Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS
Subchapter C - HIGH SCHOOL
Section 117.310 - Music, Level I (One Credit), Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.310
Current through Reg. 49, No. 38; September 20, 2024
(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 solfege, 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 solfege, 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.
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