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N A V I G A T I O N
TEKS for Music
D I R E C T O R S O N L Y
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Chapter 117. Texas Essential Knowledge and Skills for Fine
Arts
Statutory Authority: The provisions of this Subchapter
A issued under the Texas Education Code, §28.002, unless otherwise noted.
Source: The provisions of this §117.35 adopted to be effective
September 1, 1998, 22 TexReg 4943.
§117.3. Music, Kindergarten.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical artistry
and making connections among music, the other arts, technology, and other aspects
of social life. Through creative performance, students apply the expressive
technical skills of music and critical-thinking skills to evaluate multiple
forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(b) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) identify the difference between the singing
and speaking voice; and
(B) identify the timbre of adult voices and
instruments.
(2) Creative expression/performance. The student
performs a varied repertoire of music. The student is expected to:
(A) sing or play classroom instruments independently
or in a group; and
(B) sing songs from diverse cultures and styles
or play such songs on musical instruments.
(3) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) sing songs and play musical games from
different cultures; and
(B) identify simple relationships between
music and other subjects.
(4) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) identify steady beat in musical performances;
and
(B) identify higher/lower, louder/softer,
faster/slower, and same/different in musical performances.
§117.6. Music, Grade 1.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical artistry
and making connections among music, the other arts, technology, and other aspects
of social life. Through creative performance, students apply the expressive
technical skills of music and critical-thinking skills to evaluate multiple
forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(b) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) identify voices and selected instruments
from various musical families;
(B) use basic music terminology in describing
musical sounds; and
(C) identify repetition and contrast in music
examples.
(2) Creative expression/performance. The student
performs a varied repertoire of music. The student is expected to:
(A) sing or play a classroom instrument independently
or in groups; and
(B) sing songs from diverse cultures and styles
or play such songs on a musical instrument.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) read simple examples of music notation;
and
(B) write simple examples of music notation.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create short rhythmic patterns; and
(B) create short melodic patterns.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) sing songs and play musical games from
diverse cultures; and
(B) identify simple relationships between
music and other subjects.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) distinguish between beat/rhythm, higher/lower,
louder/softer, faster/slower, and same/different in musical performances; and
(B) begin to practice appropriate audience
behavior during live performances.
§117.9. Music, Grade 2.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical artistry
and making connections among music, the other arts, technology, and other aspects
of social life. Through creative performance, students apply the expressive
technical skills of music and critical-thinking skills to evaluate multiple
forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(b) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) identify instruments visually and aurally;
(B) use music terminology to explain sounds
and performances; and
(C) identify music forms such as AB and ABA.
(2) Creative expression/performance. The student
performs a varied repertoire of music. The student is expected to:
(A) sing or play a classroom instrument independently
or in groups; and
(B) sing songs from diverse cultures and styles
or play such songs on a musical instrument.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) read and write simple music notation,
using a system (letters, numbers, syllables); and
(B) read and write music that incorporates
basic rhythmic patterns in simple meters.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create rhythmic phrases; and
(B) create melodic phrases.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) identify music from various periods of
history and culture;
(B) sing songs and play musical games from
diverse cultures; and
(C) identify relationships between music and
other subjects.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) distinguish between beat/rhythm, higher/lower,
louder/softer, faster/slower, and same/different in musical performances; and
(B) show appropriate audience behavior during
live performances.
§117.12. Music, Grade 3.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical artistry
and making connections among music, the other arts, technology, and other aspects
of social life. Through creative performance, students apply the expressive
technical skills of music and critical-thinking skills to evaluate multiple
forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(b) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) categorize a variety of musical sounds,
including children's and adults' voices; woodwind, brass, string, percussion,
keyboard, and electronic instruments; and instruments from various cultures;
(B) use music terminology in explaining sound,
music, music notation, musical instruments and voices, and musical performances;
and
(C) identify music forms presented aurally
such as AB, ABA, and rondo.
(2) Creative expression/performance. The student
performs a varied repertoire of music. The student is expected to:
(A) sing or play a classroom instrument independently
or in groups; and
(B) sing songs from diverse cultures and styles
or play such songs on a musical instrument.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) read music notation, using a system (letters,
numbers, syllables);
(B) write music notation, using a system (letters,
numbers, syllables);
(C) read and write music that incorporates
basic rhythmic patterns in simple meters; and
(D) identify music symbols and terms referring
to dynamics and tempo.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create rhythmic phrases; and
(B) create melodic phrases.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) identify aurally-presented excerpts of
music representing diverse genres, styles, periods, and cultures;
(B) perform songs and musical games from diverse
cultures; and
(C) describe relationships between music and
other subjects.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) define basic criteria for evaluating musical
performances; and
(B) exhibit audience etiquette during live
performances.
