Session I: “Foundations: Music Literacy” Grades 6-12 Jim Van Zandt Director of Fine Arts, Round...

Session I: “Foundations: Music Literacy” Grades 6-12Jim Van Zandt

Director of Fine Arts, Round Rock ISDEnhancetheArts.com

JVZ Services, Inc..

“They always say time changes things, but you actually have to change them yourself.” – Andy Warhol

“All great changes are preceded by chaos. ” – Deepak Chopra

Objectives of this Session:• Briefly review the TEKS revision “process”

• Quickly review the new TEKS structure

• Examine some samples of the revisions to the student expectations in the “Foundations: Music Literacy” strand

• Brainstorm how these revisions might impact instructional planning and the classroom environment

• Discuss what we, as educators, must do to prepare for implementing the new TEKS in 2015

The Process• 74th Legislature charged SBOE with clarifying

essential knowledge and skills in 1995• Fine Arts TEKS originally written in 1997• CEDFA established in 1998 to aid with

implementation

The Process• The State Board of Education appointed writing

teams, with each team tasked to review specific levels of TEKS of each fine arts discipline.

• The State Board of Education appointed six “expert content reviewers” to evaluate the work of the writing teams, suggest any revisions, and to report to the SBOE.

The Timeline• January 2011 – Content Review Experts appointed by SBOE• March 2011 – TEKS writing committees appointed by SBOE• March 2011 – SBOE discussion of guidance for experts and writers• August 2011 – Experts reviewed current TEKS and provided

recommendations• May 2012 –TEKS review committees met• June 2012 –TEKS review committees met both by individual

committees and collaboratively with elementary, middle school, high school, etc. to ensure vertical alignment.

The Timeline, continued• July 2012 – Expert reviewers and review committee

representatives testified before the SBOE

• July-Sept. 2012 – Draft TEKS were posted for informal feedback

• July 2012 – Expert reviews of draft TEKS were completed

• September 2012 –TEKS writing committees met for three days

• November 2012 – SBOE discussion of proposed revisions

The Timeline, continued• January 2013 - SBOE public hearing, first reading and filing• February-April, 2013 – Proposed revised TEKS posted for official

public comment• March-April, 2013 – Dialogue with TEA staff and selected fine arts

educators regarding textbook adoption• April 2013 – SBOE public hearing, second reading, and adoption• Spring/Summer 2014 and ongoing – Professional development• Fall 2015 – Implementation of revised fine arts TEKS• Fall 2015 – Proclamation 2015 fine arts instructional materials in

schools

That was then…this is nowTurn to your partner and share a few memories you have of that year. Where were you in 1997 and what subjects were you teaching? If you were not teaching, what were you doing at that time?

– What might be some differences between classrooms back in 1997 and classrooms today?

– How would you describe any changes in student learning needs between then and now?

– What are your predictions for how classrooms will look and function 10 years from now?

§117 (a) Introduction to the MUSIC TEKS

(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.

§117 (a) Introduction (cont’d.)

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.

Discipline-specific Introduction (b)(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.

Discipline-specific Introduction (b)(2)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.

Reflection

During the past school year, when have you observed students developing these kinds of skills?

In what sorts of activities were they engaged?

Take a few minutes to make note of recent experience you’ve had.

WHAT ARE SOME GENERAL CHANGES?

Let’s look at some organizational and structural changes in the newly revised TEKS!

TEKS Organization Grades 9-12

1997 Fine Arts TEKS

High School•Art – Level I, II, III, IV•Dance – Level I, II, III, IV•Music – Level I, II, III, IV•Theatre – Level I, II, III, IV

2013 Fine Arts TEKS

High School•Art – Level I, II, III, IV•Dance – Level I, II, III, IV•Music – Level I, II, III, IV•Music Studies•Theatre – Level I, II, III, IV•Musical Theatre – Level I, II , III, IV•Technical Theatre – Level I, II, III, IV

WHAT ARE SOME GENERAL CHANGES?

The Music TEKS are designed with the following in mind:

•More Specificity•Workforce Preparation•College and Career Readiness•Cross-curricular Integration

TEKS OrganizationCurrent strands•Perception

•Creative expression/performance

•Historical and cultural heritage

•Response/evaluation

Revised strands•Foundations: music literacy

•Creative expression

•Historical and cultural relevance

•Critical evaluation and response

TEKS Organization Grades 6-8

New Course Titles/Numbers for Grades 6-8!

