Source: http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117a.html
Timestamp: 2018-10-18 11:11:55
Document Index: 682723984

Matched Legal Cases: ['§7', '§28', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117', '§117']

19 TAC Chapter 117, Subchapter D
Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §7.102(c)(4) and §28.002, unless otherwise noted.
(a) The provisions of §§117.101-117.119 of this subchapter shall be implemented by school districts.
(b) No later than August 31, 2014, the commissioner of education shall determine whether instructional materials funding has been made available to Texas public schools for materials that cover the essential knowledge and skills for fine arts as adopted in §§117.101-117.119 of this subchapter.
(c) If the commissioner makes the determination that instructional materials funding has been made available under subsection (b) of this section, §§117.101-117.119 of this subchapter shall be implemented beginning with the 2015-2016 school year and apply to the 2015-2016 and subsequent school years.
(d) If the commissioner does not make the determination that instructional materials funding has been made available under subsection (b) of this section, the commissioner shall determine no later than August 31 of each subsequent school year whether instructional materials funding has been made available. If the commissioner determines that instructional materials funding has been made available, the commissioner shall notify the State Board of Education and school districts that §§117.101-117.119 of this subchapter shall be implemented for the following school year.
(e) Sections 117.1-117.19 of this chapter shall be superseded by the implementation of §§117.101-117.119 under this section.
§117.104. Theatre, Kindergarten, Adopted 2013.
(B) explore space using expressive movement;
(A) create playing space using common objects such as tables or chairs;
(B) create costumes using simple materials such as cardboard, newspaper, or fabric;
(C) rehearse dramatic play; and
(A) rehearse and perform real and imaginative situations of family cultures of students in the class; and
(B) rehearse and perform stories from American history.
(A) discuss, practice, and display appropriate audience behavior; and
(B) respond to dramatic activities through discussion.
Source: The provisions of this §117.104 adopted to be effective July 28, 2013, 38 TexReg 4575.
§117.105. Art, Grade 1, Adopted 2013.
Source: The provisions of this §117.105 adopted to be effective July 28, 2013, 38 TexReg 4575.
§117.106. Music, Grade 1, Adopted 2013.
(1) Foundations: music literacy. The student describes and analyzes musical sound and reads, writes, and reproduces music notation. The student is expected to:
(A) identify the known five voices and adult/children singing voices;
(B) identify visually and aurally the instrument families;
(C) use basic music terminology in describing changes in tempo, including allegro/largo, and dynamics, including forte/piano; and
(D) identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns.
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:
(A) read, write, and reproduce rhythmic patterns, including quarter note/paired eighth notes and quarter; and
(B) read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
(A) sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
(B) sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;
(D) perform simple part work, including beat versus rhythm, rhythmic ostinato, and vocal exploration; and
(E) perform music using tempo, including allegro/largo, and dynamics, including forte/piano.
(4) Creative expression. The student creates and explores new musical ideas. The student is expected to:
(A) create short, rhythmic patterns using known rhythms;
(B) create short, melodic patterns using known pitches; and
(C) explore new musical ideas using singing voice and classroom instruments.
(A) sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music;
(B) identify steady beat in short musical excerpts from various periods or times in history and diverse cultures; and
(C) identify simple interdisciplinary concepts relating to music.
(B) recognize known rhythmic and melodic elements in simple aural examples using known terminology;
(C) distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances; and
(D) respond verbally or through movement to short musical examples.
Source: The provisions of this §117.106 adopted to be effective July 28, 2013, 38 TexReg 4575.
§117.107. Theatre, Grade 1, Adopted 2013.
(B) develop spatial awareness in dramatic play using expressive and rhythmic movement;
(B) create roles through imitation;
(C) dramatize simple stories; and
(A) discuss aspects of the environment for use in dramatic play such as location or climate;
(B) discuss dramatic activities; and
(C) discuss the use of music, creative movement, and visual components in dramatic play.
Source: The provisions of this §117.107 adopted to be effective July 28, 2013, 38 TexReg 4575.
(C) analyze how art affects everyday life and is connected to jobs in art and design; and
(A) support reasons for preferences in personal artworks;
(B) compare and contrast ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers; and
(C) compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self evaluations or exhibitions.
§117.109. Music, Grade 2, Adopted 2013.
(A) identify choral voices, including unison versus ensemble;
(B) identify instruments visually and aurally;
(C) use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo; and
(D) identify and label simple small forms such as aaba and abac.
(A) read, write, and reproduce rhythmic patterns using standard notation in 2/4 meter, including half note/half rest;
(B) read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
(C) read, write, and reproduce basic music terminology, including allegro/largo and forte/piano.