§117.15. Music, Grade 4.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical artistry
and making connections among music, the other arts, technology, and other aspects
of social life. Through creative performance, students apply the expressive
technical skills of music and critical-thinking skills to evaluate multiple
forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(b) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) categorize a variety of musical sounds,
including children's and adults' voices; woodwind, brass, string, percussion,
keyboard, and electronic instruments; and instruments of various cultures;
(B) use standard terminology in explaining
music, music notation, musical instruments and voices, and musical performances;
and
(C) identify music forms presented aurally
such as AB, ABA, and rondo.
(2) Creative expression/performance. The student
performs a varied repertoire of music. The student is expected to:
(A) sing or play a classroom instrument independently
or in groups; and
(B) sing songs from diverse cultures and styles
or play such songs on a musical instrument.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) read and write music notation, using a
system (letters, numbers, syllables);
(B) incorporate basic rhythmic patterns in
simple meters in musical compositions; and
(C) identify music symbols and terms referring
to dynamics and tempo, interpreting them appropriately when performing.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create rhythmic and melodic phrases; and
(B) create simple accompaniments.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) identify aurally-presented excerpts of
music representing diverse genres, styles, periods, and cultures;
(B) perform music and movement from diverse
cultures;
(C) perform music representative of American
and Texas heritage; and
(D) identify connections between music and
the other fine arts.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) apply basic criteria in evaluating musical
performances and compositions;
(B) justify, using music terminology, personal
preferences for specific music works and styles; and
(C) practice concert etiquette as an actively
involved listener during live performances.
§117.18. Music, Grade 5.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical artistry
and making connections among music, the other arts, technology, and other aspects
of social life. Through creative performance, students apply the expressive
technical skills of music and critical-thinking skills to evaluate multiple
forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(b) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) distinguish among a variety of musical
timbres;
(B) use standard terminology in explaining
music, music notation, musical instruments and voices, and musical performances;
and
(C) identify a variety of music forms such
as AB, ABA, rondo, and theme and variations.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) perform independently, with accurate intonation
and rhythm, demonstrating fundamental skills and basic performance techniques;
(B) perform expressively, from memory and
notation, a varied repertoire of music representing styles from diverse cultures;
and
(C) demonstrate appropriate small- and large-ensemble
performance techniques during formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) read standard notation;
(B) use standard symbols to notate meter,
rhythm, and pitch in simple patterns (manuscript or computer-generated);
(C) read and write music that incorporates
rhythmic patterns in various meters; and
(D) identify music symbols and terms referring
to dynamics, tempo, and articulation.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create rhythmic and melodic phrases; and
(B) create/arrange simple accompaniments.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) identify aurally-presented excerpts of
music representing diverse genres, styles, periods, and cultures;
(B) describe various music vocations and avocations;
(C) perform music and movement from diverse
cultures;
(D) perform music representative of American
and Texas heritage; and
(E) identify concepts taught in the other
fine arts and their relationships to music concepts.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) apply criteria in evaluating musical performances
and compositions;
(B) evaluate, using music terminology, personal
preferences for specific music works and styles; and
(C) exhibit concert etiquette as an actively
involved listener during varied live performances.
§117.33. Music, Grade 6.
(a) General requirements. When Grade 6 is part
of a departmentalized middle school, students may select a music course from
the following: General Music 6, Band 6, Choir 6, Orchestra 6.
(b) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical
artistry and making connections among music, the other arts, technology, and
other aspects of social life. Through creative performance, students apply
the expressive technical skills of music and critical-thinking skills to evaluate
multiple forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(c) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) individually demonstrate characteristic
vocal or instrumental timbre;
(B) use standard terminology in explaining
intervals, music notation, musical instruments or voices, and musical performances;
and
(C) identify music forms presented aurally
and through music notation.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) perform independently, with accurate
intonation and rhythm, demonstrating fundamental skills and basic performance
techniques;
(B) perform expressively, from memory
and notation, a varied repertoire of music representing styles from diverse
cultures; and
(C) demonstrate appropriate small- and
large-ensemble performance techniques during formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) sight-read simple music in treble
and/or other clefs in various keys and meters;
(B) use standard symbols to notate meter,
rhythm, pitch, and dynamics (manuscript or computer-generated); and
(C) identify music symbols and terms referring
to dynamics, tempo, and articulation and interpret them appropriately when
performing.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create rhythmic and melodic phrases;
and
(B) arrange rhythmic and melodic phrases.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) describe aurally-presented music representing
diverse styles, periods, and cultures;
(B) describe music-related vocations and
avocations;
(C) perform music representative of diverse
cultures, including American and Texas heritage; and
(D) relate the other fine arts to music
concepts.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) identify criteria for evaluating performances;
(B) evaluate the quality and effectiveness
of music and musical performances; and
(C) exhibit concert etiquette as an informed,
actively involved listener during varied live performances.
