Standard 9.2C: Career

Content Area: Career Education and Consumer, Family, and Life Skills

Index: 9.2C Grade 8 CPI 4

Standard: 9.2 - Consumer, Family, and Life Skills

Strand: C - Interpersonal Communication

Cumulative Progress Indicator: 4 - The student will demonstrate appropriate social skills within group activities.

Grade: 8

Sample Activities:

· Comparison of Three Types of Milk in a Recipe

· Divide the class into small groups. Each group will identify a business person or a prominent individual who has recently been found to be dishonest. Students will research all of the information available regarding this individual including when the incident took place and whether any additional information surfaced after the initial incident became public. After students have completed their research, the group will reconvene, choose a recorder and discuss their findings. The discussion will include how was the dishonest behavior discovered, how did the public react to the news, how did the incident effect the individual, his/her family and the business itself, and how did this alter the image of this person. The recorder of each group will report the results of their group’s discussion to the class.

·       See World Language Framework activities with the included title:
·       Rocking Around the World
·       Say It with a Card
·       Justice for All
·       Let’s Go to Work
·       2050: A School Odyssey

· DANCE EVENT

      ·      Students design a dance program to be presented to an audience (other students, parents, community). The program may be for a specific event, an assembly, holiday, celebration, etc. Consider inclusion in a theater production or music concert, and work with other arts disciplines.
·      Students then determine the target audience and available locations. They make appropriate dance and musical selections. Students prepare a one-page resume listing the skills they believe will enable them to take the roles of a director, announcer, choreographer, stage manager, public relations, costumer, etc. They share the resumes with the class, and groups form based on student interest and self-appraisal of skills. The marketing group uses a computer to generate the dance program, which they will distribute at the event. They use available technology as appropriate. The program is videotaped.
·      Students learn, practice, and perform the program.

·      SCORING EXPRESSIVE ELEMENTS
·      Remove all expressive markings (dynamics, phrasing, tempo, articulation, etc.) from a piece of printed music, leaving only the signature time and key signatures. The students play or sing the modified composition.
·      Discuss the possible addition, notation, and interpretation of expressive markings. Once the students understand the notation and implications of expressive markings, they assign expressive elements to appropriate points in the score (a good small-group activity). Students perform the composition they notated.
·      After receiving the composer’s notated score, they discuss the composer’s choices of expressive devices and then perform the original composition.

·      Class evaluates each student-developed interpretation, comparing/ contrasting it with the original printed score. The groups edit their work and perform it for the class.
    ·      Students edit a melody to reflect a specific style, e.g., madrigal, swing, or march.
    ·      They create an original composition using signs, symbols, terms, and pitch/rhythm notation. They create and perform it with expressive notation and interpretation.
    ·      Students use composition software to notate their own arrangement of existing scores.
    ·      Students discuss career possibilities open to the composer of music.

·      SOUNDTRACK
·      Students watch a videotape of a school-produced drama, with no music. Working in small groups, students choose appropriate music (not original) to go with the drama.
·      Students discuss/resolve limitations for recording the music to correlate with the drama and then record the soundtrack.
·      Students explain how the music affected the intent of the drama.

·       DANCE TALKS -
·      Students become music program directors for a radio station: design, plan and evaluate music and other programming for a day’s worth of listening including news, commercials, etc. The students work in small groups to:
    ·      Select a local radio station; identify and target the listening audience;
    ·      Prepare a list of songs, the artist or group, album, and style;
    ·      Evaluate/edit/revise choices for variety in groups and styles of music;
    ·      Diagram or outline the daily program, including talk segments, advertisements, newscasts, public service announcements, and talk call-in shows as appropriate to the selected stations;
    ·      Evaluate and revise the final program outline;
    ·      Present the final plans to the class and perform a segment.

· Students will brainstorm occupations that they are have interested. Each of these occupations will be categorized into a specific career cluster. Students will then be assigned to groups based upon their career interests. Each group will research additional information regarding the career cluster including educational requirements by contacting people within the community who are currently employed in this cluster. Where possible students should shadow this individual for a day. Students will compile the information they gathered into a report and present their findings to the class.

· Students will tour a local business establishment and meet with a variety of different individuals who are working for the company – e.g. human resources, customer service, credit/billing, shipping/receiving, purchasing, accounting/finance, etc. Students will work as a group to prepare a list of questions prior to the visit in order to obtain useful information in making career choices. At the conclusion of the tour the students will have the opportunity to ask any unanswered questions or any new questions that they may have now that they are more familiar with how the company is run.