Music-Standards.pdf

Illinois Arts

Learning Standards

Approved by the Illinois State

Board of Education, 2016

IllinoisArtsLearning.org

Music Standards

2 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education

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

MU:Cr1.1.PK

Kindergarten

MU:Cr1.1.K

1st

MU:Cr1.1.1

2nd

MU:Cr1.1.2

3rd

MU:Cr1.1.3

4th

MU:Cr1.1.4

a. With guidance,

explore and experience

music concepts (for

example, beat, melodic

contour).

a. With limited

guidance, create

musical ideas (for

example, answering a

musical question) for a

speciﬁc purpose.

a. Improvise rhythmic

and melodic patterns

and musical ideas for a

speciﬁc purpose.

a. Improvise rhythmic

and melodic ideas and

describe connection to

speciﬁc purpose and

context (for example,

personal, social).

a. Improvise rhythmic,

melodic, and harmonic

ideas and explain

connection to speciﬁc

purpose and context

(for example, social,

cultural).

a. Improvise rhythmic,

melodic, and harmonic

ideas, and explain

connection to speciﬁc

purpose and context

(for example, social,

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

MU:Cr2.1.PK

Kindergarten

MU:Cr2.1.K

1st

MU:Cr2.1.1

2nd

MU:Cr2.1.2

3rd

MU:Cr2.1.3

4th

MU:Cr2.1.4

a. With substantial

guidance, explore

favorite musical

ideas (for example,

movements,

vocalizations,

instrumental

accompaniments).

a. With guidance,

demonstrate and choose

favorite musical ideas.

a. With limited

guidance, demonstrate

and discuss personal

reasons for selecting

musical ideas that

represent expressive

intent.

a. Demonstrate and

explain personal reasons

for selecting patterns

and ideas for music that

represent expressive

intent.

a. Demonstrate selected

musical ideas for a

simple improvisation or

composition to express

intent and describe

connection to a speciﬁc

purpose and context.

a. Demonstrate

selected and organized

musical ideas for

an improvisation,

arrangement, or

composition to express

intent, and explain

connection to purpose

and context.

b. With limited

guidance, use iconic

or standard notation

and/or recording

technology to document

and organize personal

musical ideas.

b. Use iconic or

standard notation and/

or recording technology

to combine, sequence,

and document personal

musical ideas.

b. Use standard and/

or iconic notation and/

or recording technology

to document personal

rhythmic and melodic

musical ideas.

b. Use standard and/

or iconic notation and/

or recording technology

to document personal

rhythmic, melodic,

and simple harmonic

musical ideas.

Music

Illinois Arts Learning Standards Music | 3Approved by the Illinois State Board of Education

5th

MU:Cr1.1.5

6th

MU:Cr1.1.6

7th

MU:Cr1.1.7

8th

MU:Cr1.1.8

Introductory HS Levels

MU:Cr1.1.I

Intermediate HS Levels

MU:Cr1.1.II

Advanced HS Levels

MU:Cr1.1.III

a. Compose simple

rhythmic, melodic, and

harmonic phrases within

a given form that convey

expressive intent.

a. Compose rhythmic,

melodic, and harmonic

phrases over harmonic

accompaniments within

a given form(s) that

convey expressive intent.

a. Compose rhythmic,

melodic, and harmonic

phrases over harmonic

accompaniments within

a given form(s) that

convey expressive intent.

a. Compose increasingly

complex rhythmic,

melodic, and harmonic

phrases over harmonic

accompaniments within

a given form(s) that

convey expressive intent.

a. Compose and/or

improvise melodic,

rhythmic, and

harmonic ideas for

simple melodies and

accompaniments for

given melodies.

a. Compose and/or

improvise melodic,

rhythmic, and harmonic

ideas and chordal

accompaniments in a

variety of patterns and

styles.

a. Compose and/or

improvise melodic,

rhythmic, and harmonic

ideas for compositions

of increasing complexity

and accompaniment

patterns in a variety of

styles.

