| (a) 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.
(b) Knowledge and skills.
(1) Foundations: music literacy. The student describes
and analyzes musical sound. The student is expected to:
(A) distinguish among a variety of musical timbres,
including those of children's voices and soprano, alto, tenor, and
bass adult voices;
(B) distinguish among a variety of musical timbres,
including those of woodwind, brass, string, percussion, keyboard,
electronic instruments, and instruments of various cultures;
(C) use known music symbols and terminology referring
to rhythm; melody; timbre; form; tempo, including accelerando and
ritardando; dynamics; articulation; and meter, including simple and
compound, to explain musical sounds presented aurally; and
(D) identify and label small and large musical forms
such as abac, AB, and ABA; rondo; and theme and variations presented
aurally in simple songs and larger works.
(2) Foundations: music literacy. The student reads,
writes, and reproduces music notation using a system. Technology
and other tools may be used to read, write, and reproduce musical
examples. The student is expected to:
(A) read, write, and reproduce rhythmic patterns using
standard notation, including syncopated patterns, and previously learned
note values in 2/4, 3/4, or 4/4 meters as appropriate;
(B) read, write, and reproduce extended pentatonic
and diatonic melodic patterns using standard staff notation; and
(C) identify and interpret new and previously learned
music symbols and terms referring to tempo, including accelerando
and ritardando; dynamics; articulation; and meter, including simple
and compound.
(3) Creative expression. The student performs a varied
repertoire of developmentally appropriate music in informal or formal
settings. The student is expected to:
(A) sing and play classroom instruments independently
or in groups with accurate intonation and rhythm;
(B) sing or play a varied repertoire of music such
as American folk songs, patriotic music, and folk songs representative
of local and world cultures independently or in groups;
(C) move alone and with others to a varied repertoire
of music using gross motor, fine motor, locomotor, and non-locomotor
skills and integrated movement such as hands and feet moving together;
(D) perform various folk dances and play parties;
(E) perform simple two-part music, including rhythmic
and melodic ostinati, rounds, partner songs, and counter melodies;
and
(F) interpret through performance new and previously
learned music symbols and terms referring to tempo, including accelarando
and ritardando; dynamics; articulation; and meter, including simple
and compound.
(4) Creative expression. The student creates and explores
new musical ideas within specified guidelines. The student is expected
to:
(A) create rhythmic phrases through improvisation and
composition;
(B) create melodic phrases through improvisation and
composition; and
(C) create simple accompaniments through improvisation
and composition.
(5) Historical and cultural relevance. The student
examines music in relation to history and cultures. The student is
expected to:
(A) perform a varied repertoire of songs, movement,
and musical games representative of diverse cultures such as historical
folk songs of Texas and America and European and African cultures
in America;
(B) perform music representative of Texas and America,
including "The Star Spangled Banner";
(C) identify and describe music from diverse genres,
styles, periods, and cultures; and
(D) examine the relationships between music and interdisciplinary
concepts.
(6) Critical evaluation and response. The student listens
to, responds to, and evaluates music and musical performances. The
student is expected to:
(A) exhibit audience etiquette during live and recorded
performances;
(B) identify known rhythmic and melodic elements in
aural examples using appropriate vocabulary;
(C) describe specific musical events such as changes
in timbre, form, tempo, dynamics, or articulation in aural examples
using appropriate vocabulary;
(D) respond verbally and through movement to short
musical examples;
(E) evaluate a variety of compositions and formal or
informal musical performances using specific criteria; and
(F) justify personal preferences for specific music
works and styles using music vocabulary.
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