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§117.60. Music, Grade 9. Adopted 1998§117.310. Music, Level I (One Credit), Adopted 2015
(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 Band I, Instrumental Ensemble I, Vocal Ensemble I, Music History I, Music Theory I, Applied Music I (one credit per course   (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.   (b 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.
 
(c Knowledge and skills.   (c 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 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 identify melodic and harmonic parts when listening to and/or performing music;   (A experience and explore exemplary musical examples using technology and available live performances;
(B define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology; and   (B identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;
(C compare and contrast elements of music through literature selected for performance and/or listening.   (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 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 and writes music notation using an appropriate notation system. The student is expected to:
(A demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature;   (A read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and
(B perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and   (B interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.
(C exhibit and explain appropriate small- and large-ensemble performance techniques for formal and informal concerts.  
(3 Creative expression/performance. The student reads and writes music notation. The student is expected to:   (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 sight-read ensemble parts;   (A demonstrate mature, characteristic sound appropriate for the genre;
(B read and write music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and   (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 interpret music symbols and terms referring to dynamics, tempo, and articulation during solo and ensemble performances.   (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/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (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 create a variety of musical phrases; and   (A demonstrate mature, characteristic sound appropriate for the genre while sight reading;
(B arrange a variety of musical phrases.   (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 solfège, 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/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 relates music to history, culture, and the world. The student is expected to:
(A listen to and classify music by style and/or by historical period;   (A compare and contrast music by genre, style, culture, and historical period;
(B identify and describe the uses of music in society and culture;   (B identify music-related vocations and avocations;
(C identify music-related vocations and avocations within the community; and   (C identify and describe the uses of music in societies and cultures;
(D define the relationships between the content, the concepts, and the processes of the other fine arts, other subjects, and those of music.   (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 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 performance in both formal and informal settings. The student is expected to:
(A design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;   (A practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;
(B evaluate musical performances by comparing them to exemplary models; and   (B design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;
(C practice informed concert behavior during live performances in a variety of settings.   (C develop processes for self-evaluation and select tools for personal artistic improvement; and
  (D evaluate musical performances by comparing them to exemplary models.
§117.61. Music, Grade 10. Adopted 1998§117.311. Music, Level II (One Credit), Adopted 2015
(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 Band II, Instrumental Ensemble II, Vocal Ensemble II, Music Theory II, Applied Music II (one credit per course   (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.   (b 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.
(c Knowledge and skills.   (c 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 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 define melody, harmony, rhythm, and texture of music listened to or performed, using standard terminology; and   (A compare and contrast exemplary musical examples using technology and available live performances;
(B compare and contrast music forms of literature selected for performances and/or listening.   (B compare and contrast melodic and harmonic parts using a melodic reading system such as solfège, 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 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 and notates music using an appropriate notation system. The student is expected to:
(A exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles;   (A read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and
(B perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures; and   (B interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.
(C exhibit and describe appropriate small- and large-ensemble performance techniques for formal and informal concerts.  
(3 Creative expression/performance. The student reads and writes music notation. The student is expected to:   (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 sight-read ensemble parts;   (A demonstrate increasingly mature, characteristic sound appropriate for the genre;
(B read and write music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and   (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 interpret music symbols and terms referring to dynamics, tempo, and articulation during solo and/or ensemble performances.   (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/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (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 create simple musical pieces; and   (A exhibit increasingly mature, characteristic sound appropriate for the genre while sight reading;
(B arrange simple musical pieces.   (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 solfège, 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/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 relates music to history, culture, and the world. The student is expected to:
(A classify aurally-presented music by genre, style, and historical period;   (A compare and contrast music by genre, style, culture, and historical period;
(B define uses of music in society and culture;   (B define uses of music in societies and cultures;
(C identify music-related vocations and avocations within the community; and   (C identify and explore the relationships between music and other academic disciplines;
(D define the relationships between the content, the concepts, and the processes of the other fine arts, other subjects, and those of music.   (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 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 performance in formal and informal settings. The student is expected to:
(A design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;   (A exhibit informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;
(B evaluate musical performances by comparing them to exemplary models; and   (B design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;
(C exhibit concert etiquette during live performances in a variety of settings.   (C develop processes for self-evaluation and select tools for personal artistic improvement; and
  (D evaluate musical performances by comparing them to exemplary models.
