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 117.314 - Music Studies (One Credit), Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.314
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: Music Theory I-II; Music Appreciation I-II; Music Business I-II; Music Composition I-II; Music Production I-II; Music and Media Communications I-II; or College Board Advanced Placement (AP) Music Theory. There are no prerequisites for Music Study Level I courses. Students may take Music Studies with different course content for a maximum of three credits.
(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 read,
write, create, 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 notates music using an appropriate notation system. The student is
expected to:
(A) read notation systems or
manipulate sounds as appropriate to the course of study;
(B) read and notate or record and produce
music that incorporates rhythmic patterns in simple, compound, and asymmetric
meters as appropriate;
(C)
interpret music symbols and expressive terms referring to concepts such as
dynamics, tempo, and articulation as appropriate;
(D) demonstrate cognitive skills, including
observance of key signature and modalities, while studying or producing music
at an appropriate level of difficulty; and
(E) demonstrate music-making skills such as
appropriate use of technology in recording, notating, editing, manipulating,
arranging, Standard Motion Picture Time Encryption (SMPT), and emergent
technologies.
(3)
Creative expression. The student, individually and in groups, makes music of an
appropriate level of difficulty in a variety of genres from notation,
recording, or by memory as appropriate. The student is expected to:
(A) demonstrate, create, or apply
characteristic sounds appropriate for the genre;
(B) create, examine, or perform a repertoire
of music representing a variety of styles, including those from diverse
cultures;
(C) demonstrate
understanding of correct articulation and rhythmic accuracy;
(D) demonstrate understanding of correct
dynamics and phrasing;
(E)
demonstrate understanding of correct intonation; and
(F) exhibit and explain appropriate
performance techniques for formal and informal concerts or recording
sessions.
(4) Creative
expression. The student creates original music within specified guidelines. The
student is expected to:
(A) create original
musical phrases; and
(B) notate or
record original musical phrases.
(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, musicians, and
performances; and
(F) identify and
explore tools for college and career preparation such as social media
applications, repertoire lists, and audition 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) practice informed concert
etiquette as a performer and 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 such as
critical listening and individual and group performance recordings;
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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