§117.36. Music, Grade 7.
(a) General requirements. Students may select
a music course from the following: General Music 7, Band 7, Choir 7, Orchestra
7, Jazz Band 7, Instrumental Ensemble 7.
(b) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical
artistry and making connections among music, the other arts, technology, and
other aspects of social life. Through creative performance, students apply
the expressive technical skills of music and critical-thinking skills to evaluate
multiple forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(c) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) demonstrate characteristic vocal or
instrumental timbre individually and in groups;
(B) describe intervals, music notation,
musical instruments or voices, and musical performances, using standard
terminology; and
(C) identify music forms presented aurally
and through music notation.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) perform independently with accurate
intonation and rhythm, demonstrating fundamental skills and basic performance
techniques;
(B) perform expressively, from memory
and notation, a varied repertoire of music representing styles from diverse
cultures; and
(C) demonstrate appropriate small- and
large-ensemble performance techniques during formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) sight-read music in treble and/or
other clefs in various keys and meters;
(B) notate meter, rhythm, pitch, and dynamics
using standard symbols (manuscript or computer-generated); and
(C) interpret music symbols and terms
referring to dynamics, tempo, and articulation when performing.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create increasingly complex rhythmic
and melodic phrases; and
(B) arrange increasingly complex rhythmic
and melodic phrases.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) classify aurally-presented music representative
of diverse genres, styles, periods, and cultures;
(B) describe music-related vocations and
avocations;
(C) perform music representative of diverse
cultures, including American and Texas heritage; and
(D) identify the relationships between
the content, the concepts, and the processes of the other fine arts, other
subjects, and those of music.
(6) Response/evaluation. The student responds
to and evaluates music and musical performances. The student is expected to:
(A) design and apply criteria for evaluating
the quality and effectiveness of music and musical performances;
(B) evaluate the quality and effectiveness
of personal performances; and
(C) exhibit concert etiquette during live
performances in a variety of settings.
§117.39. Music, Grade 8.
(a) General requirements. Students may select
a music course from the following: General Music 8, Band 8, Choir 8, Orchestra
8, Jazz Band 8, Instrumental Ensemble 8.
(b) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical
artistry and making connections among music, the other arts, technology, and
other aspects of social life. Through creative performance, students apply
the expressive technical skills of music and critical-thinking skills to evaluate
multiple forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(c) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) demonstrate characteristic vocal or
instrumental timbre individually and in groups;
(B) describe in detail intervals, music
notation, musical instruments, voices, and musical performances, using standard
terminology; and
(C) identify music forms presented aurally
and through music notation.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) perform independently with accurate
intonation and rhythm, demonstrating fundamental skills and basic performance
techniques;
(B) perform expressively, incorporating
appropriate stylistic qualities;
(C) perform, from memory and notation,
a varied repertoire of music representing styles from diverse cultures;
and
(D) demonstrate appropriate small- and
large-ensemble performance techniques during formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) sight-read music in treble and/or
other clefs in various keys and meters;
(B) notate meter, rhythm, pitch, and dynamics,
using standard symbols (manuscript or computer-generated); and
(C) interpret music symbols and terms
referring to dynamics, tempo, and articulation when performing.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create complex rhythmic and melodic
phrases; and
(B) arrange complex rhythmic and melodic
phrases.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) classify aurally-presented music representing
diverse styles, periods, and cultures;
(B) describe music-related vocations and
avocations;
(C) perform music representative of diverse
cultures, including American and Texas heritage; and
(D) relate the content, the concepts,
and the processes of subjects other than the arts to those of music.
(6) Response/evaluation. The student responds
to and evaluates music and musical performances. The student is expected to:
(A) design and apply criteria for evaluating
the quality and effectiveness of music and musical performance;
(B) evaluate the quality and effectiveness
of personal musical performances;
(C) apply specific criteria appropriate
for the style of the music and offer constructive suggestions for improvement;
and
(D) exhibit concert etiquette during live
performances in a variety of settings.
