A Level III choir class has spent an entire school year learning many diverse choral compositions. For each selection they prepared, they studied the career of the composer, the music form of the selection, and the technical performance problems encountered when preparing the composition. In addition, they studied various interpretations of each composition and examined how the interpretations were derived and influenced by historical and cultural contexts of the words and stylistic traditions of the music. During public performances, students presented explanations and visuals to demonstrate how compositions reflect the times and places of their origins.

These activities provided the class with many opportunities to learn and demonstrate student expectations defined by the Music TEKS. For example, the class fulfilled an expectation of the Music, Level III perception strand to "identify music forms of performance and listening repertoire" (§117.62(c)(1C)). Additionally, they practiced their ability to "perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures" (§117.62(c)(2C))—an expectation of the Music, Level III creative expression/performance strand.

For a final performance assessment in the class, each student performs a solo, chosen from the solo repertoire approved by the teacher and representing an appropriate level of difficulty for the student. Students make selections from solos that represent a variety of historical and cultural periods, musical forms, composers, and song types studied during the school year. Each student performs the selection, and with a presentation, communicates each selection’s musical, historical/cultural, and personal significance. Some presentations include multimedia elements. Complete presentations last approximately ten minutes each.

Each presenter, other students in the class, and the teacher will assess performances on the following components, which are based on the TEKS.

• Authenticity of the vocal performance with regard to technical facility, intonation and rhythmic accuracy, and diction
• Accuracy of historical research and impact on interpretation
• Criteria for evaluating the significance of the piece of music to the student
• Creativity and originality in the vocal selection and presentation.

One fundamental response/evaluation expectation is for students to "evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement" (§117.62 (c)(6A). Another key student expectation referred to in determining assessment criteria is §117.62 (c)(2A), wherein students are expected to "exhibit accurate intonation and rhythm, fundamental skills, and advanced techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensemble."