DRAFT Proposed Revisions Texas Essential Knowledge And Skills (TEKS .
DRAFT Proposed RevisionsTexas Essential Knowledge and Skills (TEKS)Fine Arts, Middle School MusicPrepared by the State Board of Education (SBOE) TEKS Review CommitteesFinal Recommendations, September 2012These proposed revisions reflect the recommended changes to the fine arts Texas Essential Knowledge and Skills (TEKS) for music that have been made by the SBOEappointed TEKS review committees. Proposed additions are shown in green font with underlines (additions) and proposed deletions are shown in red font withstrikethroughs (deletions).Comments in the right-hand column provide explanations for the proposed changes. The following notations were used as part of the explanations:CRS—information added or changed to align with the Texas College and Career Readiness Standards (CCRS)ER—information added, changed, or deleted based on expert reviewer feedbackMV—multiple viewpoints from within the committeeVA—information added, changed, or deleted to increase vertical alignmentTABLE OF CONTENTSMusic, Middle School 1 . pages 1-6Music, Middle School 2 . pages 7-12Music, Middle School 3 . pages 13-19
§117.33 Music, Middle School 1 Grade 6TEKS with EditsCommittee Comments(b)Introduction.(1)The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer uniqueexperiences and empower students to explore realities, relationships, and ideas. These disciplinesengage and motivate all students through active learning, critical thinking, and innovative problemsolving. The fine arts develop cognitive functioning and increase student academic achievement,high-order thinking, communication, and collaboration skills. This makes the fine arts applicable tocollege readiness, career opportunities, workplace environments, social skills, and everyday life.Students develop aesthetic and cultural awareness through exploration leading to creative expression.Creativity is essential and the study of the fine arts nurtures and develops the whole child.AFRThe foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thusdeveloping a student’s intellect. Through creative expression, students apply their music literacy and thecritical thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periodsand styles, students will understand the relevance of music to history, culture, and the world; including therelationship of music to other academic disciplines and the vocational possibilities offered. Through criticallistening, students analyze, evaluate, and respond to music, developing criteria for making criticaljudgments and informed choices.Four basic strands--perception, creative expression/performance, historical and cultural heritage, andcritical evaluation--provide broad, unifying structures for organizing the knowledge and skills students areexpected to acquire. In music, students develop their intellect and refine their emotions, understanding thecultural 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 expressivetechnical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.D(2)(1)VAT(a)General requirements. When Grade 6 is part of a departmentalized middle school, students may select amusic course such as from the following: General Music 6, Band 6, Choir 6, or Orchestra 6. Students ingrades 6, 7, or 8 enrolled in the first year of music may select a course such as General Music 6, MiddleSchool 1 Band, Middle School 1 Choir, Middle School 1 Orchestra, Middle School 1 InstrumentalEnsemble, or Middle School 1 Vocal Ensemble.September 20121Music, Middle School 1
(3)Statements that contain the word "including" reference content that must be mastered, while thosecontaining the phrase "such as" are intended as possible illustrative examples.(2)By reflecting on musical periods and styles, students understand music’s role in history and are able toparticipate successfully in a diverse society. Students analyze and evaluate music, developing criteria formaking critical judgments and informed choices.(c)Knowledge and skills.Foundations: Music Literacy Perception. The student describes and analyzes music and musical soundand demonstrates musical artistry. The student explores fundamental skills appropriate for a developingyoung musician. The student is expected to:T(1)“Foundations: Music Literacy” was selected asthe name for this strand because it is morealigned to the actual knowledge and skills thatstudents must have in music.The statement of “and demonstrates musicalartistry” was moved to the “Creativeexpression” strand.ER: health .Original 1A moved to the “Creativeexpression” strand 3(A)VA(1)(B)describe tonal and rhythmic musical elements useing standard terminology in explaining intervals,music notation, musical instruments or voices, and musical performances such as instrumentation,voicing, intervals, solfege, absolute