Music Standards Illinois Arts Learning Standards - Approved by the Illinois State Board of Education, 2016
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Illinois Arts
Learning Standards
Music Standards
Approved by the Illinois State
Board of Education, 2016
IllinoisArtsLearning.orgMusic
CREATING
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question: How do musicians generate creative ideas?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Cr1.1.PK MU:Cr1.1.K MU:Cr1.1.1 MU:Cr1.1.2 MU:Cr1.1.3 MU:Cr1.1.4
a. With guidance, a. With limited a. Improvise rhythmic a. Improvise rhythmic a. Improvise rhythmic, a. Improvise rhythmic,
explore and experience guidance, create and melodic patterns and melodic ideas and melodic, and harmonic melodic, and harmonic
music concepts (for musical ideas (for and musical ideas for a describe connection to ideas and explain ideas, and explain
example, beat, melodic example, answering a specific purpose. specific purpose and connection to specific connection to specific
contour). musical question) for a context (for example, purpose and context purpose and context
specific purpose. personal, social). (for example, social, (for example, social,
cultural). cultural, historical).
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Questions: How do musicians make creative decisions?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Cr2.1.PK MU:Cr2.1.K MU:Cr2.1.1 MU:Cr2.1.2 MU:Cr2.1.3 MU:Cr2.1.4
a. With substantial a. With guidance, a. With limited a. Demonstrate and a. Demonstrate selected a. Demonstrate
guidance, explore demonstrate and choose guidance, demonstrate explain personal reasons musical ideas for a selected and organized
favorite musical favorite musical ideas. and discuss personal for selecting patterns simple improvisation or musical ideas for
ideas (for example, reasons for selecting and ideas for music that composition to express an improvisation,
movements, musical ideas that represent expressive intent and describe arrangement, or
vocalizations, represent expressive intent. connection to a specific composition to express
instrumental intent. purpose and context. intent, and explain
accompaniments). connection to purpose
and context.
b. With limited b. Use iconic or b. Use standard and/ b. Use standard and/
guidance, use iconic standard notation and/ or iconic notation and/ or iconic notation and/
or standard notation or recording technology or recording technology or recording technology
and/or recording to combine, sequence, to document personal to document personal
technology to document and document personal rhythmic and melodic rhythmic, melodic,
and organize personal musical ideas. musical ideas. and simple harmonic
musical ideas. musical ideas.
2 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Cr1.1.5 MU:Cr1.1.6 MU:Cr1.1.7 MU:Cr1.1.8 MU:Cr1.1.I MU:Cr1.1.II MU:Cr1.1.III
a. Compose simple a. Compose rhythmic, a. Compose rhythmic, a. Compose increasingly a. Compose and/or a. Compose and/or a. Compose and/or
rhythmic, melodic, and melodic, and harmonic melodic, and harmonic complex rhythmic, improvise melodic, improvise melodic, improvise melodic,
harmonic phrases within phrases over harmonic phrases over harmonic melodic, and harmonic rhythmic, and rhythmic, and harmonic rhythmic, and harmonic
a given form that convey accompaniments within accompaniments within phrases over harmonic harmonic ideas for ideas and chordal ideas for compositions
expressive intent. a given form(s) that a given form(s) that accompaniments within simple melodies and accompaniments in a of increasing complexity
convey expressive intent. convey expressive intent. a given form(s) that accompaniments for variety of patterns and and accompaniment
convey expressive intent. given melodies. styles. patterns in a variety of
styles.
5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Cr2.1.5 MU:Cr2.1.6 MU:Cr2.1.7 MU:Cr2.1.8 MU:Cr2.1.I MU:Cr2.1.II MU:Cr2.1.III
a. Demonstrate selected a. Select, organize, a. Select, organize, a. Select, organize, a. Select, develop, and a. Select, develop, and a. Select, develop,
and developed musical construct, and develop, and document and document musical use notation and/or use notation and/or and use notation
ideas for improvisations, document personal personal musical ideas ideas for arrangements, audio/video recording audio/video recording and/or audio/video
arrangement, or musical ideas for for arrangements, song, song, and compositions to document melodic, to document draft recording to document
compositions to express arrangements and and compositions within within expanded rhythmic, and harmonic melodies, harmonies, arrangements, sections,
intent, and explain compositions within a given form(s) that forms that utilize ideas for drafts of and rhythmic passages and short compositions,
connection to purpose given form(s) that utilize compositional various compositional simple melodies. and accompaniments improvisations, and
and context. demonstrate effective techniques and convey techniques and convey for given melodies. accompaniment
beginning, middle, and expressive intent. expressive intent. patterns in a
ending, and convey variety of styles and
expressive intent. harmonizations for
given melodies.
b. Use standard and/ b. Use standard and/ b. Use standard and/ b. Use standard and/ b. Use standard and/ b. Use standard and/ b. Use standard and/
or iconic notation and/ or iconic notation and/ or iconic notation and/ or iconic notation and/ or iconic notation and/ or iconic notation and/ or iconic notation and/
or recording technology or audio/video recording or audio/video recording or audio/video recording or audio/video recording or audio/video recording or audio/video recording
to document personal to document personal to document personal to document personal to document personal to document personal to document personal
rhythmic, melodic, and rhythmic phrases, rhythmic phrases, rhythmic phrases, rhythmic phrases, rhythmic phrases, rhythmic phrases,
increasingly complex melodic phrases, and melodic phrases, and melodic phrases, and melodic phrases, and melodic phrases, and melodic phrases, and
harmonic musical ideas. harmonic musical ideas. harmonic sequences. harmonic sequences. harmonic sequences. harmonic sequences. harmonic sequences.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Music | 3Music
CREATING
Anchor Standard 3: Revise, refine, and complete artistic work.
Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of the appropriate criteria.
Essential Question: How do musicians improve the quality of their creative work and decide when it’s ready to share?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Cr3.1.PK MU:Cr3.1.K MU:Cr3.1.1 MU:Cr3.1.2 MU:Cr3.1.3 MU:Cr3.1.4
a. With substantial a. With guidance, a. With limited a. Interpret and apply a. Document revisions a. Refine and document
guidance, consider apply personal, peer, guidance, discuss and personal, peer, and to personal musical revisions to personal
personal, peer, and or teacher feedback apply personal, peer, teacher feedback to ideas, applying music, applying
teacher feedback in refining personal and teacher feedback to revise personal music. teacher-provided teacher-provided
when demonstrating musical ideas. refine personal musical and collaboratively and collaboratively
and refining personal ideas. developed criteria and developed criteria
musical ideas. feedback. and feedback to show
improvement over time.
b. With substantial b. With limited b. With limited b. Present a final version b. Present the final b. Present the final
guidance, share revised guidance, demonstrate guidance, present a of personal musical version of personal version of personal
personal musical ideas a final version of final version of personal ideas to peers or created music to others created music to others
with peers. personal musical ideas musical ideas to peers. informal audience. and describe connection and explain connection
to peers. to expressive intent. to expressive intent.
4 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Cr3.1.5 MU:Cr3.1.6 MU:Cr3.1.7 MU:Cr3.1.8 MU:Cr3.1.I MU:Cr3.1.II MU:Cr3.1.III
a. Evaluate, refine, a. Evaluate their own a. Evaluate their own a. Evaluate their own a. Evaluate, critique, a. Evaluate and a. Evaluate and refine
and document work, applying teacher- work, applying teacher- work by selecting and and refine draft refine draft melodies, varied musical works of
revisions to personal provided criteria. or student-developed applying criteria. compositions and rhythmic passages, increasing complexity
music, applying criteria. improvisations based arrangements, and based on appropriate
teacher-provided on knowledge, skill, improvisations based criteria, including the
and collaboratively and teacher-provided on established criteria, extent to which they
developed criteria and criteria. including the extent address identified
feedback and explain to which they address purposes and contexts.
rationale for changes. identified purposes.
b. Present the final b. Present the b. Present the final b. Present the final b. Present the final b. Present the final b. Present the final
version of personal final version of a version of a personal version of a personal version of a personal version of a personal version of a personal
created music to others personal composition composition or composition or composition or composition or composition or
that demonstrates or arrangement, arrangement, using arrangement, using arrangement, using arrangement, using arrangement, using
musicianship and using musicianship musicianship and musicianship and musicianship and musicianship and musicianship and
explain connection to and originality to originality to utilize originality to utilize originality to utilize originality to utilize originality to utilize
expressive intent. demonstrate an compositional various compositional various compositional various compositional various compositional
effective beginning, techniques and convey techniques and convey techniques and convey techniques and convey techniques and convey
middle, and ending and expressive intent. expressive intent. expressive intent. expressive intent. expressive intent.
convey expressive intent.
c. Describe the rationale c. Describe the rationale c. Describe the rationale c. Share personally c. Share personally c. Share and explain
for making revisions for making revisions for refining works by developed and developed and refined varied, personally
to the music based to the music based on explaining the choices refined melodic and arrangements, sections, developed and refined
on evaluation criteria evaluation criteria and based on evaluation rhythmic ideas or and short compositions musical works of
and feedback from the feedback from others criteria. motives – individually of increasing complexity increasing complexity
teacher. (teachers and peers). or as an ensemble – individually or as – individually or as
– that demonstrate an ensemble – that an ensemble – that
understanding of address identified address identified
characteristics of music purposes. purposes and contexts.
or texts studied in class.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Music | 5Music
PERFORMING
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Performers’ interest in and knowledge of musical works, context for performance, and understanding of their own musicianship
influence the selection of repertoire.
Essential Question: How do performers select, analyze, and interpret musical works?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Pr4.1.PK MU:Pr4.1.K MU:Pr4.1.1 MU:Pr4.1.2 MU:Pr4.1.3 MU:Pr4.1.4
a. With substantial a. With guidance, a. With limited a. Demonstrate and a. Demonstrate and a. Demonstrate and
guidance, demonstrate demonstrate and guidance, demonstrate explain personal interest explain how the explain how the
and state preference state personal interest and discuss personal in, knowledge about, selection of music to selection of music to
for varied musical in varied musical interest in, knowledge and purpose of varied perform is influenced perform is influenced
selections. selections. about, and purpose musical selections. by personal interest, by personal interest,
of varied musical knowledge, purpose, and knowledge, context, and
selections. context. musicianship.
b. With substantial b. With guidance, b. With limited b. Demonstrate b. Demonstrate b. Demonstrate
guidance, explore and explore and demonstrate guidance, demonstrate knowledge of musical understanding of understanding of the
demonstrate awareness awareness of musical knowledge of musical concepts (for example, the structure in structure and the
of musical contrasts (for contrasts (for example, concepts (for example, tonality, meter) in a music selected for elements of music
example, high/low, loud/ high/low, loud/soft, beat, melodic variety of music for performance. in music selected for
soft, same/different). same/different) in a contour) in a variety performance. performance.
variety of music selected of music selected for
for performance. performance.
c. With guidance, c. With guidance, c. When analyzing c. When analyzing c. When analyzing c. When analyzing
demonstrate awareness demonstrate awareness selected music, read selected music, read selected music, read selected music, read
of expressive qualities of expressive qualities and perform simple and perform rhythmic and perform rhythmic and perform using
(for example, voice (for example, voice rhythmic and melodic and melodic patterns patterns and melodic iconic and/or standard
quality, dynamics, quality, dynamics, patterns using iconic or using iconic or standard phrases using iconic notation.
tempo) that support the tempo) that support the standard notation. notation. and standard notation.
performers’ expressive performers’ expressive
intent. intent.
d. Demonstrate and d. Demonstrate d. Demonstrate and d. Demonstrate and
describe music’s understanding of describe how intent explain how intent
expressive qualities (for expressive qualities (for is conveyed through is conveyed through
example, dynamics, example, dynamics, expressive qualities (for interpretive decisions
tempo). tempo) and how example, dynamics, and expressive qualities
performers use them to tempo). (for example, dynamics,
convey expressive intent. tempo, timbre).
6 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Pr4.1.5 MU:Pr4.1.6 MU:Pr4.1.7 MU:Pr4.1.8 MU:Pr4.1.I MU:Pr4.1.II MU:Pr4.1.III
a. Demonstrate and a. Apply teacher- a. Select varied a. Select a varied a. Explain the teacher- a. Develop and apply a. Develop and apply
explain how the provided criteria for repertoire to study repertoire to study based selected criteria used criteria to select a varied criteria to select varied
selection of music to selecting music to based on interest, on music reading skills to select a varied repertoire to study programs to study
perform is influenced perform for a specific music reading skills where appropriate, repertoire to study based and perform based and perform based
by personal interest, purpose and/or context, where appropriate, an understanding of on an understanding on an understanding on an understanding
knowledge, and and explain why each understanding the form and tonality in of theoretical of theoretical of theoretical
context as well as the was chosen. structure of the music, the music, context, and structural and structural and structural
musicianship of self and context, and the and the technical skill characteristics of the characteristics and characteristics and
others. technical skill of the of the individual and music, the technical expressive challenges in expressive challenges in
individual or ensemble. ensemble. skill of the individual the music, the technical the music, the technical
or ensemble, and the skill of the individual skill of the individual
purpose or context of the or ensemble, and the or ensemble, and the
performance. purpose and context of purpose and context of
the performance. the performance.
b. Demonstrate b. Explain how b. Demonstrate b. Demonstrate or b. Demonstrate or b. Document, b. Demonstrate how
understanding of the understanding the or analyze, using analyze, using music analyze, using music demonstrate, and understanding the
structure and the structure and the music reading skills reading skills where reading skills, how analyze, using notated and implied
elements of music elements of music are where appropriate, appropriate, how the compositional devices music reading skills, style, genre, and context
in music selected for used in music selected how knowledge of setting and formal of musical works how compositional of a varied repertoire of
performance. for performance. formal aspects in characteristics impact and inform devices of musical music inform prepared
musical works inform of musical works prepared or improvised works may impact and improvised
prepared or improvised contribute to performances. and inform prepared performances.
performances. understanding the and improvised
context of the music in performances.
prepared or improvised
performance.
c. When analyzing c. When analyzing c. Identify expressive c. Demonstrate c. Demonstrate an c. Demonstrate how c. Demonstrate how
selected music, read selected music, read qualities in a varied understanding and understanding of understanding the understanding the
and perform using and identify by name repertoire of music that application of expressive context in a varied notated style, genre, notated and implied
notation. or function standard can be demonstrated qualities in a varied repertoire of music and context of a varied style, genre, and context
musical symbols (for through prepared repertoire of music through prepared repertoire of music of a varied repertoire of
example, rhythm, pitch, and improvised through prepared and improvised influences prepared music inform prepared
articulation, dynamics). performances. and improvised performances. and improvised and improvised
performances. performances. performances.
d. Demonstrate and d. Perform a selected d. Perform contrasting d. Perform contrasting d. Perform contrasting d. Perform contrasting d. Perform contrasting
explain how intent piece of music pieces of music pieces of music, pieces of music, pieces of music, pieces of music,
is conveyed through demonstrating how demonstrating their demonstrating as well demonstrating as demonstrating as demonstrating as
interpretive decisions their interpretations of interpretations of the as explaining how well as explaining well as explaining well as explaining
and expressive qualities the elements of music elements of music and the music’s intent how the music’s how the music’s how the music’s
(for example, dynamics, and the expressive expressive qualities (for is conveyed by their intent is conveyed by intent is conveyed by intent is conveyed by
tempo, timbre, qualities (for example, example, dynamics, interpretations of the their interpretations their interpretations their interpretations
articulation/style). dynamics, tempo, tempo, timbre, elements of music and of the elements of of the elements of of the elements of
timbre, articulation/ articulation/style, expressive qualities (for music and expressive music and expressive music and expressive
style, phrasing) convey phrasing) convey intent. example, dynamics, qualities (for example, qualities (for example, qualities (for example,
intent. tempo, timbre, dynamics, tempo, dynamics, tempo, dynamics, tempo,
articulation/style, timbre, articulation/ timbre, articulation/ timbre, articulation/
phrasing). style, phrasing) as style, phrasing) as style, phrasing) as
developmentally developmentally developmentally
appropriate. appropriate. appropriate.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Music | 7Music
PERFORMING
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: To express their musical idea, musicians analyze, evaluate, and refine their performance over time through openness to new ideas,
persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their performance?
