The repertoire taught in music class and ensembles includes music representing and styles from diverse genres various periods and cultures.

The curriculum comprises a balanced and sequential program of singing,
playing instruments, listening to music, improvising and composing music,
and moving to music. Also included are learning experiences designed to
develop the ability to read music, use the notation and terminology of
music, analyze and describe music, make informed evaluations concerning
music, and understand music and music practices in relation to history and
culture and to other disciplines in the curriculum.

Instructional activities are directed toward achieving the Sunshine State
Standards:

A. Skills and Techniques

B. Creation and Communication

C. Cultural and Historical Connections

D. Aesthetic and Critical Analysis

E. Applications to Life

Every student receives general music instruction each week for at least
ninety minutes, excluding time devoted to elective instrumental or choral
instruction. Music is woven into the curriculum throughout the school day.
Instruction by music specialists is provided in periods of not less than
twenty minutes nor more than thirty minutes in grades PreK-2 and in
periods of not more than forty-five minutes in grades 3 through 6. Classes
in general music are no larger than classes in other subjects of the curricu-lum.

Music instruction is provided for students receiving special education
whom are not included in regular music classes. When students with
disabilities are included in regular music classes:

A. Their placement is determined on the same basis as placement for students without disabilities (e.g. musical achievement, chronological age).

B. Music educators are involved in placement decisions and are fully informed about the needs of each student.

C. Their placement does not result in classes that exceed the average class size for the school by more than 10 percent.

D. The number of these students does not exceed the average for other classes in the school by more than 10 percent.

• Music education degree from a fully accredited university or college, or music degree from a fully accredited college with additional courses to provide certification in music education.
  
  
• Ability to provide accurate appropriate vocal model for young singers.
  
  
• Ability to accompany singers on one or more instruments includ-ing piano or guitar
  
  
• Ability to teach the structure of music, the performance of vocal and instrumental music, and creativity in music through composing and improvising at the developmental level appropriate for each grade of elementary school.
  
  
• ¨Evidence of commitment to ongoing in service and professional development.
  
  
• Ability to communicate to students, school staff, parents, and community members in, about, and through music.
  
  

Students are actively engaged in one or more of the following activities: singing, listening, moving, playing instruments, arranging, improvising, composing, analyzing, describing, reading, and writing.

The music teacher is actively engaged in the lesson in one or more of the following ways: presentation of material, modeling musical behaviors (e.g., demonstrating singing, listening, playing instruments, moving, improvising, composing, arranging, etc.), presenting verbal as well as musical questions for student response, listening to student responses, assessment and evaluation of student achievement.

The students are following classroom procedures. Students are actively engaged in the lesson and readily participate in the lesson. There is an obvious “connection” between the students and the teacher. Students leave the room looking forward to the next music lesson.

The classroom is attractively arranged, thereby providing student access to space suitable for the lesson. The classroom rules are prominently dis-played for all students to see. The classroom is “print rich” with appropri-ate visuals to illustrate the musical concepts that are being studied as well
as appropriate vocabulary that students encounter during the lessons. The classroom displays drawings, student compositions, writing, and arrangements to provide a focus that honors high student achievement.

The music lesson includes many of the following activities” singing, listening, moving, playing instruments, arranging, improvising, compos-ing, analyzing, describing, reading and writing. The elementary music lesson always includes singing as a strategy for teaching musical concepts as well as for the vocal development of students. Students have ample opportunities to sing without recorded accompaniment. At least five minutes of each lesson is devoted to teaching music literacy (e.g., learning to read and speak the language of music). The music literature that is included in the lesson is of the highest quality, e.g., music of lasting value from all genres.

There is a written lesson plan that is comprehensive in nature. There is evident that the lesson being observed connects with others previously taught and leads to future lessons. The Curriculum Framework for the Arts for music, as well as other appropriate benchmarks are referenced in the lesson plan. The lesson includes an opening, several new teaching points and a summary of what was learned. A variety of teaching strategies are employed to ensure success for all learners. Assessment of student achieve-ment is embedded within the lesson in a seamless manner.

• Equipment in every room in which music is taught includes:
  
  
• A high quality sound reproduction system capable of utilizing current recording technology.
  
  
• Each school provides the following for use in music instruction:
  
  
• A complete Orff instrumentation with an appropriate ratio of instruments to provide a balanced sound and accommodate the largest class size.
  
  
• A full complement of pitched and non-pitched ancillary instru-ments including but not limited to:
  
  
  • Recorders - sopranino, soprano (enough for 1 grade level), alto, and tenor
    
    
  • Drums of varying sizes and representative of various cultures various sound effects instruments.
    
    
  • Guitars
    
    
  • Violins, violas, cellos, basses
    
    
• 2 acoustic pianos (one for the music room and one for performance area)
  
  
• Audio recording and playback system
  
  
• Video recording and playback system
  
  
• Computers, with CD-ROM, appropriate music software and access to school and WAN
  
  
• Printers
  
  
• MIDI equipment
  
  
• Electronic keyboards
  
  
• Synthesizers
  
  
  • Note: electronic sound sources are not an equal
    substitution for acoustic sound sources and should be
    ordered after a full complement of instruments has been
    provided for students.
    
    

• Sound recordings representing a wide variety of music styles and cultures
  
  
• A set of music textbooks, published not more than six years previously, for each grade level including teachers’ editions and supplementary resource materials.
  
  
• A library of teacher resource materials (software, books, recordings, visuals) for use by the music specialist
  
  
• A library of teacher resource materials about music (software, books, recordings, visuals) for use by classroom teachers.
  
  
• Class sets of manipulatives (e.g. juggling scarves, bean bags, balls, ribbons, large floor staff, sets of magnetic music symbols and bulletin board materials, music games and flash cards, fraction bars, pocket chart for sentence strips)
  
  
• A library of student resource materials that provide a variety of audio and video materials, music related software, books, visuals, and other print materials.

A suitable room is designated for teaching general music. The room is large enough to accommodate the largest group taught and to provide ample space for physical movement. It has appropriate acoustical properties, a quiet environment, good environment, good ventilation, and adequate lighting. It contains storage space for classroom instruments, equipment, and instructional materials.

A suitable room is available for teaching instrumental music in every school. The room is large enough to accommodate the largest group taught. It has appropriate acoustical properties, a quiet environment, good ventilation, and adequate lighting. It contains storage space for instru-ments, equipment, and instructional materials.

Sufficient secured storage space is available to store instruments, equip-ment, and instructional materials. Shelving or lockers are provided for various large and small instruments.

In order that every student may have convenient, private access to his or her teacher for consultation and help, office or studio space is provided for every music educator.

The music facilities are adjacent to one another, they are acoustically isolated from one another and from the rest of the school, and they are readily accessible to the auditorium stage. All facilities are accessible to persons with disabilities.