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TEKS for Music,
Level III
§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.
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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.
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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 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.
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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 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.
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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) improvise musical melodies;
and
(B) compose or arrange
segments of vocal or instrumental pieces (manuscript
or computer- generated).
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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 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.
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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) 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.
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