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TEKS
for Music, Level IV
§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.
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Perception.
The student describes and
analyzes musical sound and demonstrates musical artistry.
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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.
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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) 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.
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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
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 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.
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| (6) Response/evaluation.
The student responds to
and evaluates music and musical performances.
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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.
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