(D) perform simple part work, including rhythmic ostinato, and vocal exploration such as singing, speaking, and chanting; and
(E) perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo.
(A) create rhythmic phrases using known rhythms;
(B) create melodic phrases using known pitches; and
(C) explore new musical ideas in phrases using singing voice and classroom instruments.
(A) sing songs and play musical games, including patriotic, folk, and seasonal music;
(B) examine short musical excerpts from various periods or times in history and diverse and local cultures; and
(A) begin to practice appropriate audience behavior during live or recorded performances;
(C) distinguish between rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and simple patterns in musical performances; and
Source: The provisions of this §117.109 adopted to be effective July 28, 2013, 38 TexReg 4575.
§117.110. Theatre, Grade 2, Adopted 2013.
Source: The provisions of this §117.110 adopted to be effective July 28, 2013, 38 TexReg 4575.
§117.111. Art, Grade 3, Adopted 2013.
(2) Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem solving skills. The student is expected to:
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.
(C) connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; and
(D) investigate the connections of visual art concepts to other disciplines.
(A) evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and historical and contemporary artists;
(B) use methods such as oral response or artist statements to identify main ideas found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks such as physical artworks, electronic images, sketchbooks, or portfolios for purposes of self assessment or exhibition.
Source: The provisions of this §117.111 adopted to be effective July 28, 2013, 38 TexReg 4575.
§117.112. Music, Grade 3, Adopted 2013.
(A) categorize and explain a variety of musical sounds, including those of children and adult voices;
(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, and instruments from various cultures;
(C) use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; and dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally; and
(D) identify and label small and large musical forms such as abac, AB, and ABA presented aurally in simple songs and larger works.
(2) 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:
(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate;
(B) read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
(C) identify new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.
(A) sing or play classroom instruments with accurate intonation and rhythm independently or in groups;
(B) sing or play a varied repertoire of music such as American folk songs and folk songs representative of local cultures independently or in groups;
(C) move alone or 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;
(D) perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and
(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.
(A) create rhythmic phrases through improvisation or composition;
(B) create melodic phrases through improvisation or composition; and
(C) create simple accompaniments through improvisation or composition.
(A) perform a varied repertoire of songs, movement, and musical games representative of American and local cultures;
(B) identify music from diverse genres, styles, periods, and cultures; and
(C) identify the relationships between music and interdisciplinary concepts.
(A) exhibit audience etiquette during live and recorded performances;
(B) recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;
(C) identify specific musical events in aural examples such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary;
(D) respond verbally and through movement to short musical examples; and
(E) describe a variety of compositions and formal or informal musical performances using specific music vocabulary.
Source: The provisions of this §117.112 adopted to be effective July 28, 2013, 38 TexReg 4575.
(A) react to sensory and emotional experiences such as sight or sound and happiness or sadness through creative play;
(B) create playing space using expressive and rhythmic movement;
(C) respond to sounds, music, images, language, and literature using movement; and
(B) participate in a variety of roles in real life or imaginative situations through narrative pantomime, dramatic play, or story dramatization;
(C) dramatize literary selections using shadow play or puppetry; and
(D) dramatize literary selections using pantomime and imitative dialogue.
(A) identify technical theatre elements such as props, costumes, sound, and visual elements that define character, environment, action, and theme;
(B) use simple technical theatre elements such as props, costumes, sound, and visual elements that define character, environment, action, and theme;
(C) plan dramatic play;
(D) cooperate and interact with others in dramatic play; and
(E) observe live or multimedia theatrical performances.
(A) explore historical and diverse cultural influences from a variety of sources through dramatic activities;
(B) illustrate similarities and differences between life and theatre, television, and film through dramatic play; and
(A) apply appropriate audience behavior consistently;
(B) discuss and evaluate simple dramatic activities and performances; and
(C) discuss the use of music, movement, and visual components in dramatic activities and performances.
§117.114. Art, Grade 4, Adopted 2013.
(B) compare purpose and content in artworks created by historical and contemporary men and women, making connections to various cultures;
(D) investigate connections of visual art concepts to other disciplines.
(A) evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and historical and contemporary artists;
(B) use methods such as written or oral response or artist statements to identify emotions found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.
Source: The provisions of this §117.114 adopted to be effective July 28, 2013, 38 TexReg 4575.
(A) categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices;
(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
(C) use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally; and
(D) identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.
(A) read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate;
(C) identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.
(A) sing and play classroom instruments with accurate intonation and rhythm, independently or in groups;
(B) sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures, independently or in groups;
(C) 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;
(D) perform various folk dances and play parties;
(E) perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and
(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.
