|
TEKS
for Music, High School
Chapter 117.
Texas Essential Knowledge and Skills for Fine Arts
Subchapter C.
High School
Statutory Authority: The provisions
of this Subchapter C issued under the Texas Education Code,
§28.002, unless otherwise noted.
§117.51. Implementation of Texas
Essential Knowledge and Skills for Fine Arts, High School.
The provisions of this subchapter
shall supersed §75.67 of this title (relating to Fine Arts)
beginning September 1, 1998.
Source: The provisions of
this §117.51 adopted to be effective September 1, 1998, 22
TexReg 4943.
§117.60. Music,
Level I.
(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.
(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.
(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.
(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.
|
|