§117.60. Music, Level I.
(Grade 9)
(a) General requirements. Students may fulfill
fine arts and elective requirements for graduation by successfully completing
one or more of the following music courses: Band I, Choir I, Orchestra I, Jazz
Band I, Instrumental Ensemble I, Vocal Ensemble I, Music History I, Music Theory
I, Applied Music I (one credit per course).
(b) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical
artistry and making connections among music, the other arts, technology, and
other aspects of social life. Through creative performance, students apply
the expressive technical skills of music and critical-thinking skills to evaluate
multiple forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(c) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) identify melodic and harmonic parts
when listening to and/or performing music;
(B) define concepts of intervals, music
notation, chord structure, rhythm/meter, and musical performances using
standard terminology; and
(C) compare and contrast elements of music
through literature selected for performance and/or listening.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) demonstrate independently and in ensembles
accurate intonation and rhythm, fundamental skills, and basic performance
techniques while performing moderately easy to moderately difficult literature;
(B) perform expressively, from memory
and notation, a varied repertoire of music representing styles from diverse
cultures; and
(C) exhibit and explain appropriate small-
and large-ensemble performance techniques for formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) sight-read ensemble parts;
(B) read and write music that incorporates
rhythmic patterns in simple, compound, and asymmetric meters; and
(C) interpret music symbols and terms
referring to dynamics, tempo, and articulation during solo and ensemble
performances.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create a variety of musical phrases;
and
(B) arrange a variety of musical phrases.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) listen to and classify music by style
and/or by historical period;
(B) identify and describe the uses of
music in society and culture;
(C) identify music-related vocations and
avocations within the community; and
(D) define the relationships between the
content, the concepts, and the processes of the other fine arts, other subjects,
and those of music.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) design and apply criteria for making
informed judgments regarding the quality and effectiveness of musical performances;
(B) evaluate musical performances by comparing
them to exemplary models; and
(C) practice informed concert behavior
during live performances in a variety of settings.
§117.61. Music, Level II.
(Grade 10)
(a) General requirements. Students may fulfill
fine arts and elective requirements for graduation by successfully completing
one or more of the following music courses: Band II, Choir II, Orchestra II,
Jazz Band II, Instrumental Ensemble II, Vocal Ensemble II, Music Theory II,
Applied Music II (one credit per course). The prerequisite for each Level II
music course is one credit of Music I in the corresponding discipline.
(b) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical
artistry and making connections among music, the other arts, technology, and
other aspects of social life. Through creative performance, students apply
the expressive technical skills of music and critical-thinking skills to evaluate
multiple forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(c) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) define melody, harmony, rhythm, and
texture of music listened to or performed, using standard terminology; and
(B) compare and contrast music forms of
literature selected for performances and/or listening.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) exhibit accurate intonation and rhythm,
fundamental skills, and basic performance techniques while performing moderately
difficult literature, independently and in ensembles;
(B) perform expressively, from memory
and notation, a varied repertoire of music representing genres and styles
from diverse cultures; and
(C) exhibit and describe appropriate small-
and large-ensemble performance techniques for formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) sight-read ensemble parts;
(B) read and write music that incorporates
rhythmic patterns in simple, compound, and asymmetric meters; and
(C) interpret music symbols and terms
referring to dynamics, tempo, and articulation during solo and/or ensemble
performances.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) create simple musical pieces; and
(B) arrange simple musical pieces.
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) classify aurally-presented music by
genre, style, and historical period;
(B) define uses of music in society and
culture;
(C) identify music-related vocations and
avocations within the community; and
(D) define the relationships between the
content, the concepts, and the processes of the other fine arts, other subjects,
and those of music.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) design and apply criteria for making
informed judgments regarding the quality and effectiveness of musical performances;
(B) evaluate musical performances by comparing
them to exemplary models; and
(C) exhibit concert etiquette during live
performances in a variety of settings.
§117.62. Music, Level III.
(Grade 11)
(a) General requirements. Students may fulfill
fine arts and elective requirements for graduation by successfully completing
one or more of the following music courses: Band III, Choir III, Orchestra III,
Jazz Band III, Instrumental Ensemble III, Vocal Ensemble III, the College Board
Advanced Placement (AP) Music Theory, International Baccalaureate (IB) Music
SL, IB Music HL (one credit per course). The prerequisite for IB Music SL and
IB Music HL is one credit of any Music II course. The prerequisite for all other
Level III music courses is one credit of Music II in the corresponding discipline.