Practice Pre K Kindergarten 1st 2nd 3rd 4th
MU:Pr5.1.PK MU:Pr5.1.K MU:Pr5.1.1 MU:Pr5.1.2 MU:Pr5.1.3 MU:Pr5.1.4
a. With substantial a. With guidance, apply a. With limited a. Apply established a. Apply teacher- a. Apply teacher-
guidance, practice and personal, teacher, and guidance, apply criteria to judge provided and provided and
demonstrate what they peer feedback to refine personal, teacher, and the accuracy, collaboratively collaboratively
like about their own performances. peer feedback to refine expressiveness, and developed criteria and developed criteria
performances. performances. effectiveness of feedback to evaluate and feedback to
performances. accuracy of ensemble evaluate accuracy
performances. and expressiveness of
ensemble and personal
performances.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented
influence the audience response. Essential Questions: (a) How do musicians improve the quality of their performance? (b) How do context and the manner in
which musical work is presented influence audience response?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Pr6.1.PK MU:Pr6.1.K MU:Pr6.1.1 MU:Pr6.1.2 MU:Pr6.1.3 MU:Pr6.1.4
a. With substantial a. With guidance, a. With limited a. Perform music for a a. Perform music with a. Perform music,
guidance, perform perform music with guidance, perform specific purpose with expression and technical alone or with others,
music with expression. expression. music for a specific expression and technical accuracy. with expression,
purpose with expression. accuracy. technical accuracy,
and appropriate
interpretation.
b. Perform appropriately b. Perform appropriately b. Perform appropriately b. Perform appropriately b. Demonstrate
for the audience. for the audience and for the audience and for the audience and performance decorum
purpose. purpose. purpose. and audience etiquette
appropriate for the
context, venue, and
genre.
8 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Pr5.1.5 MU:Pr5.1.6 MU:Pr5.1.7 MU:Pr5.1.8 MU:Pr5.1.I MU:Pr5.1.II MU:Pr5.1.III
a. Apply teacher- a. Identify and apply a. Apply teacher- a. Apply teacher- a. Develop criteria to a. Develop and apply a. Develop and apply
provided and teacher-provided criteria provided criteria to provided criteria to critique individual criteria to critique criteria, including
established criteria to rehearse, refine, and critique individual critique individual and small-group individual and small- feedback from multiple
and feedback to determine when a piece performances of a performances of a performances of a group performances sources, to critique
evaluate the accuracy is ready to perform. varied repertoire of varied repertoire of varied repertoire of of a varied repertoire varied programs
and expressiveness of music selected for music selected for music, create rehearsal of music, create of music repertoire
ensemble and personal performance and refine performance, identify strategies to address rehearsal strategies to selected for individual
performances. the performances. practice strategies to performance challenges, address performance and small-group
address performance and refine the challenges, and refine performances, create
challenges, and refine performances. the performances. rehearsal strategies to
the performances. address performance
challenges, and refine
the performances.
5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Pr6.1.5 MU:Pr6.1.6 MU:Pr6.1.7 MU:Pr6.1.8 MU:Pr6.1.I MU:Pr6.1.II MU:Pr6.1.III
a. Perform music, a. Perform the music a. Perform the music a. Perform the music a. Demonstrate a. Demonstrate a. Demonstrate an
alone or with others, with technical accuracy with technical accuracy with technical accuracy, technical accuracy understanding of the understanding and
with expression, to convey the creator’s and stylistic expression stylistic expression, and and expressive technical demands mastery of the technical
technical accuracy, intent. to convey the creator’s culturally authentic qualities, as well as and an understanding demands and expressive
and appropriate intent. practices in music to an understanding of expressive qualities qualities of the music
interpretation. convey the creator’s of expressive and intent of the through prepared
intent. intent, in prepared music in prepared and improvised
and improvised and improvised performances of a
performances of a performances of a varied repertoire
varied repertoire of varied repertoire representing diverse
music representing representing diverse cultures, styles, genres,
diverse cultures, styles, cultures, styles, genres, and historical periods
and genres. and historical periods. in multiple types of
ensembles.
b. Demonstrate b. Demonstrate b. Demonstrate b. Demonstrate b. Demonstrate b. Demonstrate b. Demonstrate an
performance decorum performance decorum performance decorum performance decorum technical accuracy understanding of the understanding and
and audience etiquette and audience etiquette (for example, stage (for example, stage and expressive technical demands mastery of the technical
appropriate for the appropriate for the presence, attire, presence, attire, qualities, as well as and an understanding demands and expressive
context, venue, genre, context, venue, genre, behavior) and behavior) and audience an understanding of expressive qualities qualities of the music
and style. and style. audience etiquette are etiquette appropriate for of expressive and intent of the through prepared
appropriate for venue, venue, purpose, context, intent, in prepared music in prepared and improvised
purpose, and context. and style. and improvised and improvised performances of a
performances of a performances of a varied repertoire
varied repertoire of varied repertoire representing diverse
music representing representing diverse cultures, styles, genres,
diverse cultures, styles, cultures, styles, genres, and historical periods
and genres. and historical periods. in multiple types of
ensembles.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Music | 9Music
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work.
Enduring Understanding: Individuals choose music based on their interests, experiences, musical understanding, and each musical works’ purpose.
