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Middle School TEKS Comparison

§117.33. Music, Middle School 1. Adopted 1998§117.208. Music, Middle School 1, Adopted 2015
(a General requirements. When Middle School 1 is part of a departmentalized middle school, students may select a music course from the following: General Music 6, Band 6, Choir 6, Orchestra 6.   (a General requirements. Students in Grades 6, 7, or 8 enrolled in the first year of music may select from the following courses: General Music 6, Middle School 1 Band, Middle School 1 Choir, Middle School 1 Orchestra, Middle School 1 Instrumental Ensemble, or Middle School 1 Vocal Ensemble.
(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 sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to:
(A individually demonstrate characteristic vocal or instrumental timbre;   (A experience and explore exemplary musical examples using technology and available live performances;
(B use standard terminology in explaining intervals, music notation, musical instruments or voices, and musical performances; and   (B describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;
(C identify music forms presented aurally and through music notation.   (C describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;
  (D identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and
  (E explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.
(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 established system for rhythm and melody. The student is expected to:
(A perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques;   (A identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;
(B perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and   (B notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;
(C demonstrate appropriate small- and large-ensemble performance techniques during formal and informal concerts.   (C create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty within an established system of notation;
  (D read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and
  (E sight read unison and homophonic music using the appropriate clef in a minimum of two keys and three meters, including 2/4, 3/4, and 4/4.
(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, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to:
(A sight-read simple music in treble and/or other clefs in various keys and meters;   (A demonstrate, alone and in groups, characteristic vocal or instrumental timbre;
(B use standard symbols to notate meter, rhythm, pitch, and dynamics (manuscript or computer-generated   (B perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;
(C identify music symbols and terms referring to dynamics, tempo, and articulation and interpret them appropriately when performing.   (C perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;
  (D perform independently and expressively a varied repertoire of music representing various styles and cultures;
  (E sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;
  (F interpret music symbols and terms referring to keys; clefs; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando and ritardando; and articulations, including staccato and legato, appropriately when performing; and
  (G create rhythmic phrases using known rhythms and melodic phrases using known pitches 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 Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:
(A create rhythmic and melodic phrases; and   (A perform music representative of diverse cultures, including American and Texas heritage;
(B arrange rhythmic and melodic phrases.   (B describe written and aurally presented music representative of diverse styles, periods, and cultures;
  (C identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and
  (D describe music-related vocations and avocations.
(5 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 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 describe aurally-presented music representing diverse styles, periods, and cultures;   (A demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;
(B describe music-related vocations and avocations;   (B identify criteria for listening to and evaluating musical performances;
(C perform music representative of diverse cultures, including American and Texas heritage; and   (C describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings;
(D relate the other fine arts to music concepts.   (D evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and
  (E demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.
(6 Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:  
(A identify criteria for evaluating performances;  
(B evaluate the quality and effectiveness of music and musical performances; and  
(C exhibit concert etiquette as an informed, actively involved listener during varied live performances.  
§117.36. Music, Middle School 2. Adopted 1998§117.209. Music, Middle School 2, Adopted 2015
(a General requirements. Students may select a music course from the following: General Music 7, Band 7, Choir 7, Orchestra 7, Jazz Band 7, Instrumental Ensemble 7.   (a General requirements. Students enrolled in the second year of music may select from the following courses: Middle School 2 Band, Middle School 2 Choir, Middle School 2 Orchestra, Middle School 2 Jazz Ensemble, Middle School 2 Instrumental Ensemble, or Middle School 2 Vocal Ensemble.
(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 sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to:
(A demonstrate characteristic vocal or instrumental timbre individually and in groups;   (A compare and contrast exemplary musical examples using technology and available live performances;
(B describe intervals, music notation, musical instruments or voices, and musical performances, using standard terminology; and   (B demonstrate knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;
(C identify music forms presented aurally and through music notation.   (C demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns, corresponding rests, and meter, including 2/4, 3/4, 4/4, and 6/8, using standard terminology;
  (D interpret musical forms such as binary, ternary, phrasic, rondo, and theme and variations presented aurally and through music notation; and
  (E describe health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.
(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 established system for rhythm and melody. The student is expected to:
(A perform independently with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques;   (A interpret music symbols and terms referring to notation, including fermata and coda; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and adagio; and articulations, including accent, marcato, and previously known elements;
(B perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and   (B notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;
(C demonstrate appropriate small- and large-ensemble performance techniques during formal and informal concerts.   (C create increasingly complex rhythmic phrases, using known rhythms, and melodic phrases, using known pitches, within an established system of notation;
  (D read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and
  (E sight-read unison, homophonic, and polyphonic music using the appropriate clef in a minimum of three keys and three meters, including 2/4, 3/4, and 4/4.
