| Foundations: music literacy. The student describes and analyzes musical sound. |
The student is expected to:
- distinguish among a variety of musical timbres, including those of children’s voices and soprano, alto, tenor, and bass adult voices;
- distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
- 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
- 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.
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| 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:
- 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;
- read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
- 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.
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| Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. |
The student is expected to:
- sing and play classroom instruments independently or in groups with accurate intonation and rhythm;
- 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;
- 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;
- perform various folk dances and play parties;
- perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies; and
- 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.
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| Creative expression. The student creates and explores new musical ideas within specified guidelines. |
The student is expected to:
- create rhythmic phrases through improvisation and composition;
- create melodic phrases through improvisation and composition; and
- create simple accompaniments through improvisation and composition.
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| Historical and cultural relevance. The student examines music in relation to history and cultures. |
The student is expected to:
- 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;
- perform music representative of Texas and America, including “The Star Spangled Banner”;
- identify and describe music from diverse genres, styles, periods, and cultures; and
- examine the relationships between music and interdisciplinary concepts.
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| Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. |
The student is expected to:
- exhibit audience etiquette during live and recorded performances;
- identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;
- describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary;
- respond verbally and through movement to short musical examples;
- evaluate a variety of compositions and formal or informal musical performances using specific criteria; and
- justify personal preferences for specific music works and styles using music vocabulary.
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