19 Tex. Admin. Code § 117.313 - Music, Level IV (One Credit), Adopted 2013
(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, Harp IV, International Baccalaureate (IB) Music Standard
Level (SL), or IB Music Higher Level (HL) (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.
(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) 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.
(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) evaluate exemplary musical examples using
technology and available live performances;
(B) analyze advanced musical textures while
using a melodic reading system;
(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) Foundations: music literacy.
The student reads and notates music using an appropriate notation system. The
student is expected to:
(A) read and notate
music that incorporates advanced melodies and rhythms; and
(B) interpret music symbols and expressive
terms.
(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) demonstrate mature, characteristic sound
appropriate for the genre;
(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) 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. 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) exhibit mature, characteristic sound
appropriate for the genre while sight reading;
(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 solfege, 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 relevance. The student relates music to history, culture,
and the world. The student is expected to:
(A)
discriminate representative examples of music by genre, style, culture, and
historical period;
(B) evaluate the
relevance of music to societies and cultures;
(C) define the relationships between music
content and concepts and other academic disciplines;
(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) 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) exhibit informed concert etiquette as a
performer and an audience member during live and recorded 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.
Notes
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