Essential Question: How do individuals choose music to experience?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Re7.1.PK MU:Re7.1.K MU:Re7.1.1 MU:Re7.1.2 MU:Re7.1.3 MU:Re7.1.4
a. With substantial a. With guidance, list a. With limited a. Explain and a. Demonstrate and a. Demonstrate and
guidance, state personal interests guidance, identify demonstrate how describe how selected explain how selected
personal interests and and experiences and and demonstrate how personal interests and music connects to and music connects to and
demonstrate why they demonstrate why they personal interests and experiences influence is influenced by specific is influenced by specific
prefer some music prefer some music experiences influence musical selection for interests, experiences, or interests, experiences,
selections over others. selections over others. musical selection for specific purposes. purposes. purposes, or contexts.
specific purposes.
b. With substantial b. With guidance, b. With limited b. Describe how specific b. Demonstrate b. Demonstrate and
guidance, explore demonstrate how a guidance, demonstrate music concepts are used and describe how a describe how responses
musical contrasts in specific music concept and identify how specific to support a specific response to music can to music are informed
music. (for example, beat, music concepts (for purpose in music. be informed by the by the structure, the
melodic direction) is example, beat, pitch) structure, the use of the use of the elements
used in music. are used in various elements of music, and of music, and context
styles of music for a context (for example, (for example, social,
purpose. personal, social). cultural).
Anchor Standard 8: Construct meaningful interpretations of artistic work.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question: How do we discern the musical performers’ emotions, thoughts, and ideas?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Re8.1.PK MU:Re8.1.K MU:Re8.1.1 MU:Re8.1.2 MU:Re8.1.3 MU:Re8.1.4
a. With substantial a. With guidance, a. With limited a. Demonstrate a. Demonstrate and a. Demonstrate and
guidance, explore demonstrate awareness guidance, demonstrate knowledge of music describe how the explain how the
music’s expressive of expressive qualities and identify expressive concepts and how they expressive qualities expressive qualities (for
qualities (for example, (for example, dynamics, qualities (for example, support performers’ (for example, example, dynamics,
dynamics, tempo). tempo) that reflect dynamics, tempo) that expressive intent. dynamics, tempo) are tempo, timbre) are
performers’ expressive reflect performers’ used in performers’ used in performers’ and
intent. expressive intent. interpretations to reflect personal interpretations
expressive intent. to reflect expressive
intent.
10 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Re7.1.5 MU:Re7.1.6 MU:Re7.1.7 MU:Re7.1.8 MU:Re7.1.I MU:Re7.1.II MU:Re7.1.III
a. Demonstrate and a. Select or choose a. Identify reasons a. Explain reasons a. Apply teacher- a. Apply teacher- a. Apply researched or
explain, citing evidence, music to listen to and for selecting music for selecting music provided criteria provided and/or personally developed
how selected music explain the connections based on musical based on musical to select music for personally developed criteria to select,
connects to and is to specific interests characteristics, interest, characteristics, interest, specified purposes, criteria to select music describe, and compare
influenced by specific or experiences for a purpose, or context. purpose or context. supporting choices by for a variety of purposes, a variety of musical
interests, experiences, specific purpose. citing characteristics justifying choices selections based on
purposes, or contexts. found in the music and citing knowledge of the characteristics and
connections to interest, music and the specified knowledge of the music
purpose, and context. purpose and context. and the purpose and
context of the works.
b. Demonstrate and b. Describe how the b. Describe how b. Describe how b. Compare passages b. Explain how the b. Demonstrate and
describe, citing elements of music and knowledge of context understanding context in musical selections analysis of the musical justify how a variety of
evidence, how responses expressive qualities and the use of musical and the elements and explain how the works and context of musical works function,
to music are informed relate to the structure of elements inform the of music inform the elements of music contrasting selections and distinguish how
by the structure, the the pieces. response to music. response to music. and context inform the inform the response. context and creative
use of the elements response. decisions inform the
of music, and context response.
(for example, social,
cultural, historical).
c. Identify the context c. Identify and compare c. Identify and compare c. Identify and compare c. Identify and compare c. Identify and compare
of music from a variety the context of music the context of programs the context of programs the context of programs the context of programs
of genres, cultures, and from a variety of genres, of music from a variety of music from a variety of music from a variety of music from a variety
historical periods. cultures, and historical of genres, cultures, and of genres, cultures, of genres, cultures, of genres, cultures,
periods. historical periods. and historical periods and historical periods and historical periods
as developmentally as developmentally as developmentally
appropriate. appropriate. appropriate.
5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Re8.1.5 MU:Re8.1.6 MU:Re8.1.7 MU:Re8.1.8 MU:Re8.1.I MU:Re8.1.II MU:Re8.1.III
a. Demonstrate and a. Describe a personal a. Identify the meaning a. Identify and support a. Explain and support a. Explain and support a. Establish and justify
explain how the interpretation of how of musical selections, the meaning of musical the meaning of musical interpretations of the interpretations of the
expressive qualities are performers’ application referring to the elements works, citing as works, citing as expressive intent and expressive intent and
used in performers’ and of the elements of music of music and context. evidence the musical evidence the elements meaning of musical meaning of musical
personal interpretations and expressive qualities, elements and context. of music, context, and selections, citing as selections by comparing
to reflect expressive within genres and personal research. evidence the elements and synthesizing varied
intent. cultural and historical of music, context, and researched sources,
context, convey varied researched including reference to
expressive intent. sources. examples from other art
forms.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Music | 11Music
RESPONDING
Anchor Standard 9: Apply criteria to evaluate artistic work.
