§117.310. Music, Level I (One Credit), Adopted 2013.

(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 I, Choir I, Orchestra I, Jazz Ensemble I, Jazz Improvisation I, Instrumental Ensemble I, Vocal Ensemble I, World Music Ensemble I, Applied Music I, Mariachi I, Piano I, Guitar I, and Harp I (one credit per course).

(b)  Introduction.

(1)  The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2)  Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student's intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.

(3)  Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c)  Knowledge and skills.

(1)  Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

(A)  experience and explore exemplary musical examples using technology and available live performances;

(B)  identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

(C)  define concepts of music notation, intervals, and chord structure using appropriate terminology;

(D)  define concepts of rhythm and meter using appropriate terminology and counting system;

(E)  explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

(F)  apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

(2)  Foundations: music literacy. The student reads and writes music notation using an appropriate notation system. The student is expected to:

(A)  read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

(B)  interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

(3)  Creative expression. The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an appropriate level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive and psychomotor skills. The student is expected to:

(A)  demonstrate mature, characteristic sound appropriate for the genre;

(B)  demonstrate psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

(C)  demonstrate rhythmic accuracy using appropriate tempo;

(D)  demonstrate observance of key signature and modalities;

(E)  demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

(F)  create and notate or record original musical phrases.

(4)  Creative expression. The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an appropriate level of difficulty in a variety of styles. The student is expected to:

(A)  demonstrate mature, characteristic sound appropriate for the genre while sight reading;

(B)  demonstrate psychomotor and kinesthetic skills such as use of appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

(C)  demonstrate rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

(D)  demonstrate observance of key signature and modalities while sight reading;

(E)  demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading; and

(F)  demonstrate correct intonation, appropriate phrasing, and appropriate dynamics while sight reading.

(5)  Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

(A)  compare and contrast music by genre, style, culture, and historical period;

(B)  identify music-related vocations and avocations;

(C)  identify and describe the uses of music in societies and cultures;

(D)  identify and explore the relationship between music and other academic disciplines;

(E)  identify and explore the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

(F)  identify and explore tools for college and career preparation such as social media applications, repertoire lists, auditions, and interview techniques.

(6)  Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A)  practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

(B)  design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

(C)  develop processes for self-evaluation and select tools for personal artistic improvement; and

(D)  evaluate musical performances by comparing them to exemplary models.

Source: The provisions of this §117.310 adopted to be effective July 28, 2013, 38 TexReg 4575.

§117.210. Music, Middle School 3, Adopted 2013.

(a)  General requirements. Students enrolled in the third year of music may select from the following courses: Middle School 3 Band, Middle School 3 Choir, Middle School 3 Orchestra, Middle School 3 Jazz Ensemble, Middle School 3 Instrumental Ensemble, or Middle School 3 Vocal Ensemble.

(b)  Introduction.

(1)  The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2)  Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student's intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.

(3)  Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c)  Knowledge and skills.

(1)  Foundations: music literacy. The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to:

(A)  compare and contrast exemplary musical examples using technology and available live performances;

(B)  demonstrate detailed knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

(C)  demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns and corresponding rests, and varied meters, using standard terminology;

(D)  analyze musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and

(E)  demonstrate health and wellness concepts related to musical practice such as hand positions, hearing protection, vocal health, hydration, and appropriate hygienic practice.

(2)  Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:

(A)  analyze music symbols and terms referring to notation; dynamics; tempi, including largo to presto; articulations, including sforzando; and previously known elements;

(B)  notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

(C)  create complex rhythmic phrases, using known rhythms, and complex melodic phrases, using known pitches, within an established system of notation;

(D)  read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

(E)  sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters.

(3)  Creative expression. The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to:

(A)  model, alone and in groups, characteristic vocal or instrumental timbre;

(B)  perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

(C)  perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

(D)  perform independently and expressively a varied repertoire of music representing various styles and cultures;

(E)  sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

(F)  interpret a variety of music symbols and terms, incorporating appropriate stylistic qualities when performing, including sforzando, largo to presto, and previously known elements; and

(G)  create complex rhythmic phrases using known rhythms and complex melodic phrases using known pitches at an appropriate level of difficulty.

(4)  Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

(A)  perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;

(B)  compare and contrast written and aurally presented music representative of diverse genres, styles, periods, and cultures;

(C)  compare and contrast relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, sciences, and language; and

(D)  describe music-related vocations and avocations.

