reglab/statecodes huggingface dataset:
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.202 - Art, Middle School 1, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  General requirements. Students in Grades 6, 7, or 8 enrolled in the first year
				  of art may select Art, Middle School 1.
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: observation and perception; creative expression;
				  historical and cultural relevance; and critical evaluation and
				  response--provide broad, unifying structures for organizing the knowledge and
				  skills students are expected to acquire. Each strand is of equal value and may
				  be presented in any order throughout the year. Students rely on personal
				  observations and perceptions, which are developed through increasing visual
				  literacy and sensitivity to surroundings, communities, memories, imaginings,
				  and life experiences, as sources for thinking about, planning, and creating
				  original artworks. Students communicate their thoughts and ideas with
				  innovation and creativity. Through art, students challenge their imaginations,
				  foster critical thinking, collaborate with others, and build reflective skills.
				  While exercising meaningful problem-solving skills, students develop the
				  lifelong ability to make informed judgments.
(3) Statements that contain the word
				  "including" reference content that must be mastered, while those containing the
				  phrase "such as" are intended as possible illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.203 - Art, Middle School 2, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) The fine arts incorporate
				  the study of dance, music, theatre, and the visual arts to offer unique
				  experiences and empower students to explore realities, relationships, and
				  ideas. These disciplines engage and motivate all students through active
				  learning, critical thinking, and innovative problem solving. The fine arts
				  develop cognitive functioning and increase student academic achievement,
				  higher-order thinking, communication, and collaboration skills, making the fine
				  arts applicable to college readiness, career opportunities, workplace
				  environments, social skills, and everyday life. Students develop aesthetic and
				  cultural awareness through exploration, leading to creative expression.
				  Creativity, encouraged through the study of the fine arts, is essential to
				  nurture and develop the whole child.
(2) Four basic strands--foundations:
				  observation and perception; creative expression; historical and cultural
				  relevance; and critical evaluation and response--provide broad, unifying
				  structures for organizing the knowledge and skills students are expected to
				  acquire. Each strand is of equal value and may be presented in any order
				  throughout the year. Students rely on personal observations and perceptions,
				  which are developed through increasing visual literacy and sensitivity to
				  surroundings, communities, memories, imaginings, and life experiences, as
				  sources for thinking about, planning, and creating original artworks. Students
				  communicate their thoughts and ideas with innovation and creativity. Through
				  art, students challenge their imaginations, foster critical thinking,
				  collaborate with others, and build reflective skills. While exercising
				  meaningful problem-solving skills, students develop the lifelong ability to
				  make informed judgments.
(3)
				  Statements that contain the word "including" reference content that must be
				  mastered, while those containing the phrase "such as" are intended as possible
				  illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.204 - Art, Middle School 3, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) The fine arts incorporate
				  the study of dance, music, theatre, and the visual arts to offer unique
				  experiences and empower students to explore realities, relationships, and
				  ideas. These disciplines engage and motivate all students through active
				  learning, critical thinking, and innovative problem solving. The fine arts
				  develop cognitive functioning and increase student academic achievement,
				  higher-order thinking, communication, and collaboration skills, making the fine
				  arts applicable to college readiness, career opportunities, workplace
				  environments, social skills, and everyday life. Students develop aesthetic and
				  cultural awareness through exploration, leading to creative expression.
				  Creativity, encouraged through the study of the fine arts, is essential to
				  nurture and develop the whole child.
(2) Four basic strands--foundations:
				  observation and perception; creative expression; historical and cultural
				  relevance; and critical evaluation and response--provide broad, unifying
				  structures for organizing the knowledge and skills students are expected to
				  acquire. Each strand is of equal value and may be presented in any order
				  throughout the year. Students rely on personal observations and perceptions,
				  which are developed through increasing visual literacy and sensitivity to
				  surroundings, communities, memories, imaginings, and life experiences, as
				  sources for thinking about, planning, and creating original artworks. Students
				  communicate their thoughts and ideas with innovation and creativity. Through
				  art, students challenge their imaginations, foster critical thinking,
				  collaborate with others, and build reflective skills. While exercising
				  meaningful problem-solving skills, students develop the lifelong ability to
				  make informed judgments.
