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Elementary TEKS Comparison

§117.3. Music, Kindergarten. Adopted 1998§117.103. Music, Kindergarten, Adopted 2015
(a) Introduction. Four basic strands–perception, creative expression/performance, historical and cultural heritage, and critical evaluation–provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving.

By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.
  (a) Introduction. 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.

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.

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.   (b Knowledge and skills.
(1 Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:   (1 Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:
(A   (A identify the differences between the five voices, including singing, speaking, inner, whispering, and calling voices;
(B   (B identify the timbre of adult and child singing voices;
  (C identify the timbre of instrument families;
  (D identify same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances; and
  (E identify beat, rhythm, and simple two-tone or three-tone melodies using iconic representation.
(2 Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: identify the difference between the singing and speaking voice; and   (2 Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
(A identify the timbre of adult voices and instruments.   (A sing or play classroom instruments independently or in groups;
(B   (B sing songs or play classroom instruments from diverse cultures and styles independently or in groups;
  (C move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
  (D perform simple partwork, including beat versus rhythm; and
  (E perform music using louder/softer and faster/slower.
(3 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: sing or play classroom instruments independently or in a group; and   (3 Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:
(A sing songs from diverse cultures and styles or play such songs on musical instruments.   (A sing songs and play musical games, including rhymes, folk music, and seasonal music; and
(B   (B identify simple interdisciplinary concepts related to music.
(4 Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: sing songs and play musical games from different cultures; and   (4 Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:
(A identify simple relationships between music and other subjects.   (A identify and demonstrate appropriate audience behavior during live or recorded performances;
(B   (B identify steady beat in musical performances; and
identify steady beat in musical performances; and   (C compare same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances.
§117.6. Music, Grade 1. Adopted 1998§117.106. Music, Grade 1, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.   (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 By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.   (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.   (b Knowledge and skills.
(1 Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:   (1 Foundations: music literacy. The student describes and analyzes musical sound and reads, writes, and reproduces music notation. The student is expected to:
(A identify voices and selected instruments from various musical families;  (A identify the known five voices and adult/children singing voices;
(B use basic music terminology in describing musical sounds; and  (B identify visually and aurally the instrument families;
(C identify repetition and contrast in music examples.  (C use basic music terminology in describing changes in tempo, including allegro/largo, and dynamics, including forte/piano; and
  (D identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns.
(2 Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:   (2 Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:
(A sing or play a classroom instrument independently or in groups; and  (A read, write, and reproduce rhythmic patterns, including quarter note/paired eighth notes and quarter; and
(B sing songs from diverse cultures and styles or play such songs on a musical instrument.  (B read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
(3 Creative expression/performance. The student reads and writes music notation. The student is expected to:   (3 Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
(A read simple examples of music notation; and  (A sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
(B write simple examples of music notation.  (B sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;
  (C move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
  (D perform simple part work, including beat versus rhythm, rhythmic ostinato, and vocal exploration; and
  (E perform music using tempo, including allegro/largo, and dynamics, including forte/piano.
(4 Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (4 Creative expression. The student creates and explores new musical ideas. The student is expected to:
(A create short rhythmic patterns; and  (A create short, rhythmic patterns using known rhythms;
(B create short melodic patterns.  (B create short, melodic patterns using known pitches; and
  (C explore new musical ideas using singing voice and classroom instruments.
(5 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:
(A sing songs and play musical games from diverse cultures; and  (A sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music;
(B identify simple relationships between music and other subjects.  (B identify steady beat in short musical excerpts from various periods or times in history and diverse cultures; and
  (C identify simple interdisciplinary concepts relating to music.
(6 Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:   (6 Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:
(A distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and  (A identify and demonstrate appropriate audience behavior during live or recorded performances;
(B begin to practice appropriate audience behavior during live performances.  (B recognize known rhythmic and melodic elements in simple aural examples using known terminology;
  (C distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances; and
  (D respond verbally or through movement to short musical examples.
§117.9. Music, Grade 2. Adopted 1998§117.109. Music, Grade 2, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.   (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 By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.   (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.   (b Knowledge and skills.
(1 Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:   (1 Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:
(A identify instruments visually and aurally;   (A identify choral voices, including unison versus ensemble;
(B use music terminology to explain sounds and performances; and   (B identify instruments visually and aurally;
(C identify music forms such as AB and ABA.   (C use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo; and
  (D identify and label simple small forms such as aaba and abac.