1997 TEKS 2013 TEKSGeneral Music 6, 7, 8 General Music 6

Band 6, 7, 8 Band MS 1, MS 2, MS 3

Choir 6, 7, 8 Choir MS 1, MS 2, MS 3

Orchestra 6, 7, 8 Orchestra MS 1, MS 2, MS 3

Jazz Band 7, 8 Jazz Ensemble MS 2, MS 3 *

Instrumental Ensemble 7, 8 Instrumental Ensemble MS 1, MS 2, MS 3

Vocal Ensemble MS 1, MS 2, MS 3 – NEW!

TEKS ORGANIZATION GRADES 9-12Two Different Pathways and New Courses

1. Music (performance) Courses include:•Band I-IV•Choir I-IV•Orchestra I-IV•Jazz Ensemble I-IV•Jazz Improvisation I-IV•Instrumental Ensemble I-IV•Vocal Ensemble I-IV•World Music Ensemble I-IV New!•Applied Music I-IV Levels III and IV New!•Mariachi I-IV New!•Piano I-IV New!•Guitar I-IV New!•Harp I-IV New!

TEKS ORGANIZATION GRADES 9-12Two Different Pathways and New Courses

2. Music Studies (non-performance) Courses include:•Music Theory I-II•Music Appreciation I-II•Music Business I-II New!•Music Composition I-II Currently innovative•Music Production I-II Currently innovative•Music and Media Communications I-II Currently innovative•AP Music Theory•IB Music SL & HL

IMPORTANT NOTES!

• All Music Courses are ONE FULL CREDIT.

• The prerequisite for all Music Level II, III, or IV courses is one credit of Music in the previous level.

(Example: The prerequisite for Vocal Ensemble IV must be credit for Vocal Ensemble III.)

Let’s look at a few examples of the “old” and the “new,” and do some comparisons!

Foundations: Music Literacy – MS 1Current TEKS: Expectations

(6.1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

(A) individually demonstrate characteristic vocal or instrumental timbre;

(B) use standard terminology in explaining intervals, music notation, musical instruments or voices, and musical performances; and

(C) identify music forms presented aurally and through music notation.

Revised TEKS: Expectations(1) Foundations: music literacy. 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:

(A) experience and explore exemplary musical examples using technology and available live performances;

(B) describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfege, absolute note names, rhythmic values, and counting systems;

(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;

(D) identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and

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

Foundations: Music Literacy – MS 1, cont.Current TEKS: Expectations


(A) individually demonstrate characteristic vocal or instrumental timbre;

(B) use standard terminology in explaining intervals, music notation, musical instruments or voices, and musical performances; and


Revised TEKS: Expectations(2) Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:

(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;

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

(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;

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

(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.

Foundations: Music Literacy – MS 2Current TEKS: Expectations(6.1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

(A) demonstrate characteristic vocal or instrumental timbre individually and in groups;

(B) describe intervals, music notation, musical instruments or voices, and musical performances, using standard terminology;


Revised TEKS: Expectations(1) Foundations: music literacy. 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:

(A) compare and contrast exemplary musical examples using technology and available live performances;

(B) demonstrate knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfege, absolute note names, rhythmic values, and counting systems;

(C) demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns, corresponding rests, and meter, including 2/4, 3/4, 4/4, and 6/8, using standard terminology;

.






Revised TEKS: Expectations

(1) Foundations: music literacy. 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:

(D) interpret musical forms such as binary, ternary, phrasic, rondo, and theme and variations

presented aurally and through music notation; and

(E) describe health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice






Revised TEKS: Expectations(2) Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:

(A) interpret music symbols and terms referring to notation, including fermata and coda; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and adagio; and articulations, including accent, marcato, and previously known elements;








(2) Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:

(C) create increasingly complex rhythmic phrases, using known rhythms, and melodic phrases, using known pitches, within an established system of notation;


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

Foundations: Music Literacy – MS 3Current TEKS: Expectations



(B) describe in detail intervals, music notation, musical instruments, voices, and musical performances, using standard terminology; and



(1) Foundations: music literacy. The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to:

(A) compare and contrast exemplary musical examples using technology and available live performances;

(B) demonstrate detailed knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfege, absolute note names, rhythmic values, and counting systems;

Foundations: Music Literacy – MS 3, continuedCurrent TEKS: Expectations(6.1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:




Revised TEKS: Expectations(1) Foundations: music literacy. The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to:

(C) demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns and corresponding rests, and varied meters, using standard terminology;

(D)analyze musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and

(E)demonstrate health and wellness concepts related to musical practice such as hand positions, hearing protection, vocal health, hydration, and appropriate hygienic practice.