§117.62. Music, Grade 11. Adopted 1998§117.312. Music, Level III (One Credit), Adopted 2015
(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 III, Choir III, Orchestra III, Jazz Band III, Instrumental Ensemble III, Vocal Ensemble III, the College Board Advanced Placement (AP) Music Theory, International Baccalaureate (IB) Music SL, IB Music HL (one credit per course). The prerequisite for IB Music SL and IB Music HL is one credit of any Music II course. The prerequisite for all other Level III music courses is one credit of Music II in the corresponding discipline.   (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 III, Choir III, Orchestra III, Jazz Ensemble III, Jazz Improvisation III, Instrumental Ensemble III, Vocal Ensemble III, World Music Ensemble III, Applied Music III, Mariachi III, Piano III, Guitar III, and Harp III (one credit per course) . The prerequisite for all Music, Level III music courses is one credit of Music, Level II in the corresponding discipline.
(b Introduction.   (b 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.
(c Knowledge and skills.   (c 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 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 perform appropriate literature expressively;   (A evaluate exemplary musical examples using technology and available live performances;
(B define musical performances, intervals, music notation, chord structure, rhythm/meter, and harmonic texture, using standard terminology; and   (B explore musical textures such as monophony, homophony, and polyphony while using a melodic reading system;
(C identify music forms of performance and listening repertoire.   (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, rondo, and sonata-allegro selected for performance and listening;
  (F compare and contrast concepts of balance and blend using appropriate terminology;
  (G compare and contrast musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;
  (H compare and contrast concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and
  (I apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.
(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 and notates music using an appropriate notation system. The student is expected to:
(A exhibit accurate intonation and rhythm, fundamental skills, and advanced techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensemble;   (A read and notate music that incorporates melody and rhythm; and
(B demonstrate comprehension of musical styles by seeking appropriate literature for performance;   (B interpret music symbols and expressive terms referring to style, dynamics, tempo, and articulation.
(C perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and  
(D exhibit, describe, and critique small- and large-ensemble performance techniques experienced and observed during formal and informal concerts.  
(3 Creative expression/performance. The student reads and writes music notation. The student is expected to:   (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 sight-read major, minor, modal, and chromatic melodies;   (A demonstrate mature, characteristic sound appropriate for the genre;
(B read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters; and   (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 interpret music symbols and terms referring to dynamics, tempo, and articulation when performing.   (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/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (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 improvise musical melodies; and   (A exhibit mature, characteristic sound appropriate for the genre while sight reading;
(B compose or arrange segments of vocal or instrumental pieces (manuscript or computer-generated   (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 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 solfège, 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/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 relates music to history, culture, and the world. The student is expected to:
(A classify by style and by historical period or culture representative examples of music, justifying the classifications;   (A classify representative examples of music by genre, style, culture, and historical period;
(B identify and describe the effects of society, culture, and technology on music;   (B explore the relevance of music to societies and cultures;
(C identify and describe music-related career options including musical performance and music teaching; and   (C define the relationships between music content and concepts and other academic disciplines;
(D define the relationships between the content, the concepts, and the processes of the other fine arts, other subjects, and those of music.   (D analyze music-related career options;
  (E analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and
  (F generate tools for college and career preparation such as electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, auditions, and interview techniques.
(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 responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:
(A evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement; and   (A exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;
(B exhibit informed concert etiquette during live performances in a variety of settings.   (B create and apply specific criteria for evaluating performances of various musical styles;
  (C create and apply specific criteria for offering constructive feedback using a variety of music performances;
  (D develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and
  (E evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.
