| (a) General requirements. Students enrolled in the
third year of music may select from the following courses: Middle
School 3 Band, Middle School 3 Choir, Middle School 3 Orchestra, Middle
School 3 Jazz Ensemble, Middle School 3 Instrumental Ensemble, or
Middle School 3 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 demonstrates 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 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;
(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;
(D) analyze musical forms presented aurally and through
music notation such as binary, ternary, phrasic, rondo, and theme
and variations; and
(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:
(A) analyze music symbols and terms referring to notation;
dynamics; tempi, including largo to presto; articulations, including
sforzando; and previously known elements;
(B) notate meter, rhythm, pitch, and dynamics using
standard symbols in a handwritten or computer-generated format;
(C) create complex rhythmic phrases, using known rhythms,
and complex 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 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:
(A) model, 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 a variety of music symbols and terms,
incorporating appropriate stylistic qualities when performing, including
sforzando, largo to presto, and previously known elements; and
(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:
(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) compare and contrast written and aurally presented
music representative of diverse genres, styles, periods, and cultures;
(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; 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) model 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 apply the tools for self-evaluation
and personal artistic improvement such as critical listening to individual
and group performance recordings;
(D) apply criteria for listening to and evaluating
personal performances;
(E) evaluate the quality and effectiveness of musical
performances by comparing them to exemplary models and offer constructive
suggestions for improvement; and
(F) demonstrate appropriate cognitive and kinesthetic
responses to music and musical performances.
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