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TEKS
for Music, Elementary
Chapter 117.
Texas Essential Knowledge and Skills for Fine Arts
Subchapter A.
Elementary
Statutory Authority: The provisions
of this Subchapter A issued under the Texas Education Code,
§28.002, unless otherwise noted.
§117.1. Implementation of Texas
Essential Knowledge and Skills for Fine Arts, Elementary.
The provisions of this subchapter
shall supersede §75.31(a)-(f) of this title (relating to
Fine Arts) beginning September 1, 1998.
Source: The provisions of
this §117.1 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.
| (K.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.
|
| (K.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.
|
| (K.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.
|
| (K.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.
| (1.1)
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.
|
| (1.2) 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.
|
| (1.3) 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.
|
| (1.4) 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.
|
| (1.5) 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.
|
| (1.6) 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.
| (2.1)
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.
|
| (2.2)
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.
|
| (2.3)
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.
|
| (2.4)
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.
|
| (2.5)
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.
|
| (2.6)
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.
| (3.1)
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.
|
| (3.2) 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.
|
| (3.3) 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.
|
| (3.4) 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.
|
| (3.5) 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.
|
| (3.6) 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.
| (4.1)
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.
|
| (4.2) 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.
|
| (4.3) 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.
|
| (4.4) 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
|
| (4.5) 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.
|
| (4.6) 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.
| (5.1)
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.
|
| (5.2)
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.
|
| (5.3)
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.
|
| (5.4)
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.
|
| (5.5) 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.
|
| (5.6) 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
|
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