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 117.311 - Music, Level II (One Credit), Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.311
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 II, Choir II, Orchestra II, Jazz Ensemble II, Jazz Improvisation II, Instrumental Ensemble II, Vocal Ensemble II, World Music Ensemble II, Applied Music II, Mariachi II, Piano II, Guitar II, and Harp II (one credit per course). The prerequisite for each Music, Level II course is one credit of Music, Level I in the corresponding discipline.
(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) compare and contrast exemplary musical
examples using technology and available live performances;
(B) compare and contrast melodic and harmonic
parts using a melodic reading system such as solfege, numbers, letter names,
note names, or scale degrees;
(C)
compare and contrast concepts of music notation, intervals, and chord structure
using appropriate terminology;
(D)
compare and contrast concepts of rhythm and meter using appropriate terminology
and counting system;
(E) compare
and contrast musical forms such as song, binary, ternary, and rondo selected
for performance and listening;
(F)
compare and contrast concepts of balance and blend using appropriate
terminology;
(G) compare and
contrast concepts of music such as rhythm, meter, melody, harmony, key,
expression markings, dynamics, and timbre; and
(H) 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 notates music 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 increasing level of difficulty. The student performs from notation and by
memory as appropriate. The student develops cognitive, affective, and
psychomotor skills. The student is expected to:
(A) demonstrate increasingly mature,
characteristic sound appropriate for the genre;
(B) refine and apply 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 signatures and modalities;
(E) demonstrate correct intonation,
appropriate phrasing, and appropriate dynamics; and
(F) create and notate or record original
musical phrases at an appropriate level of difficulty.
(4) Creative expression. The student sight
reads, individually and in groups, by singing or playing an instrument. The
student reads from notation at an increasing level of difficulty in a variety
of styles. The student is expected to:
(A)
exhibit increasingly mature, characteristic sound appropriate for the genre
while sight reading;
(B)
demonstrate, refine, and apply psychomotor and kinesthetic skills such as
appropriate posture, breathing, text, diction, articulation, vibrato, bowings,
fingerings, phrasing, independent manual dexterities, and percussion techniques
while sight reading;
(C)
demonstrate correct articulation and rhythmic accuracy while sight reading
using a counting system within an appropriate tempo;
(D) demonstrate observance of multiple key
signatures and changing 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;
(F)
demonstrate application of dynamics and phrasing while sight reading;
and
(G) demonstrate accurate
intonation while sight reading using concepts such as vowel shapes, ensemble
blend, and just intonation.
(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) define uses of music in societies and
cultures;
(C) identify and explore
the relationships between music and other academic disciplines;
(D) identify music-related vocations and
avocations;
(E) identify and
explore the impact of technologies, ethical issues, and economic factors on
music, musicians, and performances; and
(F) identify and explore tools for college
and career preparation such as personal performance recordings, 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 formal and informal settings. The student is expected to:
(A) exhibit 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.
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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