(3)
				  Statements that contain the word "including" reference content that must be
				  mastered, while those containing the phrase "such as" are intended as possible
				  illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.205 - Dance, Middle School 1, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  General requirements. Students in Grades 6, 7, or 8 enrolled in the first year
				  of dance may select Dance, Middle School 1.
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: perception; creative expression; historical and cultural
				  relevance; and critical evaluation and response--provide broad, unifying
				  structures for organizing the knowledge and skills students are expected to
				  acquire. Dance students develop perceptual thinking and movement abilities in
				  daily life, promoting an understanding of themselves and others. Students
				  develop movement principles and technical skills and explore choreographic and
				  performance qualities. Students develop self-discipline and healthy bodies that
				  move expressively, efficiently, and safely through space and time with a
				  sensitive kinesthetic awareness. Students recognize dance as a vehicle for
				  understanding historical and cultural relevance, increasing an awareness of
				  their heritage and traditions and those of others, and enabling them to
				  participate in a diverse society. Evaluating and analyzing dance allows
				  students to strengthen decision-making skills, develop critical and creative
				  thinking, and develop artistic creative processes. Students continue to explore
				  technology and its application to dance and movement, enabling them to make
				  informed decisions about dance.
(3)
				  Statements that contain the word "including" reference content that must be
				  mastered, while those containing the phrase "such as" are intended as possible
				  illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.206 - Dance, Middle School 2, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) The fine arts incorporate
				  the study of dance, music, theatre, and the visual arts to offer unique
				  experiences and empower students to explore realities, relationships, and
				  ideas. These disciplines engage and motivate all students through active
				  learning, critical thinking, and innovative problem solving. The fine arts
				  develop cognitive functioning and increase student academic achievement,
				  higher-order thinking, communication, and collaboration skills, making the fine
				  arts applicable to college readiness, career opportunities, workplace
				  environments, social skills, and everyday life. Students develop aesthetic and
				  cultural awareness through exploration, leading to creative expression.
				  Creativity, encouraged through the study of the fine arts, is essential to
				  nurture and develop the whole child.
(2) Four basic strands--foundations:
				  perception; creative expression; historical and cultural relevance; and
				  critical evaluation and response--provide broad, unifying structures for
				  organizing the knowledge and skills students are expected to acquire. Dance
				  students develop perceptual thinking and movement abilities in daily life,
				  promoting an understanding of themselves and others. Students develop movement
				  principles and technical skills and explore choreographic and performance
				  qualities. Students develop self-discipline and healthy bodies that move
				  expressively, efficiently, and safely through space and time with a sensitive
				  kinesthetic awareness. Students recognize dance as a vehicle for understanding
				  historical and cultural relevance, increasing an awareness of their heritage
				  and traditions and those of others, and enabling them to participate in a
				  diverse society. Evaluating and analyzing dance allows students to strengthen
				  decision-making skills, develop critical and creative thinking, and develop
				  artistic creative processes. Students continue to explore technology and its
				  application to dance and movement, enabling them to make informed decisions
				  about dance.
(3) Statements that
				  contain the word "including" reference content that must be mastered, while
				  those containing the phrase "such as" are intended as possible illustrative
				  examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.207 - Dance, Middle School 3, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) The fine arts incorporate
				  the study of dance, music, theatre, and the visual arts to offer unique
				  experiences and empower students to explore realities, relationships, and
				  ideas. These disciplines engage and motivate all students through active
				  learning, critical thinking, and innovative problem solving. The fine arts
				  develop cognitive functioning and increase student academic achievement,
				  higher-order thinking, communication, and collaboration skills, making the fine
				  arts applicable to college readiness, career opportunities, workplace
				  environments, social skills, and everyday life. Students develop aesthetic and
				  cultural awareness through exploration, leading to creative expression.
				  Creativity, encouraged through the study of the fine arts, is essential to
				  nurture and develop the whole child.
(2) Four basic strands--foundations:
				  perception; creative expression; historical and cultural relevance; and
				  critical evaluation and response--provide broad, unifying structures for
				  organizing the knowledge and skills students are expected to acquire. Dance
				  students develop perceptual thinking and movement abilities in daily life,
				  promoting an understanding of themselves and others. Students develop movement
				  principles and technical skills and explore choreographic and performance
				  qualities. Students develop self-discipline and healthy bodies that move
				  expressively, efficiently, and safely through space and time with a sensitive
				  kinesthetic awareness. Students recognize dance as a vehicle for understanding
				  historical and cultural relevance, increasing an awareness of their heritage
				  and traditions and those of others, and enabling them to participate in a
				  diverse society. Evaluating and analyzing dance allows students to strengthen
				  decision-making skills, develop critical and creative thinking, and develop
				  artistic creative processes. Students continue to explore technology and its
				  application to dance and movement, enabling them to make informed decisions
				  about dance.
(3) Statements that
				  contain the word "including" reference content that must be mastered, while
				  those containing the phrase "such as" are intended as possible illustrative
				  examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.208 - Music, Middle School 1, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  General requirements. Students in Grades 6, 7, or 8 enrolled in the first year
				  of music may select from the following courses: General Music 6, Middle School
				  1 Band, Middle School 1 Choir, Middle School 1 Orchestra, Middle School 1
				  Instrumental Ensemble, or Middle School 1 Vocal Ensemble.
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: music literacy; creative expression; historical and
				  cultural relevance; and critical evaluation and response--provide broad,
				  unifying structures for organizing the knowledge and skills students are
				  expected to acquire. The foundation of music literacy is fostered through
				  reading, writing, reproducing, and creating music, thus developing a student's
				  intellect. Through creative expression, students apply their music literacy and
				  the critical-thinking skills of music to sing, play, read, write, and/or move.
				  By experiencing musical periods and styles, students will understand the
				  relevance of music to history, culture, and the world, including the
				  relationship of music to other academic disciplines and the vocational
				  possibilities offered. Through critical listening, students analyze, evaluate,
				  and respond to music, developing criteria for making critical judgments and
				  informed choices.
(3) Statements
				  that contain the word "including" reference content that must be mastered,
				  while those containing the phrase "such as" are intended as possible
				  illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.209 - Music, Middle School 2, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  General requirements. Students enrolled in the second year of music may select
				  from the following courses: Middle School 2 Band, Middle School 2 Choir, Middle
				  School 2 Orchestra, Middle School 2 Jazz Ensemble, Middle School 2 Instrumental
				  Ensemble, or Middle School 2 Vocal Ensemble.
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: music literacy; creative expression; historical and
				  cultural relevance; and critical evaluation and response--provide broad,
				  unifying structures for organizing the knowledge and skills students are
				  expected to acquire. The foundation of music literacy is fostered through
				  reading, writing, reproducing, and creating music, thus developing a student's
				  intellect. Through creative expression, students apply their music literacy and
				  the critical-thinking skills of music to sing, play, read, write, and/or move.
				  By experiencing musical periods and styles, students will understand the
				  relevance of music to history, culture, and the world, including the
				  relationship of music to other academic disciplines and the vocational
				  possibilities offered. Through critical listening, students analyze, evaluate,
				  and respond to music, developing criteria for making critical judgments and
				  informed choices.
(3) Statements
				  that contain the word "including" reference content that must be mastered,
				  while those containing the phrase "such as" are intended as possible
				  illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.210 - Music, Middle School 3, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  General requirements. Students enrolled in the third year of music may select
				  from the following courses: Middle School 3 Band, Middle School 3 Choir, Middle
				  School 3 Orchestra, Middle School 3 Jazz Ensemble, Middle School 3 Instrumental
				  Ensemble, or Middle School 3 Vocal Ensemble.
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: music literacy; creative expression; historical and
				  cultural relevance; and critical evaluation and response--provide broad,
				  unifying structures for organizing the knowledge and skills students are
				  expected to acquire. The foundation of music literacy is fostered through
				  reading, writing, reproducing, and creating music, thus developing a student's
				  intellect. Through creative expression, students apply their music literacy and
				  the critical-thinking skills of music to sing, play, read, write, and/or move.
				  By experiencing musical periods and styles, students will understand the
				  relevance of music to history, culture, and the world, including the
				  relationship of music to other academic disciplines and the vocational
				  possibilities offered. Through critical listening, students analyze, evaluate,
				  and respond to music, developing criteria for making critical judgments and
				  informed choices.
