The Music TEKS are standards that identify what all students in Texas schools should know and be able to do in music. As in other curricular areas, the TEKS identify content and skills to be learned by Texas students. However, the Music TEKS do not constitute curricula nor do they prescribe methodologies or strategies for their implementation. Rather, Texas music educators develop the local curricula and instructional strategies that enable their students to demonstrate the TEKS.

Effectively implemented, the Music TEKS are the foundation of student success in music in Texas elementary, middle, and high schools. Ideally, they are the basis of student success in music beyond K–12 education and contribute to the success of students in other areas of their lives.

How are the Music TEKS organized?

The TEKS organize music education into the following four strands of learning. Within each grade and course level, the strands function interdependently, minimizing the need to allot equal time to each strand. The strands make up the components of all music classes and are most effectively taught when they are woven together in lessons and activities. The four strands are:

• Perception: description and analysis of musical sound and demonstration of musical artistry that enable students to develop their intellects; refine their emotions; understand the cultural and creative nature of musical artistry; and make connections among music, the other arts, technology, and other aspects of life
• Creative expression/performance: creations and performances of a varied repertoire of music communicated through the expressive technical skills of music, critical thinking skills, and multiple forms of problem solving
• Historical and cultural heritage: understanding the relationship of music to history, society, and culture by exploring the music of various time periods and diverse societies
• Response/evaluation: response to and evaluation of musical performance based on criteria developed for making critical judgments and informed choices.

The Texas Essential Knowledge and Skills are also organized by content area and grade level. For example, "Music, Kindergarten" is the first set of Music TEKS. After a brief introduction explaining the overall goals of music education, student knowledge and skills are listed. The TEKS state knowledge and skills for each strand at each grade level in kindergarten through grade 8. High school courses are indicated by course title and level (I–IV). For each broad category of knowledge and skills, several student expectations for demonstration of knowledge and skills are provided. Level I courses are the foundation for more in-depth study in Levels II-IV. The content and student expectations statements of the TEKS give sequence and structure to music education.

The design of the Music TEKS scaffolds knowledge and skills, creating both horizontal and vertical alignment of learning. The breadth and depth of knowledge and skills can be evaluated on the basis of the following:

• Scope of knowledge and skills
• Depth of understanding in students’ response and evaluation
• Sophistication of ways a student understands, acquires, applies, and demonstrates knowledge and skills in music
• Demonstration through performance of music content.

Effective music programs, based on the TEKS, emphasize critical and creative thinking and problem solving at all grade and course levels. In addition, the Music TEKS are age-appropriate. Student expectations reflect careful consideration of the typical cognitive, social/emotional, and physical development of students at each grade level. The standards focus on students, their capabilities at different ages and course levels, and how to help them achieve higher levels of skill and knowledge in music. Student understanding of music expands, grows more complex, specific, and inclusive of abstract ideas as students progress through each grade and course level.