8TH GRADE MUSIC CYCLE - Exploring Careers in Music                                                                                         Page  of
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 |
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know
| ||
Do | By the end of this unit, students will be able to
| ||
Evidence of Learning | |||
Formative |
| ||
Summative/ Benchmark | Written Assessment on the careers explored during the week. | ||
Alternative Assessments | |||
Learning Activities | |||
| |||
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 |
|
|
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:Â Students will explore career options in music and if those options will meet their financial needs. |
| By the end of 8th grade,
|
Technology Standards - 8.1 DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT | ||
6-8th Grade | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. Â | |
| 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:Â Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 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:Â 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. | ||
| 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. | ||
| 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. | |
| 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. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content. Â | |
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. | ||
| 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. Â | |
Modifications/Accommodations | |||
IEPs |
| 504s |
|
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
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know
| ||
Do | By the end of this unit, students will be able to
| ||
Evidence of Learning | |||
Formative |
| ||
Summative/ Benchmark | Written Assessment on the careers explored during the week. | ||
Alternative Assessments | |||
Learning Activities | |||
| |||
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. Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â | 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 |
|
|
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:Â Students will explore career options in music and if those options will meet their financial needs |
| By the end of 8th grade,
|
Technology Standards - 8.1 DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT | ||
6-8th Grade | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. Â | |
| 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:Â Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 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:Â 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. | ||
| 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. | ||
| 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. | |
| 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. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content. Â | |
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. | ||
| 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. Â | |
Modifications/Accommodations | |||
IEPs |
| 504s |
|
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 |
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know
| ||
Do | By the end of this unit, students will be able to
| ||
Evidence of Learning | |||
Formative |
| ||
Summative/ Benchmark | Written Assessment on the careers explored during the week. | ||
Alternative Assessments | |||
Learning Activities | |||
| |||
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 |
|
|
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:Â Students will explore career options in music and if those options will meet their financial needs |
| By the end of 8th grade,
|
Technology Standards - 8.1 DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT | ||
6-8th Grade | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. Â | |
| 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:Â Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 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:Â 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. | ||
| 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. | ||
| 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. | |
| 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. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content. Â | |
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. | ||
| 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. Â | |
Modifications/Accommodations | |||
IEPs |
| 504s |
|
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 |
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know
| ||
Do | By the end of this unit, students will be able to
| ||
Evidence of Learning | |||
Formative |
| ||
Summative/ Benchmark | Written Assessment on the careers explored during the week. | ||
Alternative Assessments | |||
Learning Activities | |||
| |||
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 |
|
|
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:Â Students will explore career options in music and if those options will meet their financial needs |
| By the end of 8th grade,
|
Technology Standards - 8.1 DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT | ||
6-8th Grade | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. Â | |
| 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:Â Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 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:Â 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. | ||
| 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. | ||
| 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. | |
| 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. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content. Â | |
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. | ||
| 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. Â | |
Modifications/Accommodations | |||
IEPs |
| 504s |
|
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 |
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know
| ||
Do | By the end of this unit, students will be able to
| ||
Evidence of Learning | |||
Formative |
| ||
Summative/ Benchmark | Written Assessment on the careers explored during the week. | ||
Alternative Assessments | |||
Learning Activities | |||
| |||
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 |
|
|
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:Â Students will explore career options in music and if those options will meet their financial needs |
| By the end of 8th grade,
|
Technology Standards - 8.1 DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT | ||
6-8th Grade | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. Â | |
| 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:Â Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 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:Â 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. | ||
| 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. | ||
| 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. | |
| 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. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content. Â | |
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. | ||
| 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. Â | |
Modifications/Accommodations | |||
IEPs |
| 504s |
|
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 |
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know
| ||
Do | By the end of this unit, students will be able to
| ||
Evidence of Learning | |||
Formative |
| ||
Summative/ Benchmark | Written Assessment on the careers explored during the week. | ||
Alternative Assessments | |||
Learning Activities | |||
| |||
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 |
|
|
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:Â Students will explore career options in music and if those options will meet their financial needs |
| By the end of 8th grade,
|
Technology Standards - 8.1 DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT | ||
6-8th Grade | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. Â | |
| 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:Â Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 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:Â 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. | ||
| 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. | ||
| 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. | |
| 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. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content. Â | |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 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. Â | |
Modifications/Accommodations | |||
IEPs |
| 504s |
|
ELLs | G/T |
END OF UNIT