note names, rhythmic values, and counting systems;“Describe”, on the “Remembering” level ofBloom’s Taxonomy, is a more accurate termfor the skill that the student must demonstrate.1A was moved to another strand which causedre-numbering.ER: verb in the front of the sentence,Rigor and specificity(1)(C)describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired andsingle eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, usingstandard terminology;(1)(D)(C)(1)(E)September 2012RD(1)(A)AFexperience and explore exemplary musical examples using technology and available liveperformances;identify musical forms presented aurally and through music notation such as binary, ternary, phrasic,rondo, and theme and variations; andexplore health and wellness concepts related to musical practice such as body mechanics, hearingprotection, vocal health, hydration, and appropriate hygienic practice.2ER: adding specificity.VA: Simplified elements from fifth grade toaccommodate transition to new countingsystems and mechanics of performing.1A was moved to another strand which causedre-numbering.SE was added, changed numberingRigorER: specificityER: health, aligned with HSMusic, Middle School 1
Foundations: Music Literacy Creative expression/performance. The student reads and writes musicnotation using an established system for rhythm and melody. The student is expected to:(2)(C)(4)(A)(2)(D)(2)(E)(3)(A)September 2012TAF(2)(3)(B)identify music symbols and terms referring to notation, including repeat sign, dynamics, includingcrescendo, decrescendo, piano, and forte, tempio, including accelerando, ritardando, moderato, andallegro, and articulations, including staccato and legato; and interpret them appropriately whenperforming.This SE is appropriate in both “Foundations”and “Creative expression”. In “Creativeexpression” this statement includes “whenperforming”.The numbers changed when this SE wasmoved to this strand.ER: rigor and specificityTempo – singular, tempi – plural formNotation: specificityuse standard symbols to notate meter, rhythm, pitch, and dynamics (manuscript or computergenerated) using standard symbols in a hand-written or computer-generated format; andThe numbers changed when this SE wasmoved to this strand.ER: reworded for flowcreate rhythmic phrases using known rhythms and melodic phrases using known pitches at anappropriate level of difficulty within an established system of notation; andThis SE is appropriate in both Foundations andCreative expression. In Foundations the SEincludes “using notation”.The numbers changed when this SE wasmoved to this strand.ER: included “an established system ofnotation”R(2)(A)(3)(C)read music notation using appropriate cognitive and kinesthetic responses such as inner hearing,silent fingering, shadow bowing, or Curwen hand signs; andD(2)(3)Moved from “Creative Expression” to“Foundations” because it was more appropriateto that strand. The numbers changed when thisknowledge statement (KS) was moved to thisstrand.An established system should be used.ER: addition of “established”sight-read unison and homophonic simple music using the appropriate in treble and/or other clefs ina minimum of two various keys and three meters, including 2/4, 3/4, and 4/4;3The appropriate cognitive and kinestheticresponses help students to synthesize theirunderstanding of notation. The use of innerhearing can be a critical element of musicliteracy.“Simple” changed to “unison and polyphonic”to scaffold learning from elementary TEKS.“And/or” changed to “or” for greaterinclusivity.The numbers changed when this studentexpectation (SE) was moved to this strand.ER: polyphonic to homophonicMusic, Middle School 1
(3)(B)(2)(A)T(3)(1)(A)individually demonstrate, alone and in groups, characteristic vocal or instrumental timbre;perform independently, with accurate intonation and rhythm, music alone and in groups,demonstrating appropriate physical fundamental skills and basic performance techniques such ashand position, bowing, embouchure, articulation, and posture;AF(3)(2)Creative expression/performance. The student demonstrates musical artistry by sings or plays singing orplaying an instrument, individually alone and in groups, performing a varied variety of unison,homophonic, and polyphonic music repertoire. The student makes music at an appropriate level ofdifficulty and performs in a variety of genres, from notation and by memory. The student is expected to:The name of this strand was changed tocapture all aspects of creative expression thatoccur in both formal and informalperformances and/or productions.“Unison and polyphonic” scaffolds learningfrom the elementary TEKS.