(1) Four basic strands--perception, creative
expression/performance, historical and cultural heritage, and critical evaluation--provide
broad, unifying structures for organizing the knowledge and skills students
are expected to acquire. In music, students develop their intellect and refine
their emotions, understanding the cultural 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 expressive technical skills of music and critical-thinking skills to evaluate
multiple forms of problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and are able to participate successfully
in a diverse society. Students analyze and evaluate music, developing criteria
for making critical judgments and informed choices.
(c) Knowledge and skills.
(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry. The student is expected to:
(A) demonstrate characteristic vocal or
instrumental timbre individually and in groups;
(B) describe in detail intervals, music
notation, musical instruments, voices, and musical performances, using standard
(C) identify music forms presented aurally
and through music notation.
(2) Creative expression/performance. The student
sings or plays an instrument, individually and in groups, performing a varied
repertoire of music. The student is expected to:
(A) perform independently with accurate
intonation and rhythm, demonstrating fundamental skills and basic performance
(B) perform expressively, incorporating
appropriate stylistic qualities;
(C) perform, from memory and notation,
a varied repertoire of music representing styles from diverse cultures;
(D) demonstrate appropriate small- and
large-ensemble performance techniques during formal and informal concerts.
(3) Creative expression/performance. The student
reads and writes music notation. The student is expected to:
(A) sight-read music in treble and/or
other clefs in various keys and meters;
(B) notate meter, rhythm, pitch, and dynamics,
using standard symbols (manuscript or computer-generated); and
(C) interpret music symbols and terms
referring to dynamics, tempo, and articulation when performing.
(4) Creative expression/performance. The student
creates and arranges music within specified guidelines. The student is expected
(A) create complex rhythmic and melodic
(B) arrange complex rhythmic and melodic
(5) Historical/cultural heritage. The student
relates music to history, to society, and to culture. The student is expected
(A) classify aurally-presented music representing
diverse styles, periods, and cultures;
(B) describe music-related vocations and
(C) perform music representative of diverse
cultures, including American and Texas heritage; and
(D) relate the content, the concepts,
and the processes of subjects other than the arts to those of music.
(6) Response/evaluation. The student responds
to and evaluates music and musical performances. The student is expected to:
(A) design and apply criteria for evaluating
the quality and effectiveness of music and musical performance;
(B) evaluate the quality and effectiveness
of personal musical performances;
(C) apply specific criteria appropriate
for the style of the music and offer constructive suggestions for improvement;
(D) exhibit concert etiquette during live
performances in a variety of settings.
19 TAC, Title 19, Part II
Texas Essential Knowledge & Skills for Music
Chapter §117.36. (8th Grade)
Subchapter B. Middle School
To view 8th grade Band Curriculum, click here.