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Music TEKS Chart 6-8

Middle School 1 Middle School 2 Middle School 3
(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:
(1)(A) experience and explore exemplary musical examples using technology and available live performances (1)(A) compare and contrast exemplary musical examples using technology and available live performances (1)(A) compare and contrast exemplary musical examples using technology and available live performances
(1)(B) describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems (1)(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 (1)(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
(1)(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 (1)(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 (1)(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
(1)(D) identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations (1)(D) interpret musical forms such as binary, ternary, phrasic, rondo, and theme and variations presented aurally and through music notation (1)(D) identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations
(1)(E) explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice (1)(E) describe health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice (1)(E) demonstrate health and wellness concepts related to musical practice such as hand positions, hearing protection, vocal health, hydration, and appropriate hygienic practice
(2) Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:
(2)(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 (2)(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 (2)(A) analyze music symbols and terms referring to notation; dynamics; tempi, including largo to presto; articulations, including sforzando; and previously known elements
(2)(B) notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format (2)(B) notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format (2)(B) notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format
(2)(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 (2)(C) create increasingly complex rhythmic phrases, using known rhythms, and melodic phrases, using known pitches, within an established system of notation (2)(C) create complex rhythmic phrases, using known rhythms, and complex melodic phrases, using known pitches, within an established system of notation
(2)(D) read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs (2)(D) read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs (2)(D) read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs
(2)(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 (2)(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 (2)(E) sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters
(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:
(3)(A) demonstrate, alone and in groups, characteristic vocal or instrumental timbre (3)(A) demonstrate, alone and in groups, characteristic vocal or instrumental timbre (3)(A) model, alone and in groups, characteristic vocal or instrumental timbre
(3)(B) perorm music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture; (3)(B) perform music, alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture (3)(B) perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture
(3)(C) perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques (3)(C) perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques (3)(C) perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques
(3)(D) perform independently and expressively a varied repertoire of music representing various styles and cultures (3)(D) perform independently and expressively a varied repertoire of music representing various styles and cultures (3)(D) perform independently and expressively a varied repertoire of music representing various styles and cultures
(3)(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 (3)(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 (3)(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
(3)(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 (3)(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 (3)(F) interpret a variety of music symbols and terms, incorporating appropriate stylistic qualities when performing, including sforzando, largo to presto, and previously known elements
(3)(G) create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty (3)(G) create increasingly complex rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty (3)(G) create complex rhythmic phrases using known rhythms and complex melodic phrases using known pitches at an appropriate level of difficulty
(4) Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:
(4)(A) perform music representative of diverse cultures, including American and Texas heritage (4)(A) perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage (4)(A) perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage
(4)(B) describe written and aurally presented music representative of diverse styles, periods, and cultures (4)(B) examine written and aurally presented music representative of diverse genres, styles, periods, and cultures (4)(B) compare and contrast written and aurally presented music representative of diverse genres, styles, periods, and cultures
(4)(C) identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences (4)(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 (4)(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
(4)(D) describe music-related vocations and avocations (4)(D) describe music-related vocations and avocations (4)(D) describe music-related vocations and avocations
(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:
(5)(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 (5)(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 (5)(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
(5)(B) identify criteria for listening to and evaluating musical performances (5)(B) apply criteria for listening to and evaluating musical performances (5)(B) identify criteria for listening to and evaluating musical performances
(5)(C) describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings (5)(C) demonstrate processes and select the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings (5)(C) demonstrate processes and apply the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings
(5)(D) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models (5)(D) identify and apply criteria for evaluating personal performances (5)(D)apply criteria for listening to and evaluating personal performances
(5)(E) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances (5)(E) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models (5)(E) evaluate the quality and effectiveness of musical performances by comparing them to exemplary models and offer constructive suggestions for improvement
(5)(F) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances (5)(F) demonstrate appropriate cognitive and kinesthetic responses to music and musical performances
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TEKS k-5
TEKS 9-12
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