“Singing or playing” is grammatically correct.The numbers changed because other KS’s wereadded under strand 1.ER: reworded/reorderedFor consistency, SE’s must start with a verb.The numbers changed because another KS wasadded.Moved from (1)(A)The numbers changed because another KS wasadded.ER: bowing, tone productionThe numbers changed because another KS wasadded.SE reworded and expanded for increased rigorand specificity(3)(D)(2)(B)perform independently and expressively, from memory and notation, a varied repertoire of musicrepresenting various styles and from diverse cultures; andThis statement is more inclusive of diversity instyles as well as cultures.The numbers changed because another KS wasadded.(3)(E)Appropriate physical technique is essential tosight-read independently and expressively, with accurate intonation and rhythm, demonstratingfundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques quality music making.in known keys and rhythms;(3)(F)(C)September 2012D(3)(2)(C)Rperform independently and expressively, with accurate intonation and rhythm, developingfundamental skills and demonstrate appropriate solo, small- ensemble, and large-ensembleperformance techniques during formal and informal concerts;interpret identify music symbols and terms referring to keys, clefs, dynamics, including crescendo,decrescendo, piano, and forte, tempoi, including accelerando and ritardando, and articulations,including staccato and legato, and interpret them appropriately when performing;4Making music requires students to interpretsymbols and terms, including intervals, not justidentify them. An SE in the “Foundations”strand asks students to identify musicalsymbols and terms.The numbers changed because another KS wasadded.Music, Middle School 1
(3)(G)(4)(A)(4)create rhythmic phrases using known rhythms and melodic phrases using known pitches at anappropriate level of difficulty. ; andCreative expression/performance. The student creates and arranges music within specified guidelines.The student is expected to:(4)(B)The numbers changed because another KS wasadded.ER: specificityThis KS was removed to align with all levels.This SE was removed to align with all levels.arrange rhythmic and melodic phrases.The name of this strand and the KS werechanged to better relate the connectionsbetween history, culture, and music within aglobal society.The numbers changed because another KS wasadded.Historical/ and cultural relevance heritage. The student relates music to history, to society, and culture,and the world. The student is expected to:(4)(A)(5)(C)perform music representative of diverse cultures, including American and Texas heritage; and(4)(B)(5)(A)describe written and aurally-presented music representing representative of diverse styles, periods,and cultures;“Written or” includes pieces that are presentedvisually as well as aurally.The numbers changed because another KS wasadded.(4)(C)(5)(D)relate the other fine arts to identify relationships of music concepts to other academic disciplinessuch as the relationship among music and mathematics, literature, history, and the sciences; andThe SE was changed to better relate theconnections between music and all otheracademic disciplines.The numbers changed because another KS wasadded.RE (addition of “such as”)(4)(D)(5)(B)describe music-related vocations and avocations.AFRCritical evaluation and Rresponse/evaluation. The student listens to, responds to, and evaluates musicand musical performances, in both formal and informal settings. The student is expected to:September 2012The numbers changed because another KS wasadded.The numbers changed because another KS wasadded.D(5)(6)T(4)(5)5The name of this strand was changed to reflectthe higher level thinking skills necessary toprepare students to be informed consumers andaudience members.Active listening in an important part ofevaluating and responding to a musicperformance.Including “in both formal and informalsettings” allows teachers to include a widerrange of performances for purposes of studentcritical responses.Numbers changed because a KS was added.Music, Middle School 1
(5)(A)(6)(C)exhibit demonstrate appropriate concert and stage etiquette as an informed, actively involved listenerand performer during varied live and recorded performances in a variety of settings;“Demonstrates is a higher order in Bloom’sTaxonomy.Concert Etiquette is important in all listeningsituations both live and recorded, and isinclusive of all performance locations.The numbers changed because another KS wasadded.ER: addition of “stage” and “performer”:Specificity and rigorActive listening in an important part ofevaluating and responding to a musicperformance.The numbers changed because another KS wasadded.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 ascritical listening and individual and group performance recordings;(5)(D)(6)(B)evaluate the quality and effectiveness of music and musical performances by comparing them toexemplary models; andOmitting “music and” makes the statementgrammatically correct.The numbers changed because another KS wasadded.demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.Kinesthetic response is an appropriatemeasurement of student musicalunderstanding.The numbers changed because another KS wasadded.ER: “such as” and “cognitive”AFRVA“describe” for increased rigorD(5)(E)T(5)(B)(6)(A)September 20126Music, Middle School 1