5th

MU:Cr2.1.5

6th

MU:Cr2.1.6

7th

MU:Cr2.1.7

8th

MU:Cr2.1.8

Introductory HS Levels

MU:Cr2.1.I

Intermediate HS Levels

MU:Cr2.1.II

Advanced HS Levels

MU:Cr2.1.III

a. Demonstrate selected

and developed musical

ideas for improvisations,

arrangement, or

compositions to express

intent, and explain

connection to purpose

and context.

a. Select, organize,

construct, and

document personal

musical ideas for

arrangements and

compositions within

given form(s) that

demonstrate effective

beginning, middle, and

ending, and convey

expressive intent.

a. Select, organize,

develop, and document

personal musical ideas

for arrangements, song,

and compositions within

a given form(s) that

utilize compositional

techniques and convey

expressive intent.

a. Select, organize,

and document musical

ideas for arrangements,

song, and compositions

within expanded

forms that utilize

various compositional

techniques and convey

expressive intent.

a. Select, develop, and

use notation and/or

audio/video recording

to document melodic,

rhythmic, and harmonic

ideas for drafts of

simple melodies.

a. Select, develop, and

use notation and/or

audio/video recording

to document draft

melodies, harmonies,

and rhythmic passages

and accompaniments

for given melodies.

a. Select, develop,

and use notation

and/or audio/video

recording to document

arrangements, sections,

and short compositions,

improvisations, and

accompaniment

patterns in a

variety of styles and

harmonizations for

given melodies.

b. Use standard and/

or iconic notation and/

or recording technology

to document personal

rhythmic, melodic, and

increasingly complex

harmonic musical ideas.

b. Use standard and/

or iconic notation and/

or audio/video recording

to document personal

rhythmic phrases,

melodic phrases, and

harmonic musical ideas.

b. Use standard and/

or iconic notation and/

or audio/video recording

to document personal

rhythmic phrases,

melodic phrases, and

harmonic sequences.

b. Use standard and/

or iconic notation and/

or audio/video recording

to document personal

rhythmic phrases,

melodic phrases, and

harmonic sequences.

b. Use standard and/

or iconic notation and/

or audio/video recording

to document personal

rhythmic phrases,

melodic phrases, and

harmonic sequences.

b. Use standard and/

or iconic notation and/

or audio/video recording

to document personal

rhythmic phrases,

melodic phrases, and

harmonic sequences.

b. Use standard and/

or iconic notation and/

or audio/video recording

to document personal

rhythmic phrases,

melodic phrases, and

harmonic sequences.

4 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education

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

MU:Cr3.1.PK

Kindergarten

MU:Cr3.1.K

1st

MU:Cr3.1.1

2nd

MU:Cr3.1.2

3rd

MU:Cr3.1.3

4th

MU:Cr3.1.4

a. With substantial

guidance, consider

personal, peer, and

teacher feedback

when demonstrating

and reﬁning personal

musical ideas.

a. With guidance,

apply personal, peer,

or teacher feedback

in reﬁning personal

musical ideas.

a. With limited

guidance, discuss and

apply personal, peer,

and teacher feedback to

reﬁne personal musical

ideas.

a. Interpret and apply

personal, peer, and

teacher feedback to

revise personal music.

a. Document revisions

to personal musical

ideas, applying

teacher-provided

and collaboratively

developed criteria and

feedback.

a. Reﬁne and document

revisions to personal

music, applying

teacher-provided

and collaboratively

developed criteria

and feedback to show

improvement over time.

b. With substantial

guidance, share revised

personal musical ideas

with peers.

b. With limited

guidance, demonstrate

a ﬁnal version of

personal musical ideas

to peers.

b. With limited

guidance, present a

ﬁnal version of personal

musical ideas to peers.

b. Present a ﬁnal version

of personal musical

ideas to peers or

informal audience.

b. Present the ﬁnal

version of personal

created music to others

and describe connection

to expressive intent.

b. Present the ﬁnal

version of personal

created music to others

and explain connection

to expressive intent.

