Identify qualifications needed to pursue traditional and nontraditional careers and occupations.

9.3.4.A.5 - Locate career information using a variety of resources.        

Career exploration includes investigation of the contemporary workplace and an understanding of the relationships among personal abilities, education, and knowledge and skills needed to pursue 21st- century occupations and careers.

9.3.8.B.2 - Identify common knowledge, skills, and abilities needed within the federal 16 Career Clusters.

9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

21st Century Skills and Themes

Interdisciplinary Connections

  • Career Ready Practices
  • 9.2 Career Awareness, Exploration, and Preparation  

Literacy: Students will view video and read articles on various music careers to better understand what those careers entail.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will explore career options in music and if those options will meet their financial needs

  • CRP1 - Acts as a responsible and contributing citizen and employee
  • CRP6 - Demonstrate creativity and innovation
  • CRP7 - Employ valid and reliable research strategies
  • CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10 - Plan education and career paths aligned to personal goals.
  • CRP11 - Use technology to enhance productivity
  • CRP12 - Work productively in teams while using cultural global competence

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

6-8th Grade

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT

COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH UNIT.


Unit Title

Unit #5: Careers in Music Journalism, Radio, TV, & DJ

5 Days

Unit Summary

Students will discover the many different careers in the music field. During this unit, they will be introduced to the different careers in the area of Music Journalism, Radio, TV, & DJ:Journalist, Blogger, Critic, Radio DJ, etc. During this unit, students will see live or video presentations of what it’s like to work in these various fields. At the end of this unit, there will be an assessment on the various jobs that were discussed and discovered.

Learning Targets

Essential Questions

  • What Jobs in the music field require musical knowledge and skills and what jobs do not?

  • What does it take in order to be successful in a job that is in the field of music?

Enduring Understandings

Students will understand:

  • Students will understand that if they have a love of music, there are a lot of music career options available.
  • Students will understand the education and skill requirements needed for the specific careers that are explored this week.
  • Students will understand the average income for the specific careers that are explored this week.
  • Students will understand a summary of the tasks that are performed in the careers that are explored this week.

Know

By the end of this unit, students will know

  • That the career options in the field of music are much more vast that they may have thought
  • The education and skills required for the specific careers that are explored this week.
  • The average income for the specific careers explored this week.
  • The tasks that are performed in the careers that are explored this week.

Do

By the end of this unit, students will be able to

  • State five career options in the field of music
  • Explain to a peer the education and skills required for the specific careers that are explored this week.
  • Estimate a range of the average income for the specific careers explored this week.
  • Explain to a peer the tasks that are performed in the careers that are explored this week.

Evidence of Learning

Formative

  • Journal Entries:  Students will write a journal entry asking the following question(s): What does it take to be successful in the career(s) that you explored today? What were some things that you knew about the career(s) that you explored today? What new information did you learn about the career(s) that you explored today?

Summative/ Benchmark

Written Assessment on the careers explored during the week.

Alternative Assessments

Learning Activities

  • Students in cooperative groups of three to four work together to find as many music journalism, Radio, TV, DJing careers as possible by searching online. They will be given a short amount of time to come up with their answers. After time is completed, students will see a full list of potential career options. They will tally up their answers and will determine which group had the most careers. If the students found a career that was not on the master list, the career will be added as long as the career is a legitimate one.
  • Students will watch presentation videos on the careers of Music Journalism, Radio, TV, DJing
  • Possible live demonstration of what a radio host does.
  • Students will be in groups and will put on a live radio show.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Laptop, speakers, projector, Apple TV

Supplemental Resources

Google Classroom

Standards

Content Statement

Indicator

Career awareness includes an understanding of the world of work and the knowledge and skills needed for traditional and nontraditional jobs and careers.

9.3.4.A.4 - Identify qualifications needed to pursue traditional and nontraditional careers and occupations.

9.3.4.A.5 - Locate career information using a variety of resources.        

Career exploration includes investigation of the contemporary workplace and an understanding of the relationships among personal abilities, education, and knowledge and skills needed to pursue 21st- century occupations and careers.

9.3.8.B.2 - Identify common knowledge, skills, and abilities needed within the federal 16 Career Clusters.

9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

21st Century Skills and Themes

Interdisciplinary Connections

  • Career Ready Practices
  • 9.2 Career Awareness, Exploration, and Preparation  

Literacy: Students will view video and read articles on various music careers to better understand what those careers entail.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will explore career options in music and if those options will meet their financial needs

  • CRP1 - Acts as a responsible and contributing citizen and employee
  • CRP6 - Demonstrate creativity and innovation
  • CRP7 - Employ valid and reliable research strategies
  • CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10 - Plan education and career paths aligned to personal goals.
  • CRP11 - Use technology to enhance productivity
  • CRP12 - Work productively in teams while using cultural global competence

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

6-8th Grade

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT

COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH UNIT.