(A) perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas;
(B) perform music representative of America and Texas, including "Texas, Our Texas";
(C) identify and describe music from diverse genres, styles, periods, and cultures; and
(D) examine the relationships between music and interdisciplinary concepts.
(C) describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary;
(D) respond verbally and through movement to short musical examples;
(E) describe a variety of compositions and formal or informal musical performances using specific music vocabulary; and
(F) justify personal preferences for specific music works and styles using music vocabulary.
§117.116. Theatre, Grade 4, Adopted 2013.
(A) integrate sensory and emotional responses in dramatic play;
(B) develop body awareness and spatial perception using rhythmic and expressive movement;
(C) respond to sound, music, images, language, and literature with voice and movement and participate in dramatic play using actions, sounds, and dialogue;
(D) express emotions and ideas using interpretive movements, sounds, and dialogue;
(E) imitate and synthesize life experiences in dramatic play;
(F) use common objects to represent the setting, enhance characterization, and clarify actions; and
(G) define and demonstrate correct use of basic theatrical terms such as dialogue, character, scene, prop, costumes, setting, and theme.
(B) describe characters, their relationships, and their surroundings;
(C) develop characters and assume roles in short improvised scenes using imagination, personal experiences, heritage, literature, and history;
(D) dramatize literary selections in unison, pairs, or groups, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings; and
(E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings.
(A) describe the appropriate use of props, costumes, sound, and visual elements that define character, environment, action, and theme;
(B) alter space to create suitable performance environments for playmaking;
(A) explain theatre as a reflection of life in particular times, places, cultures, and oral traditions specific to Texas;
(B) identify the role of live theatre, film, television, and electronic media in American society; and
(C) compare theatre artists and their contributions to theatre and society.
(A) apply appropriate audience behavior at formal and informal performances;
(B) compare visual, aural, oral, and kinetic aspects of informal playmaking with formal theatre; and
(C) discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre.
Source: The provisions of this §117.116 adopted to be effective July 28, 2013, 38 TexReg 4575.
§117.117. Art, Grade 5, Adopted 2013.
(A) compare the purpose and effectiveness of artworks from various times and places, evaluating the artist's use of media and techniques, expression of emotions, or use of symbols;
(B) compare the purpose and effectiveness of artworks created by historic and contemporary men and women, making connections to various cultures;
(A) evaluate the elements of art, principles of design, general intent, media and techniques, or expressive qualities in artworks of self, peers, or historical and contemporary artists;
(B) use methods such as written or oral response or artist statements to identify themes found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and
Source: The provisions of this §117.117 adopted to be effective July 28, 2013, 38 TexReg 4575.
§117.118. Music, Grade 5, Adopted 2013.
(A) distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices;
(B) distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
(C) 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
(D) 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.
(A) 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;
(B) read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
(C) 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.
(A) sing and play classroom instruments independently or in groups with accurate intonation and rhythm;
(B) 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;
(E) perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies; and
(F) 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.
(A) create rhythmic phrases through improvisation and composition;
(B) create melodic phrases through improvisation and composition; and
(C) create simple accompaniments through improvisation and composition.
(A) 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;
(B) perform music representative of Texas and America, including "The Star Spangled Banner";
(B) identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;
(C) describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary;
(E) evaluate a variety of compositions and formal or informal musical performances using specific criteria; and
Source: The provisions of this §117.118 adopted to be effective July 28, 2013, 38 TexReg 4575.
(A) develop characterization using sensory and emotional recall;
(B) develop body awareness and spatial perceptions using pantomime;
(C) respond to sounds, music, images, language, and literature using movement;
(D) express emotions and relate ideas using interpretive and planned movement and dialogue;
(E) integrate life experiences in dramatic play;
(F) portray environment, character, and actions; and
(G) demonstrate correct use of basic theatrical terminology.
(C) create movements and portray a character using dialogue appropriately;
(E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
(A) demonstrate character, environment, action, and theme using props, costumes, and visual elements;
(B) alter space appropriately to create suitable performance environments for playmaking;
(C) plan dramatizations collaboratively; and
(D) interact cooperatively with others in dramatizations.
(A) explain theatre as a reflection of life in particular times, places, cultures, and oral traditions specific to American history;
(B) examine the role of live theatre, film, television, or electronic media throughout American history; and
(C) analyze and compare theatre artists and their contributions to theatre and society.
(B) compare visual, aural, oral, and kinetic aspects of informal and formal theatre with the elements of art, dance, or music; and
(C) identify and discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre.
For more information, email rules@tea.state.tx.us.