Music

Illinois Arts Learning Standards Music | 5Approved by the Illinois State Board of Education

5th

MU:Cr3.1.5

6th

MU:Cr3.1.6

7th

MU:Cr3.1.7

8th

MU:Cr3.1.8

Introductory HS Levels

MU:Cr3.1.I

Intermediate HS Levels

MU:Cr3.1.II

Advanced HS Levels

MU:Cr3.1.III

a. Evaluate, reﬁne,

and document

revisions to personal

music, applying

teacher-provided

and collaboratively

developed criteria and

feedback and explain

rationale for changes.

a. Evaluate their own

work, applying teacher-

provided criteria.

a. Evaluate their own

work, applying teacher-

or student-developed

criteria.

a. Evaluate their own

work by selecting and

applying criteria.

a. Evaluate, critique,

and reﬁne draft

compositions and

improvisations based

on knowledge, skill,

and teacher-provided

criteria.

a. Evaluate and

reﬁne draft melodies,

rhythmic passages,

arrangements, and

improvisations based

on established criteria,

including the extent

to which they address

identiﬁed purposes.

a. Evaluate and reﬁne

varied musical works of

increasing complexity

based on appropriate

criteria, including the

extent to which they

address identiﬁed

purposes and contexts.

b. Present the ﬁnal

version of personal

created music to others

that demonstrates

musicianship and

explain connection to

expressive intent.

b. Present the

ﬁnal version of a

personal composition

or arrangement,

using musicianship

and originality to

demonstrate an

effective beginning,

middle, and ending and

convey expressive intent.

b. Present the ﬁnal

version of a personal

composition or

arrangement, using

musicianship and

originality to utilize

compositional

techniques and convey

expressive intent.

b. Present the ﬁnal

version of a personal

composition or

arrangement, using

musicianship and

originality to utilize

various compositional

techniques and convey

expressive intent.

b. Present the ﬁnal

version of a personal

composition or

arrangement, using

musicianship and

originality to utilize

various compositional

techniques and convey

expressive intent.

b. Present the ﬁnal

version of a personal

composition or

arrangement, using

musicianship and

originality to utilize

various compositional

techniques and convey

expressive intent.

b. Present the ﬁnal

version of a personal

composition or

arrangement, using

musicianship and

originality to utilize

various compositional

techniques and convey

expressive intent.

c. Describe the rationale

for making revisions

to the music based

on evaluation criteria

and feedback from the

teacher.

c. Describe the rationale

for making revisions

to the music based on

evaluation criteria and

feedback from others

(teachers and peers).

c. Describe the rationale

for reﬁning works by

explaining the choices

based on evaluation

criteria.

c. Share personally

developed and

reﬁned melodic and

rhythmic ideas or

motives – individually

or as an ensemble

– that demonstrate

understanding of

characteristics of music

or texts studied in class.

c. Share personally

developed and reﬁned

arrangements, sections,

and short compositions

of increasing complexity

– individually or as

an ensemble – that

address identiﬁed

purposes.

c. Share and explain

varied, personally

developed and reﬁned

musical works of

increasing complexity

– individually or as

an ensemble – that

address identiﬁed

purposes and contexts.

6 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education

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

MU:Pr4.1.PK

Kindergarten

MU:Pr4.1.K

1st

MU:Pr4.1.1

2nd

MU:Pr4.1.2

3rd

MU:Pr4.1.3

4th

MU:Pr4.1.4

a. With substantial

guidance, demonstrate

and state preference

for varied musical

selections.

a. With guidance,

demonstrate and

state personal interest

in varied musical

selections.

a. With limited

guidance, demonstrate

and discuss personal

interest in, knowledge

about, and purpose

of varied musical

selections.

a. Demonstrate and

explain personal interest

in, knowledge about,

and purpose of varied

musical selections.

a. Demonstrate and

explain how the

selection of music to

perform is inﬂuenced

by personal interest,

knowledge, purpose, and

context.