Unit Title

Unit #6: Careers in Music Composition/Arranging

5 Days

Unit Summary

Students will discover the many different careers in the music field. During this unit, they will be introduced to the different careers in the area of Music Composition/Arranging:Songwriter Lyricist Jingle Writer, Composer (Film, TV, Gaming), Orchestrator, etc. During this unit, students will see live or video presentations of what it’s like to work in these various fields. At the end of this unit, there will be an assessment on the various jobs that were discussed and discovered.

Learning Targets

Essential Questions

  • What Jobs in the music field require musical knowledge and skills and what jobs do not?

  • What does it take in order to be successful in a job that is in the field of music?

Enduring Understandings

Students will understand:

  • Students will understand that if they have a love of music, there are a lot of music career options available.
  • Students will understand the education and skill requirements needed for the specific careers that are explored this week.
  • Students will understand the average income for the specific careers that are explored this week.
  • Students will understand a summary of the tasks that are performed in the careers that are explored this week.

Know

By the end of this unit, students will know

  • That the career options in the field of music are much more vast that they may have thought
  • The education and skills required for the specific careers that are explored this week.
  • The average income for the specific careers explored this week.
  • The tasks that are performed in the careers that are explored this week.

Do

By the end of this unit, students will be able to

  • State five career options in the field of music
  • Explain to a peer the education and skills required for the specific careers that are explored this week.
  • Estimate a range of the average income for the specific careers explored this week.
  • Explain to a peer the tasks that are performed in the careers that are explored this week.

Evidence of Learning

Formative

  • Journal Entries:  Students will write a journal entry asking the following question(s): What does it take to be successful in the career(s) that you explored today? What were some things that you knew about the career(s) that you explored today? What new information did you learn about the career(s) that you explored today?

Summative/ Benchmark

Written Assessment on the careers explored during the week.

Alternative Assessments

Learning Activities

  • Students in cooperative groups of three to four work together to find as many music journalism, Radio, TV, DJing careers as possible by searching online. They will be given a short amount of time to come up with their answers. After time is completed, students will see a full list of potential career options. They will tally up their answers and will determine which group had the most careers. If the students found a career that was not on the master list, the career will be added as long as the career is a legitimate one.
  • Students will watch presentation videos on music in different movies/games
  • Students will see a demonstration of the evolution of music/sound effects in gaming from the 80’s to today.
  • Students will be in groups and will select music to be placed over a movie scene: one example of music that conveys the correct emotion, and one example of music that conveys the incorrect emotion for the scene.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Laptop, speakers, projector, Apple TV

Supplemental Resources

Google Classroom

Standards

Content Statement

Indicator

Career awareness includes an understanding of the world of work and the knowledge and skills needed for traditional and nontraditional jobs and careers.

9.3.4.A.4 - Identify qualifications needed to pursue traditional and nontraditional careers and occupations.

9.3.4.A.5 - Locate career information using a variety of resources.        

Career exploration includes investigation of the contemporary workplace and an understanding of the relationships among personal abilities, education, and knowledge and skills needed to pursue 21st- century occupations and careers.

9.3.8.B.2 - Identify common knowledge, skills, and abilities needed within the federal 16 Career Clusters.

9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

Common, recognizable musical forms often have characteristics related to specific cultural traditions.

1.1.8.B.1 - Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.

Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.

1.1.8.B.2 - Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

Technological have and will continue to substantially influence the development and nature of the arts.

1.2.8.A.1 - Map historical innovations in music that were caused by the creation of new technologies.

Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values.

1.2.8.A.2 - Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.                                        

                                

                        

                

Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Techniques for communicating a character’s intent vary in live performances and recorded venues.

1.3.8.C.1 - Create a method for defining and articulating character objectives, intentions, and subtext, and apply the method to the portrayal of characters in live performances or recorded venues.

Dramatic context and active listening skills inform development of believable, multidimensional characters in scripted and improvised performances. Mastery of physical and vocal skills enables actors to create dramatic action that generates a sense of truth and credibility.

1.3.8.C.2 - Create and apply a process for developing believable, multidimensional characters in scripted and improvised performances by combining methods of relaxation, physical and vocal skills, acting techniques, and active listening skills.

21st Century Skills and Themes

Interdisciplinary Connections

  • Career Ready Practices
  • 9.2 Career Awareness, Exploration, and Preparation  

Literacy: Students will view video and read articles on various music careers to better understand what those careers entail.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will explore career options in music and if those options will meet their financial needs

  • CRP1 - Acts as a responsible and contributing citizen and employee
  • CRP6 - Demonstrate creativity and innovation
  • CRP7 - Employ valid and reliable research strategies
  • CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10 - Plan education and career paths aligned to personal goals.
  • CRP11 - Use technology to enhance productivity
  • CRP12 - Work productively in teams while using cultural global competence

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

6-8th Grade

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT