| (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.
(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 sound. The student explores fundamental
skills appropriate for a developing young musician. The student is
expected to:
(A) compare and contrast exemplary musical examples
using technology and available live performances;
(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) 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) Foundations: music literacy. The student reads
and writes music notation using an established system for rhythm and
melody. The student is expected to:
(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) notate meter, rhythm, pitch, and dynamics using
standard symbols in a handwritten or computer-generated format;
(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. 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) demonstrate, alone and in groups, characteristic
vocal or instrumental timbre;
(B) perform music, alone and in groups, demonstrating
appropriate physical fundamental techniques such as hand position,
bowing, embouchure, articulation, and posture;
(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) Historical and cultural relevance. The student
relates music to history, culture, and the world. The student is expected
to:
(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) 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) 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) 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) apply criteria for listening to and evaluating
musical performances;
(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 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.
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