(3) Statements
				  that contain the word "including" reference content that must be mastered,
				  while those containing the phrase "such as" are intended as possible
				  illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.211 - Theatre, Middle School 1, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. When Theatre,
				  Middle School 1 is part of a departmentalized middle school, students may
				  select the following theatre course: Theatre, Middle School 1.
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: inquiry and understanding; creative expression;
				  historical and cultural relevance; and critical evaluation and
				  response--provide broad, unifying structures for organizing knowledge and
				  skills students are expected to acquire. Through the foundations: inquiry and
				  understanding strand, students develop a perception of self, human
				  relationships, and the world using elements of drama and conventions of
				  theatre. Through the creative expression strand, students communicate in a
				  dramatic form, engage in artistic thinking, build positive self-concepts,
				  relate interpersonally, and integrate knowledge with other content areas in a
				  relevant manner. Through the historical and cultural relevance strand, students
				  increase their understanding of heritage and traditions in theatre and the
				  diversity of world cultures as expressed in theatre. Through the critical
				  evaluation and response strand, students engage in inquiry and dialogue, accept
				  constructive criticism, revise personal views to promote creative and critical
				  thinking, and develop the ability to appreciate and evaluate live
				  theatre.
(3) Statements that
				  contain the word "including" reference content that must be mastered, while
				  those containing the phrase "such as" are intended as possible illustrative
				  examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.212 - Theatre, Middle School 2, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: inquiry and understanding; creative expression;
				  historical and cultural relevance; and critical evaluation and
				  response--provide broad, unifying structures for organizing knowledge and
				  skills students are expected to acquire. Through the foundations: inquiry and
				  understanding strand, students develop a perception of self, human
				  relationships, and the world using elements of drama and conventions of
				  theatre. Through the creative expression strand, students communicate in a
				  dramatic form, engage in artistic thinking, build positive self-concepts,
				  relate interpersonally, and integrate knowledge with other content areas in a
				  relevant manner. Through the historical and cultural relevance strand, students
				  increase their understanding of heritage and traditions in theatre and the
				  diversity of world cultures as expressed in theatre. Through the critical
				  evaluation and response strand, students engage in inquiry and dialogue, accept
				  constructive criticism, revise personal views to promote creative and critical
				  thinking, and develop the ability to appreciate and evaluate live
				  theatre.
(3) Statements that
				  contain the word "including" reference content that must be mastered, while
				  those containing the phrase "such as" are intended as possible illustrative
				  examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter B - MIDDLE SCHOOL, ADOPTED 2013 › Section 117.213 - Theatre, Middle School 3, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: inquiry and understanding; creative expression;
				  historical and cultural relevance; and critical evaluation and
				  response--provide broad, unifying structures for organizing knowledge and
				  skills students are expected to acquire. Through the foundations: inquiry and
				  understanding strand, students develop a perception of self, human
				  relationships, and the world using elements of drama and conventions of
				  theatre. Through the creative expression strand, students communicate in a
				  dramatic form, engage in artistic thinking, build positive self-concepts,
				  relate interpersonally, and integrate knowledge with other content areas in a
				  relevant manner. Through the historical and cultural relevance strand, students
				  increase their understanding of heritage and traditions in theatre and the
				  diversity of world cultures as expressed in theatre. Through the critical
				  evaluation and response strand, students engage in inquiry and dialogue, accept
				  constructive criticism, revise personal views to promote creative and critical
				  thinking, and develop the ability to appreciate and evaluate live
				  theatre.
(3) Statements that
				  contain the word "including" reference content that must be mastered, while
				  those containing the phrase "such as" are intended as possible illustrative
				  examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter C - HIGH SCHOOL › Section 117.301 - Implementation of Texas Essential Knowledge and Skills for Fine Arts, High School, Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) The provisions
				  of §§ 117.301-117.326
				  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
				  §§ 117.301-117.326
				  of this subchapter.
(c) If the
				  commissioner makes the determination that instructional materials funding has
				  been made available under subsection (b) of this section, §§
				  117.301-117.326
				  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 §§
				  117.301-117.326
				  of this subchapter shall be implemented for the following school
				  year.
(e) Sections 117.51-117.67 of
				  this chapter shall be superseded by the implementation of
				  §§117.301-117.326 under this section.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter C - HIGH SCHOOL › Section 117.302 - Art, Level I (One Credit), Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students may
				  fulfill fine arts and elective requirements for graduation by successfully
				  completing one or more of the following art courses: Art I, Art Appreciation,
				  and Art and Media Communications I (one credit per course).
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: observation and perception; creative expression;
				  historical and cultural relevance; and critical evaluation and
				  response--provide broad, unifying structures for organizing the knowledge and
				  skills students are expected to acquire. Each strand is of equal value and may
				  be presented in any order throughout the year. Students rely on personal
				  observations and perceptions, which are developed through increasing visual
				  literacy and sensitivity to surroundings, communities, memories, imaginings,
				  and life experiences as sources for thinking about, planning, and creating
				  original artworks. Students communicate their thoughts and ideas with
				  innovation and creativity. Through art, students challenge their imaginations,
				  foster critical thinking, collaborate with others, and build reflective skills.
				  While exercising meaningful problem-solving skills, students develop the
				  lifelong ability to make informed judgments.
(3) Statements that contain the word
				  "including" reference content that must be mastered, while those containing the
				  phrase "such as" are intended as possible illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter C - HIGH SCHOOL › Section 117.303 - Art, Level II (One Credit), Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students may
				  fulfill fine arts and elective requirements for graduation by successfully
				  completing one or more of the following art courses: Art II, Drawing I,
				  Painting I, Printmaking I, Fibers I, Ceramics I, Sculpture I, Jewelry I,
				  Photography I, Design I, Digital Art and Media I, and Art and Media
				  Communications II (one credit per course). The prerequisite for each art course
				  listed in this subsection is one credit of Art, Level I.
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: observation and perception; creative expression;
				  historical and cultural relevance; and critical evaluation and
				  response--provide broad, unifying structures for organizing the knowledge and
				  skills students are expected to acquire. Each strand is of equal value and may
				  be presented in any order throughout the year. Students rely on personal
				  observations and perceptions, which are developed through increasing visual
				  literacy and sensitivity to surroundings, communities, memories, imaginings,
				  and life experiences as sources for thinking about, planning, and creating
				  original artworks. Students communicate their thoughts and ideas with
				  innovation and creativity. Through art, students challenge their imaginations,
				  foster critical thinking, collaborate with others, and build reflective skills.
				  While exercising meaningful problem-solving skills, students develop the
				  lifelong ability to make informed judgments.
(3) Statements that contain the word
				  "including" reference content that must be mastered, while those containing the
				  phrase "such as" are intended as possible illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter C - HIGH SCHOOL › Section 117.310 - Music, Level I (One Credit), Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students may
				  fulfill fine arts and elective requirements for graduation by successfully
				  completing one or more of the following music courses: Band I, Choir I,
				  Orchestra I, Jazz Ensemble I, Jazz Improvisation I, Instrumental Ensemble I,
				  Vocal Ensemble I, World Music Ensemble I, Applied Music I, Mariachi I, Piano I,
				  Guitar I, and Harp I (one credit per course).
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: music literacy; creative expression; historical and
				  cultural relevance; and critical evaluation and response--provide broad,
				  unifying structures for organizing the knowledge and skills students are
				  expected to acquire. The foundation of music literacy is fostered through
				  reading, writing, reproducing, and creating music, thus developing a student's
				  intellect. Through creative expression, students apply their music literacy and
				  the critical-thinking skills of music to sing, play, read, write, and/or move.
				  By experiencing musical periods and styles, students will understand the
				  relevance of music to history, culture, and the world, including the
				  relationship of music to other academic disciplines and the vocational
				  possibilities offered. Through critical listening, students analyze, evaluate,
				  and respond to music, developing criteria for making critical judgments and
				  informed choices.
(3) Statements
				  that contain the word "including" reference content that must be mastered,
				  while those containing the phrase "such as" are intended as possible
				  illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter C - HIGH SCHOOL › Section 117.311 - Music, Level II (One Credit), Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students may
				  fulfill fine arts and elective requirements for graduation by successfully
				  completing one or more of the following music courses: Band II, Choir II,
				  Orchestra II, Jazz Ensemble II, Jazz Improvisation II, Instrumental Ensemble
				  II, Vocal Ensemble II, World Music Ensemble II, Applied Music II, Mariachi II,
				  Piano II, Guitar II, and Harp II (one credit per course). The prerequisite for
				  each Music, Level II course is one credit of Music, Level I in the
				  corresponding discipline.