(2 Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:   (2 Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:
(A sing or play a classroom instrument independently or in groups; and   (A read, write, and reproduce rhythmic patterns using standard notation in 2/4 meter, including half note/half rest;
(B sing songs from diverse cultures and styles or play such songs on a musical instrument.   (B read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
  (C read, write, and reproduce basic music terminology, including allegro/largo and forte/piano.
(3 Creative expression/performance. The student reads and writes music notation. The student is expected to:   (3 Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
(A read and write simple music notation, using a system (letters, numbers, syllables   (A sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
(B read and write music that incorporates basic rhythmic patterns in simple meters.   (B sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;
  (C move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
  (D perform simple part work, including rhythmic ostinato, and vocal exploration such as singing, speaking, and chanting; and
  (E perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo.
(4 Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (4 Creative expression. The student creates and explores new musical ideas. The student is expected to:
(A create rhythmic phrases; and   (A create rhythmic phrases using known rhythms;
(B create melodic phrases.   (B create melodic phrases using known pitches; and
  (C explore new musical ideas in phrases using singing voice and classroom instruments.
(5 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:
(A identify music from various periods of history and culture;   (A sing songs and play musical games, including patriotic, folk, and seasonal music;
(B sing songs and play musical games from diverse cultures; and   (B examine short musical excerpts from various periods or times in history and diverse and local cultures; and
(C identify relationships between music and other subjects.   (C identify simple interdisciplinary concepts relating to music.
(6 Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:   (6 Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:
(A distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and   (A begin to practice appropriate audience behavior during live or recorded performances;
(B show appropriate audience behavior during live performances.   (B recognize known rhythmic and melodic elements in simple aural examples using known terminology;
  (C distinguish between rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and simple patterns in musical performances; and
  (D respond verbally or through movement to short musical examples.
§117.12. Music, Grade 3. Adopted 1998§117.112. Music, Grade 3, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.   (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 By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.   (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.   (b Knowledge and skills.
(1 Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:   (1 Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:
(A categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures;   (A categorize and explain a variety of musical sounds, including those of children and adult voices;
(B use music terminology in explaining sound, music, music notation, musical instruments and voices, and musical performances; and   (B categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, and instruments from various cultures;
(C identify music forms presented aurally such as AB, ABA, and rondo.   (C use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; and dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally; and
  (D identify and label small and large musical forms such as abac, AB, and ABA presented aurally in simple songs and larger works.
(2 Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:   (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 sing or play a classroom instrument independently or in groups; and   (A read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate;
(B sing songs from diverse cultures and styles or play such songs on a musical instrument.   (B read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
  (C identify new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.
(3 Creative expression/performance. The student reads and writes music notation. The student is expected to:   (3 Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
(A read music notation, using a system (letters, numbers, syllables   (A sing or play classroom instruments with accurate intonation and rhythm independently or in groups;
(B write music notation, using a system (letters, numbers, syllables   (B sing or play a varied repertoire of music such as American folk songs and folk songs representative of local cultures independently or in groups;
(C read and write music that incorporates basic rhythmic patterns in simple meters; and   (C move alone or 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 identify music symbols and terms referring to dynamics and tempo.   (D perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and
  (E interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.
(4 Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (4 Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:
(A create rhythmic phrases; and   (A create rhythmic phrases through improvisation or composition;
(B create melodic phrases.   (B create melodic phrases through improvisation or composition; and
  (C create simple accompaniments through improvisation or composition.
(5 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:
(A identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures;   (A perform a varied repertoire of songs, movement, and musical games representative of American and local cultures;
(B perform songs and musical games from diverse cultures; and   (B identify music from diverse genres, styles, periods, and cultures; and
(C describe relationships between music and other subjects.   (C identify the relationships between music and interdisciplinary concepts.
(6 Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:   (6 Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:
(A define basic criteria for evaluating musical performances; and   (A exhibit audience etiquette during live and recorded performances;
(B exhibit audience etiquette during live performances.   (B recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;
  (C identify specific musical events in aural examples such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary;
  (D respond verbally and through movement to short musical examples; and
  (E describe a variety of compositions and formal or informal musical performances using specific music vocabulary.
