Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS
Subchapter A - ELEMENTARY, ADOPTED 2013
Section 117.118 - Music, Grade 5, Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.118
Current through Reg. 49, No. 38; September 20, 2024
(a) 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.
(b) Knowledge and skills.
(1) Foundations: music literacy. The student
describes and analyzes musical sound. The student is expected to:
(A) distinguish among a variety of musical
timbres, including those of children's voices and soprano, alto, tenor, and
bass adult voices;
(B) distinguish
among a variety of musical timbres, including those of woodwind, brass, string,
percussion, keyboard, electronic instruments, and instruments of various
cultures;
(C) use known music
symbols and terminology referring to rhythm; melody; timbre; form; tempo,
including accelerando and ritardando; dynamics; articulation; and meter,
including simple and compound, to explain musical sounds presented aurally;
and
(D) identify and label small
and large musical forms such as abac, AB, and ABA; rondo; and theme and
variations presented aurally in simple songs and larger works.
(2) Foundations: music literacy.
The student reads, writes, and reproduces music notation using a system.
Technology and other tools may be used to read, write, and reproduce musical
examples. The student is expected to:
(A)
read, write, and reproduce rhythmic patterns using standard notation, including
syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4
meters as appropriate;
(B) read,
write, and reproduce extended pentatonic and diatonic melodic patterns using
standard staff notation; and
(C)
identify and interpret new and previously learned music symbols and terms
referring to tempo, including accelerando and ritardando; dynamics;
articulation; and meter, including simple and compound.
(3) Creative expression. The student performs
a varied repertoire of developmentally appropriate music in informal or formal
settings. The student is expected to:
(A) sing
and play classroom instruments independently or in groups with accurate
intonation and rhythm;
(B) sing or
play a varied repertoire of music such as American folk songs, patriotic music,
and folk songs representative of local and world cultures independently or in
groups;
(C) move alone and with
others to a varied repertoire of music using gross motor, fine motor,
locomotor, and non-locomotor skills and integrated movement such as hands and
feet moving together;
(D) perform
various folk dances and play parties;
(E) perform simple two-part music, including
rhythmic and melodic ostinati, rounds, partner songs, and counter melodies;
and
(F) interpret through
performance new and previously learned music symbols and terms referring to
tempo, including accelarando and ritardando; dynamics; articulation; and meter,
including simple and compound.
(4) Creative expression. The student creates
and explores new musical ideas within specified guidelines. The student is
expected to:
(A) create rhythmic phrases
through improvisation and composition;
(B) create melodic phrases through
improvisation and composition; and
(C) create simple accompaniments through
improvisation and composition.
(5) Historical and cultural relevance. The
student examines music in relation to history and cultures. The student is
expected to:
(A) perform a varied repertoire
of songs, movement, and musical games representative of diverse cultures such
as historical folk songs of Texas and America and European and African cultures
in America;
(B) perform music
representative of Texas and America, including "The Star Spangled
Banner";
(C) identify and describe
music from diverse genres, styles, periods, and cultures; and
(D) examine the relationships between music
and interdisciplinary concepts.
(6) Critical evaluation and response. The
student listens to, responds to, and evaluates music and musical performances.
The student is expected to:
(A) exhibit
audience etiquette during live and recorded performances;
(B) identify known rhythmic and melodic
elements in aural examples using appropriate vocabulary;
(C) describe specific musical events such as
changes in timbre, form, tempo, dynamics, or articulation in aural examples
using appropriate vocabulary;
(D)
respond verbally and through movement to short musical examples;
(E) evaluate a variety of compositions and
formal or informal musical performances using specific criteria; and
(F) justify personal preferences for specific
music works and styles using music vocabulary.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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