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TEKS
for Music, Level II
§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.
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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.
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| (2) Creative
expression/performance.
The student sings or plays
an instrument, individually and in groups, performing
a varied repertoire of music.
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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.
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| (3) Creative
expression/performance.
The student reads and writes
music notation.
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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.
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| (4) Creative
expression/performance.
The student creates and
arranges music within specified guidelines.
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The student
is expected to:
(A) create simple musical
pieces; and
(B) arrange simple musical
pieces.
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| (5) Historical/cultural
heritage.
The student relates music
to history, to society, and to culture.
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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.
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| (6) Response/evaluation.
The student responds to
and evaluates music and musical performance.
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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.
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