(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, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to:
(A sight-read music in treble and/or other clefs in various keys and meters;   (A demonstrate, alone and in groups, characteristic vocal or instrumental timbre;
(B notate meter, rhythm, pitch, and dynamics using standard symbols (manuscript or computer-generated   (B perform music, alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;
(C interpret music symbols and terms referring to dynamics, tempo, and articulation when performing.   (C perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;
  (D perform independently and expressively a varied repertoire of music representing various styles and cultures;
  (E sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;
  (F interpret music symbols and terms referring to previously known elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo to fortissimo; tempi, including andante, largo, and adagio; and articulations, including accent and marcato, appropriately when performing; and
  (G create increasingly complex rhythmic phrases using known rhythms and melodic phrases using known pitches 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 Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:
(A create increasingly complex rhythmic and melodic phrases; and   (A perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;
(B arrange increasingly complex rhythmic and melodic phrases.   (B examine written and aurally presented music representative of diverse genres, styles, periods, and cultures;
  (C identify relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and
  (D describe music-related vocations and avocations.
(5 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 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 classify aurally-presented music representative of diverse genres, styles, periods, and cultures;   (A demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;
(B describe music-related vocations and avocations;   (B apply criteria for listening to and evaluating musical performances;
(C perform music representative of diverse cultures, including American and Texas heritage; and   (C demonstrate processes and select the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;
(D identify the relationships between the content, the concepts, and the processes of the other fine arts, other subjects, and those of music.   (D identify and apply criteria for evaluating personal performances;
  (E evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and
  (F demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.
(6 Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:  
(A design and apply criteria for evaluating the quality and effectiveness of music and musical performances;  
(B evaluate the quality and effectiveness of personal performances; and  
(C exhibit concert etiquette during live performances in a variety of settings.  
§117.39. Music, Middle School 3. Adopted 1998§117.210. Music, Middle School 3, Adopted 2015
(a General requirements. Students may select a music course from the following: General Music 8, Band 8, Choir 8, Orchestra 8, Jazz Band 8, Instrumental Ensemble 8.   (a General requirements. Students enrolled in the third year of music may select from the following courses: Middle School 3 Band, Middle School 3 Choir, Middle School 3 Orchestra, Middle School 3 Jazz Ensemble, Middle School 3 Instrumental Ensemble, or Middle School 3 Vocal Ensemble.
(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 sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to:
(A demonstrate characteristic vocal or instrumental timbre individually and in groups;   (A compare and contrast exemplary musical examples using technology and available live performances;
(B describe in detail intervals, music notation, musical instruments, voices, and musical performances, using standard terminology; and   (B demonstrate detailed knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;
(C identify music forms presented aurally and through music notation.   (C demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns and corresponding rests, and varied meters, using standard terminology;
  (D analyze musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and
  (E demonstrate health and wellness concepts related to musical practice such as hand positions, hearing protection, vocal health, hydration, and appropriate hygienic practice.
(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 established system for rhythm and melody. The student is expected to:
(A perform independently with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques;   (A analyze music symbols and terms referring to notation; dynamics; tempi, including largo to presto; articulations, including sforzando; and previously known elements;
(B perform expressively, incorporating appropriate stylistic qualities;   (B notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;
(C perform, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and   (C create complex rhythmic phrases, using known rhythms, and complex melodic phrases, using known pitches, within an established system of notation;
(D demonstrate appropriate small- and large-ensemble performance techniques during formal and informal concerts.   (D read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and
  (E sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters.
(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, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to:
(A sight-read music in treble and/or other clefs in various keys and meters;   (A model, alone and in groups, characteristic vocal or instrumental timbre;
(B notate meter, rhythm, pitch, and dynamics, using standard symbols (manuscript or computer-generated   (B perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;
(C interpret music symbols and terms referring to dynamics, tempo, and articulation when performing.   (C perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;
  (D perform independently and expressively a varied repertoire of music representing various styles and cultures;
  (E sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;
  (F interpret a variety of music symbols and terms, incorporating appropriate stylistic qualities when performing, including sforzando, largo to presto, and previously known elements; and
  (G create complex rhythmic phrases using known rhythms and complex melodic phrases using known pitches 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 Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:
(A create complex rhythmic and melodic phrases; and   (A perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;
(B arrange complex rhythmic and melodic phrases.   (B compare and contrast written and aurally presented music representative of diverse genres, styles, periods, and cultures;
  (C compare and contrast relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, sciences, and language; and
  (D describe music-related vocations and avocations.
(5 Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:   (5 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 classify aurally-presented music representing diverse styles, periods, and cultures;   (A model appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;
(B describe music-related vocations and avocations;   (B apply criteria for listening to and evaluating musical performances;
(C perform music representative of diverse cultures, including American and Texas heritage; and   (C demonstrate processes and apply the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;
(D relate the content, the concepts, and the processes of subjects other than the arts to those of music.   (D apply criteria for listening to and evaluating personal performances;
  (E evaluate the quality and effectiveness of musical performances by comparing them to exemplary models and offer constructive suggestions for improvement; and
  (F demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.
(6 Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:  
(A design and apply criteria for evaluating the quality and effectiveness of music and musical performance;  
(B evaluate the quality and effectiveness of personal musical performances;  
(C apply specific criteria appropriate for the style of the music and offer constructive suggestions for improvement; and  
(D exhibit concert etiquette during live performances in a variety of settings.  
©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.