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and teacher- or student-
established criteria. Essential Question: How do we judge the quality of musical work(s) and performance(s)?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Re9.1.PK MU:Re9.1.K MU:Re9.1.1 MU:Re9.1.2 MU:Re9.1.3 MU:Re9.1.4
With substantial With guidance, apply With limited guidance, Apply personal and Evaluate musical works Evaluate musical works
guidance, talk about personal and expressive apply personal and expressive preferences and performances, and performances,
personal and expressive preferences in the expressive preferences in the evaluation of applying established applying established
preferences in music. evaluation of music. in the evaluation of music for specific criteria, and describe criteria, and explain
music for specific purposes. appropriateness to the appropriateness to the
purposes. context. context.
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Essential Question: How do musicians make meaningful connections to creating, performing, and responding?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Cn10.1.PK MU:Cn10.1.K MU:Cn10.1.1 MU:Cn10.1.2 MU:Cn10.1.3 MU:Cn10 .1.4
a. Demonstrate how a. Demonstrate how a. Demonstrate how a. Demonstrate how a. Demonstrate how a. Demonstrate how
interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge,
and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to
personal choices and personal choices and personal choices and personal choices and personal choices and personal choices and
intent when creating, intent when creating, intent when creating, intent when creating, intent when creating, intent when creating,
performing, and performing, and performing, and performing, and performing, and performing, and
responding to music responding to music responding to music responding to music responding to music responding to music
as developmentally as developmentally as developmentally as developmentally as developmentally as developmentally
appropriate. appropriate. appropriate. appropriate. appropriate. appropriate.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.
Essential Question: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?
Pre K Kindergarten 1st 2nd 3rd 4th
MU:Cn11.1.PK MU:Cn11.1.K MU:Cn11.1.1 MU:Cn11.1.2 MU:Cn11.1.3 MU:Cn11 .1.4
a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate
understanding understanding understanding understanding understanding understanding
of relationships of relationships of relationships of relationships of relationships of relationships
between music and between music and between music and between music and between music and between music and
the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other
disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied
contexts, and daily life contexts, and daily life contexts, and daily life contexts, and daily life contexts, and daily life contexts, and daily life
as developmentally as developmentally as developmentally as developmentally as developmentally as developmentally
appropriate. appropriate. appropriate. appropriate. appropriate. appropriate.
12 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Re9.1.5 MU:Re9.1.6 MU:Re9.1.7 MU:Re9.1.8 MU:Re9.1.I MU:Re9.1.II MU:Re9.1.III
Evaluate musical works Apply teacher-provided Identify and describe Explain the influence of Evaluate works and Evaluate works and Develop and justify
and performances, criteria to evaluate the effect of interest, experiences, analysis, performances based performances based evaluations of music,
applying established musical works or experience, analysis, and context on interest on collaboratively on research, as programs of music, and
criteria, and explain performances. and context on the in and evaluation of developed criteria, well as personally performances based
appropriateness to the evaluation of music. music. including analysis of the and collaboratively on criteria, research,
context, citing evidence structure and context. developed criteria, and understanding of
from the elements of including analysis and contexts.
music. interpretation of the
structure and context.
5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Cn10.1.5 MU:Cn10.1.6 MU:Cn10.1.7 MU:Cn10.1.8 MU:Cn10.1.I MU:Cn10.1.II MU:Cn10.1.III
a. Demonstrate how a. Demonstrate how a. Demonstrate how a. Demonstrate how a. Demonstrate how a. Demonstrate how a. Demonstrate how
interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge,
and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to
personal choices and personal choices and personal choices and personal choices and personal choices and personal choices and personal choices and
intent when creating, intent when creating, intent when creating, intent when creating, intent when creating, intent when creating, intent when creating,
performing, and performing, and performing, and performing, and performing, and performing, and performing, and
responding to music responding to music responding to music responding to music responding to music responding to music responding to music
as developmentally as developmentally as developmentally as developmentally as developmentally as developmentally as developmentally
appropriate. appropriate. appropriate. appropriate. appropriate. appropriate. appropriate.
5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
MU:Cn11.1.5 MU:Cn11.1.6 MU:Cn11.1.7 MU:Cn11.1.8 MU:Cn11.1.I MU:Cn11.1.II MU:Cn11.1.III
a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate
understanding understanding understanding understanding understanding understanding understanding
of relationships of relationships of relationships of relationships of relationships of relationships of relationships
between music and between music and between music and between music and between music and between music and between music and
the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other
disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied
contexts, and daily life contexts, and daily life contexts, and daily life contexts, and daily life contexts, and daily life contexts, and daily life contexts, and daily life
as developmentally as developmentally as developmentally as developmentally as developmentally as developmentally as developmentally
appropriate. appropriate. appropriate. appropriate. appropriate. appropriate. appropriate.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Music | 13Music Glossary
AB: Musical form consisting of two sections, A and B, which Chant: Most commonly, the rhythmic recitation of rhymes Context, historical: Conditions of the time and place in which
contrast with each other (binary form). or poems without a sung melody; a type of singing, with a music was created or performed that provide meaning and
simple, unaccompanied melody line and free rhythm. influence the musical experience.