(5)  Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A)  model appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

(B)  apply criteria for listening to and evaluating musical performances;

(C)  demonstrate processes and apply the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

(D)  apply criteria for listening to and evaluating personal performances;

(E)  evaluate the quality and effectiveness of musical performances by comparing them to exemplary models and offer constructive suggestions for improvement; and

(F)  demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

Source: The provisions of this §117.210 adopted to be effective July 28, 2013, 38 TexReg 4575.

§117.209. Music, Middle School 2, Adopted 2013.

(a)  General requirements. Students enrolled in the second year of music may select from the following courses: Middle School 2 Band, Middle School 2 Choir, Middle School 2 Orchestra, Middle School 2 Jazz Ensemble, Middle School 2 Instrumental Ensemble, or Middle School 2 Vocal Ensemble.

(b)  Introduction.

(1)  The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2)  Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student's intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.

(3)  Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c)  Knowledge and skills.

(1)  Foundations: music literacy. The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to:

(A)  compare and contrast exemplary musical examples using technology and available live performances;

(B)  demonstrate knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

(C)  demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns, corresponding rests, and meter, including 2/4, 3/4, 4/4, and 6/8, using standard terminology;

(D)  interpret musical forms such as binary, ternary, phrasic, rondo, and theme and variations presented aurally and through music notation; and

(E)  describe health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.

(2)  Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:

(A)  interpret music symbols and terms referring to notation, including fermata and coda; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and adagio; and articulations, including accent, marcato, and previously known elements;

(B)  notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

(C)  create increasingly complex rhythmic phrases, using known rhythms, and melodic phrases, using known pitches, within an established system of notation;

(D)  read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

(E)  sight-read unison, homophonic, and polyphonic music using the appropriate clef in a minimum of three keys and three meters, including 2/4, 3/4, and 4/4.

(3)  Creative expression. The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to:

(A)  demonstrate, alone and in groups, characteristic vocal or instrumental timbre;

(B)  perform music, alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

(C)  perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

(D)  perform independently and expressively a varied repertoire of music representing various styles and cultures;

(E)  sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

(F)  interpret music symbols and terms referring to previously known elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo to fortissimo; tempi, including andante, largo, and adagio; and articulations, including accent and marcato, appropriately when performing; and

(G)  create increasingly complex rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty.

(4)  Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

(A)  perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;

(B)  examine written and aurally presented music representative of diverse genres, styles, periods, and cultures;

(C)  identify relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and

(D)  describe music-related vocations and avocations.

(5)  Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A)  demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

(B)  apply criteria for listening to and evaluating musical performances;

(C)  demonstrate processes and select the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

(D)  identify and apply criteria for evaluating personal performances;

(E)  evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

(F)  demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

Source: The provisions of this §117.209 adopted to be effective July 28, 2013, 38 TexReg 4575.

 

§117.208. Music, Middle School 1, Adopted 2013.

(a)  General requirements. Students in Grades 6, 7, or 8 enrolled in the first year of music may select from the following courses: General Music 6, Middle School 1 Band, Middle School 1 Choir, Middle School 1 Orchestra, Middle School 1 Instrumental Ensemble, or Middle School 1 Vocal Ensemble.

(b)  Introduction.

(1)  The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2)  Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student's intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.

(3)  Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c)  Knowledge and skills.

(1)  Foundations: music literacy. The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to:

(A)  experience and explore exemplary musical examples using technology and available live performances;

(B)  describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

(C)  describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;

(D)  identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and

(E)  explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.

(2)  Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:

(A)  identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;

(B)  notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

(C)  create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty within an established system of notation;

(D)  read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

(E)  sight read unison and homophonic music using the appropriate clef in a minimum of two keys and three meters, including 2/4, 3/4, and 4/4.

(3)  Creative expression. The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to:

(A)  demonstrate, alone and in groups, characteristic vocal or instrumental timbre;

(B)  perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

(C)  perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

(D)  perform independently and expressively a varied repertoire of music representing various styles and cultures;

(E)  sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

(F)  interpret music symbols and terms referring to keys; clefs; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando and ritardando; and articulations, including staccato and legato, appropriately when performing; and

(G)  create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty.

(4)  Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

(A)  perform music representative of diverse cultures, including American and Texas heritage;

(B)  describe written and aurally presented music representative of diverse styles, periods, and cultures;

(C)  identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and

(D)  describe music-related vocations and avocations.

(5)  Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A)  demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

(B)  identify criteria for listening to and evaluating musical performances;

(C)  describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings;

(D)  evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

(E)  demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

Source: The provisions of this §117.208 adopted to be effective July 28, 2013, 38 TexReg 4575.