a. Demonstrate and

explain how the

selection of music to

perform is inﬂuenced

by personal interest,

knowledge, context, and

musicianship.

b. With substantial

guidance, explore and

demonstrate awareness

of musical contrasts (for

example, high/low, loud/

soft, same/different).

b. With guidance,

explore and demonstrate

awareness of musical

contrasts (for example,

high/low, loud/soft,

same/different) in a

variety of music selected

for performance.

b. With limited

guidance, demonstrate

knowledge of musical

concepts (for example,

beat, melodic

contour) in a variety

of music selected for

performance.

b. Demonstrate

knowledge of musical

concepts (for example,

tonality, meter) in a

variety of music for

performance.

b. Demonstrate

understanding of

the structure in

music selected for

performance.

b. Demonstrate

understanding of the

structure and the

elements of music

in music selected for

performance.

c. With guidance,

demonstrate awareness

of expressive qualities

(for example, voice

quality, dynamics,

tempo) that support the

performers’ expressive

intent.

c. With guidance,

demonstrate awareness

of expressive qualities

(for example, voice

quality, dynamics,

tempo) that support the

performers’ expressive

intent.

c. When analyzing

selected music, read

and perform simple

rhythmic and melodic

patterns using iconic or

standard notation.

c. When analyzing

selected music, read

and perform rhythmic

and melodic patterns

using iconic or standard

notation.

c. When analyzing

selected music, read

and perform rhythmic

patterns and melodic

phrases using iconic

and standard notation.

c. When analyzing

selected music, read

and perform using

iconic and/or standard

notation.

d. Demonstrate and

describe music’s

expressive qualities (for

example, dynamics,

tempo).

d. Demonstrate

understanding of

expressive qualities (for

example, dynamics,

tempo) and how

performers use them to

convey expressive intent.

d. Demonstrate and

describe how intent

is conveyed through

expressive qualities (for

example, dynamics,

tempo).

d. Demonstrate and

explain how intent

is conveyed through

interpretive decisions

and expressive qualities

(for example, dynamics,

tempo, timbre).

Music

Illinois Arts Learning Standards Music | 7Approved by the Illinois State Board of Education

5th

MU:Pr4.1.5

6th

MU:Pr4.1.6

7th

MU:Pr4.1.7

8th

MU:Pr4.1.8

Introductory HS Levels

MU:Pr4.1.I

Intermediate HS Levels

MU:Pr4.1.II

Advanced HS Levels

MU:Pr4.1.III

a. Demonstrate and

explain how the

selection of music to

perform is inﬂuenced

by personal interest,

knowledge, and

context as well as the

musicianship of self and

others.

a. Apply teacher-

provided criteria for

selecting music to

perform for a speciﬁc

purpose and/or context,

and explain why each

was chosen.

a. Select varied

repertoire to study

based on interest,

music reading skills

where appropriate,

understanding the

structure of the music,

context, and the

technical skill of the

individual or ensemble.

a. Select a varied

repertoire to study based

on music reading skills

where appropriate,

an understanding of

form and tonality in

the music, context,

and the technical skill

of the individual and

ensemble.

a. Explain the teacher-

selected criteria used

to select a varied

repertoire to study based

on an understanding

of theoretical

and structural

characteristics of the

music, the technical

skill of the individual

or ensemble, and the

purpose or context of the

performance.

a. Develop and apply

criteria to select a varied

repertoire to study

and perform based

on an understanding

of theoretical

and structural

characteristics and

expressive challenges in

the music, the technical

skill of the individual

or ensemble, and the

purpose and context of

the performance.

a. Develop and apply

criteria to select varied

programs to study

and perform based

on an understanding

of theoretical

and structural

characteristics and

expressive challenges in

the music, the technical

skill of the individual

or ensemble, and the

purpose and context of

the performance.

b. Demonstrate

understanding of the

structure and the

elements of music

in music selected for

performance.

b. Explain how

understanding the

structure and the

elements of music are

used in music selected

for performance.

b. Demonstrate

or analyze, using

music reading skills

where appropriate,

how knowledge of

formal aspects in

musical works inform

prepared or improvised

performances.