§117.36 Music, Middle School 2 Grade 7TEKS with EditsCommittee Comments(b)Introduction.(1)The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiencesand empower students to explore realities, relationships, and ideas. These disciplines engage and motivateall students through active learning, critical thinking, and innovative problem solving. The fine arts developcognitive functioning and increase student academic achievement, high-order thinking, communication,and collaboration skills. This makes the fine arts applicable to college readiness, career opportunities,workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awarenessthrough exploration leading to creative expression. Creativity is essential and the study of the fine artsnurtures and develops the whole child.(2)(1)The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thusdeveloping a student’s intellect. Through creative expression, students apply their music literacy and thecritical thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periodsand styles, students will understand the relevance of music to history, culture, and the world; including therelationship of music to other academic disciplines and the vocational possibilities offered. Through criticallistening, students analyze, evaluate, and respond to music, developing criteria for making criticaljudgments and informed choices.Four basic strands--perception, creative expression/performance, historical and cultural heritage, andcritical evaluation--provide broad, unifying structures for organizing the knowledge and skills students areexpected to acquire. In music, students develop their intellect and refine their emotions, understanding thecultural 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 expressivetechnical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.DRAFT(a)VAGeneral 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. Students enrolled in the second year of musicin grade 7 or 8 may select a course such as Middle School 2 Band, Middle School 2 Choir, Middle School 2Orchestra, Middle School 2 Instrumental Ensemble, or Middle School 2 Vocal Ensemble.(3)Statements that contain the word "including" reference content that must be mastered, while thosecontaining the phrase "such as" are intended as possible illustrative examples.(2)By reflecting on musical periods and styles, students understand music’s role in history and are able toparticipate successfully in a diverse society. Students analyze and evaluate music, developing criteria formaking critical judgments and informed choices.(c)Knowledge and skills.September 20127Music, Middle School 2
“Foundations: Music Literacy” was selected asthe name for this strand because it is morealigned to the actual knowledge and skills thatstudents must have in music.The statement of “and demonstrates musicalartistry” was moved to the “Creativeexpression” strand.VAER: health Foundations: music literacy Perception. The student describes and analyzes music and musicalsound and demonstrates musical artistry. The student explores fundamental skills appropriate for adeveloping young musician. The student is expected to:(1)(E)describe health and wellness concepts related to musical practice such as body mechanics, hearingprotection, vocal health, hydration and appropriate hygienic practice.(1)(A)compare and contrast exemplary musical examples using technology and available liveperformances;MSAOriginal 1A moved to the “Creativeexpression” strand 3A(1)(B)demonstrate knowledge of tonal and rhythmic musical elements using standard terminology such asinstrumentation, voicing, describe intervals, solfege, absolute note names, rhythmic values, andcounting systems; music notation, musical instruments or voices, and musical performances, usingstandard terminology; and“Demonstrate knowledge of” is on theapplication level of Bloom’s Taxonomy.The statement was changed to match thecorresponding statement in the 6th gradeTEKS.