ABA: Musical form consisting of three sections, A, B, and A;
two are the same, and the middle one is different (ternary Chart: Jazz or popular music score, often abbreviated, with a Context, personal: Unique experiences and relationships that
form). melody (including key and time signature) and a set of chord surround a single person and are influenced by personal life,
changes. family, habits, interest, and preferences.
Ability: Natural aptitude in specific skills and processes; what
the student is apt to do, without formal instruction. Chord progression: Series of chords sounding in succession; Context, social environment: Surrounding something
certain progressions are typical in particular styles/genres of or someone’s creation or intended audience that reflects
Academic vocabulary: Words that traditionally are used in music. and influences how people use and interpret the musical
academic dialogue and text. experience.
Collaboratively: Working together on a common (musical)
Analog tools: Category of musical instruments and tools that task or goal. Craftsmanship: Degree of skill and ability exhibited by a
are nondigital (that is, do not transfer sound in or convert creator or performer to manipulate the elements of music in a
sound into binary code), such as acoustic instruments, Collaboratively developed criteria: Qualities or traits for composition or performance.
microphones, monitors, and speakers. assessing achievement level that have been through a
process of collective decision making. Create: Conceive and develop new artistic ideas, such as an
Analysis: (See “Analyze”) improvisation, composition, or arrangement, into a work.
Complex formal structure: Musical form in which rhythmic,
Analyze: Examine in detail the structure and context melodic, harmonic, and/or other musical materials undergo Creative intent: Shaping of the elements of music to express
of the music. significant expansion and development and may be more and convey emotions, thoughts, and ideas.
distantly related across sections while remaining coherent in
Arrangement: Setting or adaptation of an existing musical some way, such as sonata or other novel design with three or Creator: One who originates a music composition,
composition. more sections. arrangement, or improvisation.
Arranger: Person who creates alternative settings or Composer: One who creates music compositions. Criteria: Guidelines used to judge the quality of a student’s
adaptations of existing music. performance (see “Rubric”).
Composition: Original piece of music that can be repeated,
Articulation: Characteristic way in which musical tones typically developed over time, and preserved either in notation Cultural context: Values, beliefs, and traditions of a group of
are connected, separated, or accented; types of articulation or in a sound recording. people that influence musical meaning and inform culturally
include legato (smooth, connected tones) and staccato (short, authentic musical practice.
detached tones). Compositional devices: Tools used by a composer or arranger
to create or organize a composition or arrangement, such as Culturally authentic performance: Presentation that reflects
Artistic literacy: Knowledge and understanding required to tonality, sequence, repetition, instrumentation, orchestration, practices and interpretation representative of the style and
participate authentically in the arts. harmonic/melodic structure, style, and form. traditions of a culture.
Atonality: Music in which no tonic or key center is apparent. Compositional procedures: Techniques that a composer Culture: Values and beliefs of a particular group of
initiates and continues in pieces to develop musical ideas, people, from a specific place or time, expressed through
such as fragmentation, imitation, sequencing, variation, characteristics such as tradition, social structure, religion,
Audiate: Hear and comprehend sounds in one’s head (inner aggregate completion, registral saturation, contour inversion
hearing), even when no sound is present. art, and food.
of gestures, and rhythmic phrasing.
Audience etiquette: Social behavior observed by those Cyclical structure: Musical form characterized by the return
Compositional techniques: Approaches a composer uses or “cycling around” of significantly recognizable themes,
attending musical performances and which can vary to manipulate and refine the elements to convey meaning
depending upon the type of music performed. motives, and/or patterns across movements.
and intent in a composition, such as tension-release,
augmentation-diminution, sound-silence, motion-stasis, in Demonstrate: Show musical understanding through
Beat: Underlying steady pulse present in most music. addition to compositional devices. observable behavior such as moving, chanting, singing, or
playing instruments.
Benchmark: Pre-established definition of an achievement Concepts, music: Understandings or generalized ideas about
level, designed to help measure student progress toward a music that are formed after learners make connections and
goal or standard, expressed either in writing or as an example Diatonic: Seven-tone scale consisting of five whole steps and
determine relationships among ideas. two half steps.
of scored student work (also known as “anchor set”).
Connection: Relationship among artistic ideas, personal Digital environment: Simulated place made or created
Binary form: (See “AB”) meaning, and/or external context. through the use of one or more computers, sensors, or
equipment.
Body percussion: Use of the human body as an instrument Context: Environment that surrounds music, influences
to create percussive/rhythmic sounds such as stomping, understanding, provides meaning, and connects to an event
patsching (patting thighs), clapping, clicking, and snapping. Digital notation: A visual image of musical sound created
or occurrence. by using computer software applications, intended either as
a record of sound heard or imagined, or as a set of visual
Bordun: Accompaniment created by sounding two tones, Context, cultural: Values, beliefs, and traditions of a group of instructions for performers.
five notes apart, continuously throughout a composition; can people that influence musical meaning and inform culturally
be performed in varying ways, such as simultaneously or authentic musical practice.
alternating.
14 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of EducationDigital resources: Anything published in a format capable Formal design: Large-scale framework for a piece of music in Iconic notation: Representation of sound and its treatment
of being read by a computer, a Web-enabled device, a digital which the constituent parts cohere into a meaningful whole; using lines, drawings, pictures.
tablet, or smartphone. encompasses both structural and tonal aspects of the piece.
Imagine: Generate musical ideas for various purposes and
Digital systems: Platforms that allow interaction and the Fret: Thin strip of material placed across the fingerboard contexts.
conversion between and through the audio and digital of some stringed instruments, such as guitar, banjo, and
domains. mandolin; the fingers press the strings against the frets to Imagination: Ability to generate ideas, concepts, sounds, and
determine pitch. images in the mind that are not physically present and may
Digital tools: Category of musical instruments and not have been previously experienced (see “Audiate”)
tools that manipulate sound using binary code, such as Function: Use for which music is created, performed, or Improvisation: Music created and performed spontaneously or
electronic keyboards, digital audio interfaces, MIDI, and experienced, such as dance, social, recreation, music therapy, “in-the-moment,” often within a framework determined by the
computer software. video games, and advertising. musical style.
Dynamics: Level or range of loudness of a sound or sounds. Fundamentals of music theory: Basic elements of music, Improviser: One who creates music spontaneously or “in-the-
their subsets, and how they interact: rhythm and meter; pitch moment.”
Elements of music: Basic characteristics of sound (pitch, and clefs; intervals; scales, keys and key signatures; triads
rhythm, harmony, dynamics, timbre, texture, form, and style/ and seventh chords. Independently: Working with virtually no assistance, initiating
articulation) that are manipulated to create music. appropriate requests for consultation, performing in a self-
Fusion: Type of music created by combining contrasting styles directed ensemble offering ideas/solutions that make such
Enduring understanding: Overarching or “big” ideas that into a new style. consulting collaborative rather than teacher directed.
are central to the core of the music discipline and may be
transferred to new situations. Genre: Category of music characterized by a distinctive style, Intent: Meaning or feeling of the music planned and conveyed
form, and/or content, such as jazz, march, and country. by a creator or performer.
Ensemble: Group of individuals organized to perform artistic
work: traditional, large groups such as bands, orchestras, and Guidance: Assistance provided temporarily to enable a Interpret: Determine and demonstrate music’s expressive
choirs; chamber, smaller groups, such as duets, trios, and student to perform a musical task that would be difficult to intent and meaning when responding and performing.
quartets; emerging, such as guitar, iPad, mariachi, steel drum perform unaided, best implemented in a manner that helps
or pan, and Taiko drumming. develop that student’s capacity to eventually perform the task Interpretation: Intent and meaning that a performer realizes
independently. in studying and performing a piece of music.
Essential question: Question that is central to the core of a
discipline – in this case, music – and promotes investigation Harmonic sequences: Series of two or more chords commonly Intervals: Distance between two tones, named by counting
to uncover corresponding enduring understanding(s). used to support the melody or melodies. all pitch names involved; harmonic interval occurs when two
pitches are sounded simultaneously, and melodic interval
Established criteria: Traits or dimensions for making quality Harmonizing instruments: musical instruments, such as when two pitches are sounded successively.
judgments in music of a particular style, genre, cultural guitars, ukuleles, and keyboards, capable of producing
context, or historical period that have gained general harmonies as well as melodies, often used to provide chordal Intonation: Singing or playing the correct pitch in tune.
acceptance and application over time. accompaniments for melodies and songs.
Key signature: Set of sharps or flats at the beginning of the
Expanded form: Basic form (for example, AB, ABA, rondo, Harmonization: Process of applying stylistically appropriate staff, following the clef sign, that indicates the primary pitch
or theme and variation) expanded by the addition of an harmony, such as chords, countermelodies, and ostinato, to set or scale used in the music and provide clues to the resting
introduction, transition, and/or coda. melodic material. tone and mode.
Explore: Discover, investigate, and create musical ideas Harmony: Chordal structure of a music composition in which Lead-sheet notation: System symbol used to identify chords
through singing, chanting, playing instruments, or moving the simultaneous sounding of pitches produces chords and in jazz, popular, and folk music; uppercase letters are written
to music. their successive use produces chord progressions. above the staff, specifying which chords should be used and
when they should be played.
Expression: Feeling conveyed through music. Heterophonic: Musical texture in which slightly different
versions of the same melody sound simultaneously. Lyrics: Words of a song.
Expressive aspects: Characteristics that convey feeling in the
presentation of musical ideas. Historical context: Conditions of the time and place in which Major scale: Scale in which the ascending pattern of whole
music was created or performed and that provide meaning and half steps is whole, whole, half, whole, whole, whole, half.
Expressive intent: The emotions, thoughts, and ideas that a and influence the musical experience.
performer or composer seeks to convey by manipulating the Melodic contour: Shape of a melody created by the way its
elements of music. Historical periods: Period of years during which music pitches repeat and move up and down in steps and skips.
that was created and/or performed shared common
Expressive qualities: Qualities such as dynamics, tempo, characteristics; historians of Western art music typically refer Melodic passage: Short section or series of notes within a
articulation which – when combined with other elements of to the following: Medieval (ca. 500 –ca. 1420), Renaissance larger work that constitutes a single coherent melodic idea.
music – give a composition its musical identity. (ca. 1420–ca. 1600), Baroque (ca. 1600–ca. 1750), Classic
(ca. 1750–-ca. 1820), Romantic (ca. 1820–ca. 1900), and
Contemporary (ca. 1900–). Melodic pattern: Grouping, generally brief, of tones or pitches.
Form: Element of music describing the overall organization
of a piece of music, such as AB, ABA, rondo, theme and Melody: Linear succession of sounds (pitches) and silences
variations, and strophic form. Homophonic: Musical texture in which all parts move in the
same rhythm but use different pitches, as in hymns; also, a moving through time; the horizontal structure of music.
melody supported by chords.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Music | 15You can also read
