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Band III :: Follows Band II

TEKS Strand Expectations
Foundations: Music Literacy The study of selected compositions can include a variety of activities such as score study, analysis of thematic material, identification of counter melodies, and the identification of solo and accompaniment lines in each selection. Students recognize that music selections utilizing modes of the scales are found in contemporary music as well as in compositions from the past. Advanced students hear and play new sounds and harmonies as they learn contemporary pieces.
Creative Expression

Students illustrate harmonic texture and complexity in more advanced rhythm and meter. Chordal structure is expanded with music that includes atonality and freely composed segments representative of diverse styles of modern composition. Technical expectations include the following:
• Demonstrating individuality
• Preparing and executing leadership skills
• Extending range and tone control
• Performing all scales from memory
• Performing literature that incorporates modal scales
• Identifying complex rhythms and meters
• Improvising within specific guidelines
• Composing, scoring, and performing short selections for two or more instruments

Historical and Cultural Relevance Students classify music by style, culture, and historical period and justify their classifications. They describe cultural and technological influences on developments in music. Students recognize, identify, and describe the harmonic textures of music from different cultures, historical periods, styles, and genres. They relate elements of music study to those of other disciplines. Students research vocational and avocational opportunities in music.
Critical Evaluation and Response Students analyze the strengths and weaknesses of their own and others' performances. This practice informs the creative process. Some students might prepare study guides for specific compositions. Writing program notes more fully involves students in structuring learning experiences.

Film scores are one of the few contemporary visual media that use full band and orchestral arrangements. Cooperative groups of Tammy Roper's Band III students choose a film clip and experiment with its score. The students discuss the contribution of the score to the dramatic effect of the film, and they discuss how changes in the score affect the mood of the film clip.

The students then compose a different score to play along with the muted film clip to illustrate to their class how the score contributes to the overall impact of the film.

Differentiation Strategies for Students with Special Needs
©Copyright 2015, Center for Educator Development in Fine Arts (CEDFA). This chart is developed by the Center for Educator Development in Fine Arts (CEDFA) as a resource for Texas teachers. All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2015; Center for Educator Development in Fine Arts all rights reserved.