Foundations: Music Literacy – MS 3 continuedCurrent TEKS: Expectations






(2) Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody.

The student is expected to:

(A) analyze music symbols and terms referring to notation; dynamics; tempi, including largo to presto; articulations, including sforzando; and previously known elements;


Foundations: Music Literacy – MS 3 continuedCurrent TEKS: Expectations






(2) Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:

(C) create complex rhythmic phrases, using known rhythms, and melodic phrases, using known pitches, within an established system of notation;


(E) sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters

Foundations: Music Literacy – Level ICurrent TEKS: Expectations

(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

(A) identify melodic and harmonic parts when listening to and/or performing music;

(B) define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology; and

(C) compare and contrast elements of music through literature selected for performance and/or listening.

Revised TEKS: Expectations(1)Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

(A) experience and explore exemplary musical examples using technology and available live performances;(B) identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;(C) define concepts of music notation, intervals, and chord structure using appropriate terminology;

Foundations: Music Literacy – Level ICurrent TEKS: Expectations






(D) define concepts of rhythm and meter using appropriate terminology and counting system; (E) explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and(F) apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

Foundations: Music Literacy – Level I, cont.

Current TEKS: Expectations(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:





(2) Foundations: music literacy. The student reads and writes music notation using an appropriate notation system. The student is expected to:

(A)read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

(B)interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

Foundations: Music Literacy – Level IICurrent TEKS: Expectations

(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry.


(A)define melody, harmony, rhythm, and texture of music listened to or performed, using standard terminology; and


(1) Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

(A)compare and contrast exemplary musical examples using technology and available live performances;

(B)compare and contrast melodic and harmonic parts using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

(C)compare and contrast concepts of music notation, intervals, and chord structure using appropriate terminology;

(D) compare and contrast concepts of rhythm and meter using appropriate terminology and counting system;

Foundations: Music Literacy – Level II, cont.Current TEKS: Expectations

(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry.


(B) compare and contrast music forms of literature selected for performances and/or listening.


(1)Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

(E) compare and contrast musical forms such as song, binary, ternary, and rondo selected for performance and listening; (F) compare and contrast concepts of balance and blend using appropriate terminology; (G) compare and contrast concepts of music such as rhythm, meter, melody, harmony, key, expression markings, dynamics, and timbre; (H) apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

Foundations: Music Literacy – Music StudiesCurrent TEKS: Expectations


(A) define melody, harmony, rhythm, and texture of music listened to or performed, using standard terminology; and



(A) experience and explore exemplary musical examples using technology and available live performances;

(B) identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

(C) define concepts of music notation, intervals, and chord structure using appropriate terminology;

Foundations: Music Literacy – Music Studies, cont.Current TEKS: Expectations





(1)Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

(D) define concepts of rhythm and meter using appropriate terminology and counting system;

(E) explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

(F) apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.





Revised TEKS: Expectations(2) Foundations: music literacy. The student reads and notates music using an appropriate notation system. The student is expected to:

(A) read notation systems or manipulate sounds as appropriate to the course of study;

(B) read and notate or record and produce music that incorporates rhythmic patterns in simple, compound, and asymmetric meters as appropriate;

(C) interpret music symbols and expressive terms referring to concepts such as dynamics, tempo, and articulation as appropriate;






(2) Foundations: music literacy. The student reads and notates music using an appropriate notation system. The student is expected to:

(D) demonstrate cognitive skills, including observance of key signature and modalities, while studying or producing music at an appropriate level of difficulty; and

(E) demonstrate music-making skills such as appropriate use of technology in recording, notating, editing, manipulating, arranging, Standard Motion Picture Time Encryption (SMPT), and emergent technologies.

TABLE TALK!

So what’s next? How do we begin to prepare for the delivery and assessment of these new standards?

TABLE TALK!

Take a few minutes to brainstorm on how these changes might impact our work in the following areas, and report out to the group!•Planning curriculum•Designing effective instruction•Defining the qualities of powerful lessons•Developing essential questions•Classroom Environment•Professional Development

Sample Model Lesson

As we move forward, keep in mind that…

Through the Arts…

…we educate the

WHOLE CHILD!

Through the Arts…

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Session I: “Foundations: Music Literacy” Grades 6-12 Jim Van Zandt Director of Fine Arts, Round...

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