(b)
				  Introduction.
(1) The fine arts incorporate
				  the study of dance, music, theatre, and the visual arts to offer unique
				  experiences and empower students to explore realities, relationships, and
				  ideas. These disciplines engage and motivate all students through active
				  learning, critical thinking, and innovative problem solving. The fine arts
				  develop cognitive functioning and increase student academic achievement,
				  higher-order thinking, communication, and collaboration skills, making the fine
				  arts applicable to college readiness, career opportunities, workplace
				  environments, social skills, and everyday life. Students develop aesthetic and
				  cultural awareness through exploration, leading to creative expression.
				  Creativity, encouraged through the study of the fine arts, is essential to
				  nurture and develop the whole child.
(2) Four basic strands--foundations: music
				  literacy; creative expression; historical and cultural relevance; and critical
				  evaluation and response--provide broad, unifying structures for organizing the
				  knowledge and skills students are expected to acquire. The foundation of music
				  literacy is fostered through reading, writing, reproducing, and creating music,
				  thus developing a student's intellect. Through creative expression, students
				  apply their music literacy and the critical-thinking skills of music to sing,
				  play, read, write, and/or move. By experiencing musical periods and styles,
				  students will understand the relevance of music to history, culture, and the
				  world, including the relationship of music to other academic disciplines and
				  the vocational possibilities offered. Through critical listening, students
				  analyze, evaluate, and respond to music, developing criteria for making
				  critical judgments and informed choices.
(3) Statements that contain the word
				  "including" reference content that must be mastered, while those containing the
				  phrase "such as" are intended as possible illustrative examples.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS › Subchapter C - HIGH SCHOOL › Section 117.312 - Music, Level III (One Credit), Adopted 2013

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students may
				  fulfill fine arts and elective requirements for graduation by successfully
				  completing one or more of the following music courses: Band III, Choir III,
				  Orchestra III, Jazz Ensemble III, Jazz Improvisation III, Instrumental Ensemble
				  III, Vocal Ensemble III, World Music Ensemble III, Applied Music III, Mariachi
				  III, Piano III, Guitar III, Harp III, International Baccalaureate (IB) Music
				  Standard Level (SL), or IB Music Higher Level (HL) (one credit per course). The
				  recommended prerequisite for IB Music SL is one credit in music. The
				  prerequisite for all other Music, Level III music courses is one credit of
				  Music, Level II in the corresponding discipline.
(b) Introduction.
(1) The fine arts incorporate the study of
				  dance, music, theatre, and the visual arts to offer unique experiences and
				  empower students to explore realities, relationships, and ideas. These
				  disciplines engage and motivate all students through active learning, critical
				  thinking, and innovative problem solving. The fine arts develop cognitive
				  functioning and increase student academic achievement, higher-order thinking,
				  communication, and collaboration skills, making the fine arts applicable to
				  college readiness, career opportunities, workplace environments, social skills,
				  and everyday life. Students develop aesthetic and cultural awareness through
				  exploration, leading to creative expression. Creativity, encouraged through the
				  study of the fine arts, is essential to nurture and develop the whole
				  child.
(2) Four basic
				  strands--foundations: music literacy; creative expression; historical and
				  cultural relevance; and critical evaluation and response--provide broad,
				  unifying structures for organizing the knowledge and skills students are
				  expected to acquire. The foundation of music literacy is fostered through
				  reading, writing, reproducing, and creating music, thus developing a student's
				  intellect. Through creative expression, students apply their music literacy and
				  the critical-thinking skills of music to sing, play, read, write, and/or move.
				  By experiencing musical periods and styles, students will understand the
				  relevance of music to history, culture, and the world, including the
				  relationship of music to other academic disciplines and the vocational
				  possibilities offered. Through critical listening, students analyze, evaluate,
				  and respond to music, developing criteria for making critical judgments and
				  informed choices.
(3) Statements
				  that contain the word "including" reference content that must be mastered,
				  while those containing the phrase "such as" are intended as possible
				  illustrative examples.