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TEKS
for Music, Middle School
Chapter 117.
Texas Essential Knowledge and Skills for Fine Arts
Subchapter B.
Middle School
Statutory Authority: The provisions
of this Subchapter B issued under the Texas Education Code,
§28.002, unless otherwise noted.
§117.31. Implementation of Texas
Essential Knowledge and Skills for Fine Arts, Middle School.
The provisions of this subchapter
shall supersede §75.31(g) and §75.47 of this title (relating
to Fine Arts) beginning September 1, 1998.
Source: The provisions of
this §117.31 adopted to be effective September 1, 1998, 22
TexReg 4943.
§117.33. Music,
Grade 6.
(a) General requirements.
When Grade 6 is part of a departmentalized
middle school, students may select a music course from the
following: General Music 6, Band 6, Choir 6, Orchestra 6.
(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.
| (6.1)
Perception.
The student describes and
analyzes musical sound and demonstrates musical artistry.
|
The
student is expected to:
(A) individually demonstrate
characteristic vocal or instrumental timbre;
(B) use standard terminology
in explaining intervals, music notation, musical instruments
or voices, and musical performances; and
(C) identify music forms
presented aurally and through music notation.
|
| (6.2) 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,
with accurate intonation and rhythm, demonstrating fundamental
skills and basic performance techniques;
(B) perform expressively,
from memory and notation, a varied repertoire of music
representing styles from diverse cultures; and
(C) demonstrate appropriate
small- and large-ensemble performance techniques during
formal and informal concerts.
|
| (6.3) Creative
expression/performance.
The student reads and writes
music notation.
|
The student is expected
to:
(A) sight-read simple music
in treble and/or other clefs in various keys and meters;
(B) use standard symbols
to notate meter, rhythm, pitch, and dynamics (manuscript
or computer-generated); and
(C) identify music symbols
and terms referring to dynamics, tempo, and articulation
and interpret them appropriately when performing.
|
| (6.4) Creative
expression/performance.
The student creates and
arranges music within specified guidelines.
|
The student
is expected to:
(A) create rhythmic and
melodic phrases; and
(B) arrange rhythmic and
melodic phrases.
|
| (6.5) Historical/cultural
heritage.
The student relates music
to history, to society, and to culture.
|
The student
is expected to:
(A) describe aurally-presented
music representing diverse styles, periods, and cultures;
(B) describe music-related
vocations and avocations;
(C) perform music representative
of diverse cultures, including American and Texas heritage;
and
(D) relate the other fine
arts to music concepts.
|
| (6.6) Response/evaluation.
The student responds to
and evaluates music and musical performance.
|
The student
is expected to:
(A) identify criteria for
evaluating performances;
(B) evaluate the quality
and effectiveness of music and musical performances;
and
(C) exhibit concert etiquette
as an informed, actively involved listener during varied
live performances.
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§117.36. Music, Grade 7.
(a) General requirements.
Students may select a music course
from the following: General Music 7, Band 7, Choir 7, Orchestra
7, Jazz Band 7, Instrumental Ensemble 7.
(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.
| (7.1)
Perception.
The student describes and
analyzes musical sound and demonstrates musical artistry.
|
The
student is expected to:
(A) demonstrate characteristic
vocal or instrumental timbre individually and in groups;
(B) describe intervals,
music notation, musical instruments or voices, and musical
performances, using standard terminology; and
(C) identify music forms
presented aurally and through music notation.
|
| (7.2) 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
with accurate intonation and rhythm, demonstrating fundamental
skills and basic performance techniques;
(B) perform expressively,
from memory and notation, a varied repertoire of music
representing styles from diverse cultures; and
(C) demonstrate appropriate
small- and large-ensemble performance techniques during
formal and informal concerts.
|
| (7.3 ) Creative
expression/performance.
The student reads and writes
music notation.
|
The student
is expected to:
(A) sight-read music in
treble and/or other clefs in various keys and meters;
(B) notate meter, rhythm,
pitch, and dynamics using standard symbols (manuscript
or computer-generated); and
(C) interpret music symbols
and terms referring to dynamics, tempo, and articulation
when performing.
|
| (7.4) Creative
expression/performance.
The student creates and
arranges music within specified guidelines.
|
The student
is expected to:
(A) create increasingly
complex rhythmic and melodic phrases; and
(B) arrange increasingly
complex rhythmic and melodic phrases.
|
| (7.5) Historical/cultural
heritage.
The student relates music
to history, to society, and to culture.
|
The student
is expected to:
(A) classify aurally-presented
music representative of diverse genres, styles, periods,
and cultures;
(B) describe music-related
vocations and avocations;
(C) perform music representative
of diverse cultures, including American and Texas heritage;
and
(D) identify the relationships
between the content, the concepts, and the processes
of the other fine arts, other subjects, and those of
music.
|
| (7.6) Response/evaluation.
The student responds to
and evaluates music and musical performances.
|
The student
is expected to:
(A) design and apply criteria
for evaluating the quality and effectiveness of music
and musical performances;
(B) evaluate the quality
and effectiveness of personal performances; and
(C) exhibit concert etiquette
during live performances in a variety of settings.
|
§117.39. Music, Grade 8.
(a) General requirements.
Students may select a music course
from the following: General Music 8, Band 8, Choir 8, Orchestra
8, Jazz Band 8, Instrumental Ensemble 8.
(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.
| (8.1)
Perception.
The student describes and
analyzes musical sound and demonstrates musical artistry.
|
The
student is expected to:
(A) demonstrate characteristic
vocal or instrumental timbre individually and in groups;
(B) describe in detail
intervals, music notation, musical instruments, voices,
and musical performances, using standard terminology;
and
(C) identify music forms
presented aurally and through music notation.
|
| (8.2)
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
with accurate intonation and rhythm, demonstrating fundamental
skills and basic performance techniques;
(B) perform expressively,
incorporating appropriate stylistic qualities;
(C) perform, from memory
and notation, a varied repertoire of music representing
styles from diverse cultures; and
(D) demonstrate appropriate
small- and large-ensemble performance techniques during
formal and informal concerts.
|
| (8.3)
Creative expression/performance.
The student reads and writes
music notation.
|
The student is expected
to:
(A) sight-read music in
treble and/or other clefs in various keys and meters;
(B) notate meter, rhythm,
pitch, and dynamics, using standard symbols (manuscript
or computer-generated); and
(C) interpret music symbols
and terms referring to dynamics, tempo, and articulation
when performing.
|
| (8.4)
Creative expression/performance.
The student creates and
arranges music within specified guidelines.
|
The student
is expected to:
(A) create complex rhythmic
and melodic phrases; and
(B) arrange complex rhythmic
and melodic phrases.
|
| (8.5) Historical/cultural
heritage.
The student relates music
to history, to society, and to culture.
|
The student
is expected to:
(A) classify aurally-presented
music representing diverse styles, periods, and cultures;
(B) describe music-related
vocations and avocations;
(C) perform music representative
of diverse cultures, including American and Texas heritage;
and
(D) relate the content,
the concepts, and the processes of subjects other than
the arts to those of music.
|
| (8.6) Response/evaluation.
The student responds to
and evaluates music and musical performances.
|
The student
is expected to:
(A) design and apply criteria
for evaluating the quality and effectiveness of music
and musical performance;
(B) evaluate the quality
and effectiveness of personal musical performances;
(C) apply specific criteria
appropriate for the style of the music and offer constructive
suggestions for improvement; and
(D) exhibit concert etiquette
during live performances in a variety of settings.
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