Levels I, II, III, and IV represent achievement levels, not student classification. For example, a student in high school choir for the first time is enrolled in Choir I, regardless of his or her grade level. Because students in secondary level performance classes often have differing skill and experience levels, the teachers individualize student expectations.
Materials used in performance groups change from year to year.
For example, each of the four levels of choir has its own lesson plans and materials. As teachers analyze and choose literature, they consider the skills and techniques needed to build student proficiency and make selections that represent a broad range of cultures, time periods, and genres. Scheduling Because TEKS achievement standards are rigorous, scheduling and class size decisions are important. Safety, student development levels, course content and activities, and available staff and facilities are all considered. The following questions might be useful in the decision-making process.