(b) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical
artistry and making connections among music, the other arts, technology, and
other aspects of social life. Through creative performance, students apply
the expressive technical skills of music and critical-thinking skills to evaluate
multiple forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(c) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) perform appropriate literature expressively;
(B) define musical performances, intervals,
music notation, chord structure, rhythm/meter, and harmonic texture, using
standard terminology; and
(C) identify music forms of performance
and listening repertoire.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) exhibit accurate intonation and rhythm,
fundamental skills, and advanced techniques, using literature ranging from
moderately difficult to difficult, while performing independently and in
ensemble;
(B) demonstrate comprehension of musical
styles by seeking appropriate literature for performance;
(C) perform expressively, from memory
and notation, a varied repertoire of music representing styles from diverse
cultures; and
(D) exhibit, describe, and critique small-
and large-ensemble performance techniques experienced and observed during
formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) sight-read major, minor, modal, and
chromatic melodies;
(B) read and write music that incorporates
complex rhythmic patterns in simple, compound, and asymmetric meters; and
(C) interpret music symbols and terms
referring to dynamics, tempo, and articulation when performing.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) improvise musical melodies; and
(B) compose or arrange segments of vocal
or instrumental pieces (manuscript or computer-generated).
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) classify by style and by historical
period or culture representative examples of music, justifying the classifications;
(B) identify and describe the effects
of society, culture, and technology on music;
(C) identify and describe music-related
career options including musical performance and music teaching; and
(D) define the relationships between the
content, the concepts, and the processes of the other fine arts, other subjects,
and those of music.
(6) Response/evaluation. The student responds
to and evaluates music and musical performance. The student is expected to:
(A) evaluate musical performances by comparing
them to similar or exemplary models and offering constructive suggestions
for improvement; and
(B) exhibit informed concert etiquette
during live performances in a variety of settings.
§117.63. Music, Level IV.
(Grade 12)
(a) General requirements. Students may fulfill
fine arts and elective requirements for graduation by successfully completing
one or more of the following music courses: Band IV, Choir IV, Orchestra IV,
Jazz Band IV, Instrumental Ensemble IV, Vocal Ensemble IV, the College Board
Advanced Placement (AP) Music Theory, International Baccalaureate (IB) Music
SL, IB Music HL (one credit per course). The prerequisite for IB Music SL and
IB Music HL is one credit of any Music III course. The prerequisite for all
other Level IV music courses is one credit of Music III in the corresponding
discipline.
(b) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural and creative nature of musical
artistry and making connections among music, the other arts, technology, and
other aspects of social life. Through creative performance, students apply
the expressive technical skills of music and critical-thinking skills to evaluate
multiple forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(c) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) demonstrate independence in interpreting
music through the performance of appropriate literature;
(B) analyze musical performances, intervals,
music notation, chordal structure, rhythm/meter, and harmonic texture, using
standard terminology; and
(C) analyze music forms of performance
and listening repertoire.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) perform independently, demonstrating
accurate intonation and rhythm, fundamental skills, and advanced techniques,
and using literature ranging from moderately difficult to difficult;
(B) demonstrate comprehension of musical
styles by selecting appropriate literature for performances;
(C) perform expressively, from memory
and notation, a varied repertoire of music representing styles from diverse
cultures; and
(D) exhibit, describe, and critique small-
and large- ensemble performance techniques experienced and observed during
formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) sight-read major, minor, modal, and
chromatic melodies;
(B) read and write music that incorporates
complex rhythmic patterns in simple, compound, and asymmetric meters; and
(C) interpret music symbols and terms
referring to dynamics, tempo, and articulation when performing.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
to:
(A) improvise musical melodies; and
(B) compose or arrange vocal or instrumental
pieces (manuscript or computer-generated).
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
to:
(A) classify representative examples of
music by style and by historical period or culture, justifying the classifications;
(B) describe the effects of music on society,
culture, and technology;
(C) explain a variety of music and music-related
career options; and
(D) define the relationships between the
content, the concepts, and the processes of the other fine arts and those
of music.
(6) Response/evaluation. The student responds
to and evaluates music and musical performances. The student is expected to:
(A) evaluate musical performances and
compositions by comparing them to similar or exemplary models and offering
constructive suggestions for improvement; and
(B) exhibit concert etiquette during live
performances in a variety of settings.
Source: The provisions of this §117.67 adopted to be effective
September 1, 1998, 22 TexReg 4943.
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