§117.63. Music, Grade 12. Adopted 1998117.313. Music, Level IV (One Credit), Adopted 2015
(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 IV, Choir IV, Orchestra IV, Jazz Band IV, Instrumental Ensemble IV, Vocal Ensemble IV, the College Board Advanced Placement (AP) Music Theory, International Baccalaureate (IB) Music SL, IB Music HL (one credit per course). The prerequisite for IB Music SL and IB Music HL is one credit of any Music III course. The prerequisite for all other Level IV music courses is one credit of Music III in the corresponding discipline.   (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 IV, Choir IV, Orchestra IV, Jazz Ensemble IV, Jazz Improvisation IV, Instrumental Ensemble IV, Vocal Ensemble IV, World Music Ensemble IV, Applied Music IV, Mariachi IV, Piano IV, Guitar IV, and Harp IV (one credit per course). The prerequisite for all Music, Level IV courses is one credit of Music, Level III in the corresponding discipline.
(b Introduction.   (b 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.
(c Knowledge and skills.   (c 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 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 demonstrate independence in interpreting music through the performance of appropriate literature;   (A evaluate exemplary musical examples using technology and available live performances;
(B analyze musical performances, intervals, music notation, chordal structure, rhythm/meter, and harmonic texture, using standard terminology; and   (B analyze advanced musical textures while using a melodic reading system;
(C analyze music forms of performance and listening repertoire.   (C analyze concepts of music notation, intervals, and chord structure using appropriate terminology;
  (D analyze concepts of rhythm and meter using appropriate terminology and counting system;
  (E analyze musical forms in music selected for performance and listening;
  (F analyze concepts of balance and blend using appropriate terminology;
  (G analyze musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;
  (H analyze concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and
  (I analyze and apply health and wellness concepts related to music practice such as body mechanics, repetitive motion injury prevention, first-aid training, hearing protection, vocal health, hydration, and appropriate hygienic practices.
(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 and notates music using an appropriate notation system. The student is expected to:
(A perform independently, demonstrating accurate intonation and rhythm, fundamental skills, and advanced techniques, and using literature ranging from moderately difficult to difficult;   (A read and notate music that incorporates advanced melodies and rhythms; and
(B demonstrate comprehension of musical styles by selecting appropriate literature for performances;   (B interpret music symbols and expressive terms.
(C perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and  
(D exhibit, describe, and critique small- and large- ensemble performance techniques experienced and observed during formal and informal concerts.  
(3 Creative expression/performance. The student reads and writes music notation. The student is expected to:   (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 sight-read major, minor, modal, and chromatic melodies;   (A demonstrate mature, characteristic sound appropriate for the genre;
(B read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters; and   (B analyze 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 interpret music symbols and terms referring to dynamics, tempo, and articulation when performing.   (C demonstrate rhythmic accuracy using complex patterns at an 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 increasing level of difficulty.
(4 Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:   (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 improvise musical melodies; and   (A exhibit mature, characteristic sound appropriate for the genre while sight reading;
(B compose or arrange vocal or instrumental pieces (manuscript or computer-generated   (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 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 solfège, 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/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 Historical cultural relevance. The student relates music to history, culture, and the world. The student is expected to:
(A classify representative examples of music by style and by historical period or culture, justifying the classifications;   (A discriminate representative examples of music by genre, style, culture, and historical period;
(B describe the effects of music on society, culture, and technology;   (B evaluate the relevance of music to societies and cultures;
(C explain a variety of music and music-related career options; and   (C define the relationships between music content and concepts and other academic disciplines;
(D define the relationships between the content, the concepts, and the processes of the other fine arts and those of music.   (D explain a variety of music and music-related career options;
  (E analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and
  (F generate tools for college and career preparation such as curricula vitae, electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, and audition and interview techniques.
(6 Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:   (6 Critical evaluation and response. The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:
(A evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement; and   (A exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;
(B exhibit concert etiquette during live performances in a variety of settings.   (B create and apply specific criteria for evaluating performances of various musical styles;
  (C create and apply specific criteria for offering constructive feedback using a variety of musical performances;
  (D develop processes for self-evaluation and select tools for personal artistic improvement; and
  (E evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.
©Copyright 2013, Texas Education Agency (TEA). 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.