(1)(C)demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarternotes, paired and single eighth notes, sixteenth notes, syncopated patterns, corresponding rests, andmeter, including 2/4, 3/4, 4/4, and 6/8, using standard terminology;MSAVA: Added syncopated patterns for rigorER: specificityinterpret identify musical forms such as binary, ternary, phrasic, rondo, and theme and variationspresented aurally and through music notation.; and1A was moved to another strand which causedre-numbering.Interpret added as higher level BloomsER: specificityFoundations: Music Literacy Creative expression/performance. The student reads and writes musicnotation using an established system for rhythm and melody. The student is expected to:This knowledge statement was moved from“Creative Expression” to “Foundations”because it was more appropriate to that strand.The numbers changed when this knowledgestatement (KS) was moved to this strand.(2)(3)(2)(A)(3)(C)September 2012D(1)(D)(C)RAFT(1)interpret music symbols and terms referring to notation, including fermata and coda, dynamics,including pianissimo to fortissimo, tempio, including andante, largo and adagio, and articulations,including accent, marcato, and previously known elements; when performing.8VAThis SE is appropriate in both “Foundations”and “Creative expression”. In “Creativeexpression” this statement includes “whenperforming”.The numbers changed when this SE wasmoved to this strand.Notation: specificityER: specificityMusic, Middle School 2
notate meter, rhythm, pitch, and dynamics using standard symbols in a (manuscript hand-written orcomputer-generated format; ); and(2)(3)(B)create increasingly complex rhythmic phrases, using known rhythms, and melodic phrases, usingknown pitches, within an established system of notation;T(2)(C)read music notation using appropriate cognitive and kinesthetic responses such as inner hearing,silent fingering, shadow bowing, or Curwen hand signs; andsight-read unison, homophonic, and polyphonic music using the appropriate in treble and/or otherclefs in various a minimum of three keys and three meters, including 2/4, 3/4, and 4/4.“Unison and polyphonic” was added toscaffold learning from elementary TEKS.“And/or” was changed to provide greaterinclusivity. The numbers changed when thisstudent expectation (SE) was moved to thisstrand.MSAER: specificity(3)(2)DR(2)(E)(3)(A)Creative expression/performance. The student demonstrates musical artistry by sings or plays singing orplaying an instrument, individually alone and in groups, performing a varied variety of unison,homophonic, and polyphonic music repertoire. The student makes music at an appropriate level ofdifficulty and performs in a variety of genres, from notation and by memory. The student is expected to:September 2012This SE is appropriate in both “Foundations”and “Critical Evaluation and Response”. In“Foundations” this statement includes “usingnotation”.The numbers changed when this SE wasmoved to this strand.Copied from (4)(A) and extended the end toapply within our literacy standrigorThe appropriate cognitive and kinestheticresponses help students to synthesize theirunderstanding of notation. The use of innerhearing can be a critical element of musicliteracy.AF(2)(D)The parentheses were removed and theparenthetical statement was placed directlyinto the SE.The numbers changed when this studentexpectation (SE) was moved to this strand.9The name of this strand was changed tocapture all aspects of creative expression thatoccur in both formal and informalperformances and/or productions.“Singing or playing” is grammatically correct.“Unison and polyphonic” scaffolds learningfrom the elementary TEKS.The numbers changed because other KS’swere added under strand 1.Copied from 6th gradeER: specificityMusic, Middle School 2
(3)(1)(A)(3)(B)(2)(A)For consistency, all SE’s must start with averb.The numbers changed because another KS wasadded.perform independently, with accurate intonation and rhythm, music, alone and in groups,demonstrating appropriate physical fundamental skills and basic performance techniques, such ashand position, bowing, embouchure, articulation, and posture;The numbers changed because another KS wasadded.ER: specificityperform independently and expressively, with accurate intonation and rhythm, demonstrateingfundamental skills and appropriate solo, small-ensemble, and large-ensemble performance techniquesduring formal and or informal concerts;Solo performance is an important aspect ofperformance, and requires different skills thansmall and large ensemble work.Changing “and” to “or” allows teachers to usea variety of performance settings.The numbers changed because another KS wasadded.perform independently and expressively, from memory and notation, a varied repertoire of musicrepresenting various styles and from diverse cultures; andThis statement is more inclusive of diversity instyles as well as cultures.The numbers changed because another KS wasadded.T(3)(2)(C)demonstrate, alone and in groups, characteristic vocal or instrumental timbre individually or ingroups;AF(3)(D)(2)(B)Appropriate physical technique is essential tosight-read independently and expressively, with accurate intonation and rhythm, demonstratingfundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques