Common Planner
K–12 Standards

Music: Middle School 1

Other Texas Fine Arts sets

Middle School Music 1

  • 1.

    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:6-8.1.1

    1. A.

      experience and explore exemplary musical examples using technology and available live performances;6-8.1.1.A

    2. B.

      describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;6-8.1.1.B

    3. C.

      describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;6-8.1.1.C

    4. D.

      identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and6-8.1.1.D

    5. E.

      explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.6-8.1.1.E

  • 2.

    The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:6-8.1.2

    1. A.

      identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;6-8.1.2.A

    2. B.

      notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;6-8.1.2.B

    3. C.

      create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty within an established system of notation;6-8.1.2.C

    4. D.

      read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and6-8.1.2.D

    5. E.

      sight read unison and homophonic music using the appropriate clef in a minimum of two keys and three meters, including 2/4, 3/4, and 4/4.6-8.1.2.E

  • 3.

    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:6-8.1.3

    1. A.

      demonstrate, alone and in groups, characteristic vocal or instrumental timbre;6-8.1.3.A

    2. B.

      perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;6-8.1.3.B

    3. C.

      perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;6-8.1.3.C

    4. D.

      perform independently and expressively a varied repertoire of music representing various styles and cultures;6-8.1.3.D

    5. 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;6-8.1.3.E

    6. F.

      interpret music symbols and terms referring to keys; clefs; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando and ritardando; and articulations, including staccato and legato, appropriately when performing; and6-8.1.3.F

    7. G.

      create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty.6-8.1.3.G

  • 4.

    The student relates music to history, culture, and the world. The student is expected to:6-8.1.4

    1. A.

      perform music representative of diverse cultures, including American and Texas heritage;6-8.1.4.A

    2. B.

      describe written and aurally presented music representative of diverse styles, periods, and cultures;6-8.1.4.B

    3. C.

      identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and6-8.1.4.C

    4. D.

      describe music-related vocations and avocations.6-8.1.4.D

  • 5.

    The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:6-8.1.5

    1. 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;6-8.1.5.A

    2. B.

      identify criteria for listening to and evaluating musical performances;6-8.1.5.B

    3. C.

      describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings;6-8.1.5.C

    4. D.

      evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and6-8.1.5.D

    5. E.

      demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.6-8.1.5.E

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
When were these standards adopted?
2013
Where can I read the official document?
Texas Essential Knowledge and Skills for Music

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