§117.15. Music, Grade 4. Adopted 1998§117.115. Music, Grade 4, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.   (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 By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.   (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.   (b Knowledge and skills.
(1 Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:   (1 Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:
(A categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments of various cultures;   (A categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices;
(B use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and   (B categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
(C identify music forms presented aurally such as AB, ABA, and rondo.   (C use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally; and
  (D identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.
(2 Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:   (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 sing or play a classroom instrument independently or in groups; and   (A read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate;
(B sing songs from diverse cultures and styles or play such songs on a musical instrument.   (B read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
  (C identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.
(3 Creative expression/performance. The student reads and writes music notation. The student is expected to:   (3 Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
(A read and write music notation, using a system (letters, numbers, syllables   (A sing and play classroom instruments with accurate intonation and rhythm, independently or in groups;
(B incorporate basic rhythmic patterns in simple meters in musical compositions; and   (B sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures, independently or in groups;
(C identify music symbols and terms referring to dynamics and tempo, interpreting them appropriately when performing.   (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 part work, including rhythmic and melodic ostinati, derived from known repertoire; and
  (F interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.
(4 Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (4 Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:
(A create rhythmic and melodic phrases; and   (A create rhythmic phrases through improvisation or composition;
(B create simple accompaniments.   (B create melodic phrases through improvisation or composition; and
  (C create simple accompaniments through improvisation or composition.
(5 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:
(A identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures;   (A perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas;
(B perform music and movement from diverse cultures;   (B perform music representative of America and Texas, including "Texas, Our Texas";
(C perform music representative of American and Texas heritage; and   (C identify and describe music from diverse genres, styles, periods, and cultures; and
(D identify connections between music and the other fine arts.   (D examine the relationships between music and interdisciplinary concepts.
(6 Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:   (6 Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:
(A apply basic criteria in evaluating musical performances and compositions;   (A exhibit audience etiquette during live and recorded performances;
(B justify, using music terminology, personal preferences for specific music works and styles; and   (B recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;
(C practice concert etiquette as an actively involved listener during live performances.   (C describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary;
  (D respond verbally and through movement to short musical examples;
  (E describe a variety of compositions and formal or informal musical performances using specific music vocabulary; and
  (F justify personal preferences for specific music works and styles using music vocabulary.
§117.18. Music, Grade 5. Adopted 1998§117.118. Music, Grade 5, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.   (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 By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.   (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.   (b Knowledge and skills.
(1 Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:   (1 Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:
(A distinguish among a variety of musical timbres;   (A distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices;
(B use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and   (B distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
(C identify a variety of music forms such as AB, ABA, rondo, and theme and variations.   (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 Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. The student is expected to:   (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 perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques;   (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 perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and   (B read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
(C demonstrate appropriate small- and large-ensemble performance techniques during formal and informal concerts.   (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/performance. The student reads and writes music notation. The student is expected to:   (3 Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
(A read standard notation;   (A sing and play classroom instruments independently or in groups with accurate intonation and rhythm;
(B use standard symbols to notate meter, rhythm, and pitch in simple patterns (manuscript or computer-generated   (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 read and write music that incorporates rhythmic patterns in various meters; and   (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 identify music symbols and terms referring to dynamics, tempo, and articulation.   (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/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (4 Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:
(A create rhythmic and melodic phrases; and   (A create rhythmic phrases through improvisation and composition;
(B create/arrange simple accompaniments.   (B create melodic phrases through improvisation and composition; and
  (C create simple accompaniments through improvisation and composition.
(5 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:
(A identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures;   (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 describe various music vocations and avocations;   (B perform music representative of Texas and America, including "The Star Spangled Banner";
(C perform music and movement from diverse cultures;   (C identify and describe music from diverse genres, styles, periods, and cultures; and
(D perform music representative of American and Texas heritage; and   (D examine the relationships between music and interdisciplinary concepts.
(E identify concepts taught in the other fine arts and their relationships to music concepts.  
(6 Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:   (6 Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:
(A apply criteria in evaluating musical performances and compositions;   (A exhibit audience etiquette during live and recorded performances;
(B evaluate, using music terminology, personal preferences for specific music works and styles; and   (B identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;
(C exhibit concert etiquette as an actively involved listener during varied live performances.   (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.
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