quality music making.ER: specificityin known keys and rhythms;(3)(E)(3)(G)(4)(A)create increasingly complex rhythmic phrases using known rhythms and melodic phrases usingknown pitches at an appropriate level of difficulty. ; andD(4)R(3)(F)(C)interpret music symbols and terms referring to previously known elements; notation, includingfermata and coda; keys; clefs; dynamics, including pianissimo to fortissimo; tempio, includingandante, largo and adagio; and articulations, including accent and marcato, appropriately whenperforming; andCreative expression/performance. The student creates and arranges music within specified guidelines.The student is expected to:(4)(B)September 2012Making music requires students to interpretsymbols and terms, not just identify them.“Interpret” is a higher level thinking skill andrelates to the corresponding grade 6 TEKS.“Intervals” was added to align with grade 6TEKS.Numbers changed because a KS was added.ER: specificityNumbers changed because a KS was added.MSAER: specificityThis KS was removed to align with all levels.This SE was removed to align with all levels.arrange increasingly complex rhythmic and melodic phrases.10Music, Middle School 2
(4)(5)Historical/ and cultural relevance heritage. The student relates music to history, to society, and toculture, and the world. The student is expected to:perform music representative of diverse cultures, including American and Texas heritage such as"The Star-Spangled Banner" and "Texas, Our Texas;" and(4)(A)T(5)(C)examine written and classify aurally-presented music representative of diverse genres, styles,periods, and cultures;(4)(B)AF(5)(A)(5)(D)identify the relationships between of music the content, the concepts, and the processes of the otherfine arts, to other subjects, and those of music. academic disciplines such as the relationship amongmusic and mathematics, literature, history, and the sciences; and(4)(D)describe music-related vocations and avocations.(4)(C)(5)(6)DR(5)(B)Critical Evaluation and Rresponse/evaluation. The student listens to, responds to, and evaluates musicand musical performances in both formal and informal settings. The student is expected to:September 201211The name of this strand and the KS werechanged to better relate the connectionsbetween history, culture, and music within aglobal society.Numbers changed because a KS was added.“The Star-Spangled Banner” and “Texas, ourTexas” relate to the History TEKS.Numbers changed because a KS was added.MSAER: Specificity and rigor“Compare and contrast” is a higher levelthinking skill in Bloom’s.“Written and” includes pieces that arepresented visually as well as aurally.Numbers changed because a KS was added.This SE was changed to better relate theconnections between music and all otheracademic disciplines.Numbers changed because a KS was added.MSAER: specificityNumbers changed because a KS was added.The name of this strand was changed to reflectthe higher level thinking skills necessary toprepare students to be informed consumersand audience members.Omitting “music and” eliminated aredundancy.Active listening in an important part ofevaluating and responding to a musicperformance.Including “in both formal and informalsettings” allows teachers to include a widerrange of performances for purposes of studentcritical responses.The numbers changed because another KS wasadded.Music, Middle School 2
demonstrate appropriate exhibit concert and stage etiquette as an informed, actively involved listener andperformer during live and recorded performances in a variety of settings.;T(5)(A)(6)(C)design and apply criteria for listening to and evaluating the quality and effectiveness of music andmusical performances;(5)(C)demonstrate processes and select the tools for self evaluation and personal artistic improvement such ascritical listening to individual and group performance recordings;RAF(5)(B)(6)(A)identify and apply criteria for evaluating evaluate the quality and effectiveness of personal performances;and(5)(E)(6)(B)evaluate the quality and effectiveness of music and musical performances by comparing them toexemplary models; and(5)(F)September 2012D(5)(D)(6)(B)demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.12“Demonstrates is a higher order in Bloom’sTaxonomy.Concert Etiquette is important in all listeningsituations both live and recorded, and is inclusiveof all performance locations.The new
Texas Essential Knowledge and Skills (TEKS) Fine Arts, Middle School Music Prepared by the State Board of Education (SBOE) TEKS Review Committees Final Recommendations, September 2012 These proposed revisions reflect the recommended changes to the fine arts Texas Essential Knowledge and Skills (TEKS) for music that have been made by the SBOE-
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