b. Demonstrate or

analyze, using music

reading skills where

appropriate, how the

setting and formal

characteristics

of musical works

contribute to

understanding the

context of the music in

prepared or improvised

performance.

b. Demonstrate or

analyze, using music

reading skills, how

compositional devices

of musical works

impact and inform

prepared or improvised

performances.

b. Document,

demonstrate, and

analyze, using

music reading skills,

how compositional

devices of musical

works may impact

and inform prepared

and improvised

performances.

b. Demonstrate how

understanding the

notated and implied

style, genre, and context

of a varied repertoire of

music inform prepared

and improvised

performances.

c. When analyzing

selected music, read

and perform using

notation.

c. When analyzing

selected music, read

and identify by name

or function standard

musical symbols (for

example, rhythm, pitch,

articulation, dynamics).

c. Identify expressive

qualities in a varied

repertoire of music that

can be demonstrated

through prepared

and improvised

performances.

c. Demonstrate

understanding and

application of expressive

qualities in a varied

repertoire of music

through prepared

and improvised

performances.

c. Demonstrate an

understanding of

context in a varied

repertoire of music

through prepared

and improvised

performances.

c. Demonstrate how

understanding the

notated style, genre,

and context of a varied

repertoire of music

inﬂuences prepared

and improvised

performances.

c. Demonstrate how

understanding the

notated and implied

style, genre, and context

of a varied repertoire of

music inform prepared

and improvised

performances.

d. Demonstrate and

explain how intent

is conveyed through

interpretive decisions

and expressive qualities

(for example, dynamics,

tempo, timbre,

articulation/style).

d. Perform a selected

piece of music

demonstrating how

their interpretations of

the elements of music

and the expressive

qualities (for example,

dynamics, tempo,

timbre, articulation/

style, phrasing) convey

intent.

d. Perform contrasting

pieces of music

demonstrating their

interpretations of the

elements of music and

expressive qualities (for

example, dynamics,

tempo, timbre,

articulation/style,

phrasing) convey intent.

d. Perform contrasting

pieces of music,

demonstrating as well

as explaining how

the music’s intent

is conveyed by their

interpretations of the

elements of music and

expressive qualities (for

example, dynamics,

tempo, timbre,

articulation/style,

phrasing).

d. Perform contrasting

pieces of music,

demonstrating as

well as explaining

how the music’s

intent is conveyed by

their interpretations

of the elements of

music and expressive

qualities (for example,

dynamics, tempo,

timbre, articulation/

style, phrasing) as

developmentally

appropriate.

d. Perform contrasting

pieces of music,

demonstrating as

well as explaining

how the music’s

intent is conveyed by

their interpretations

of the elements of

music and expressive

qualities (for example,

dynamics, tempo,

timbre, articulation/

style, phrasing) as

developmentally

appropriate.

d. Perform contrasting

pieces of music,

demonstrating as

well as explaining

how the music’s

intent is conveyed by

their interpretations

of the elements of

music and expressive

qualities (for example,

dynamics, tempo,

timbre, articulation/

style, phrasing) as

developmentally

appropriate.

8 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education

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

MU:Pr5.1.PK

Kindergarten

MU:Pr5.1.K

1st

MU:Pr5.1.1

2nd

MU:Pr5.1.2

3rd

MU:Pr5.1.3

4th

MU:Pr5.1.4

a. With substantial

guidance, practice and

demonstrate what they

like about their own

performances.

a. With guidance, apply

personal, teacher, and

peer feedback to reﬁne

performances.

a. With limited

guidance, apply

personal, teacher, and

peer feedback to reﬁne

performances.

a. Apply established

criteria to judge

the accuracy,

expressiveness, and

effectiveness of

performances.

a. Apply teacher-

provided and

collaboratively

developed criteria and

feedback to evaluate

accuracy of ensemble

performances.

a. Apply teacher-

provided and

collaboratively

developed criteria

and feedback to

evaluate accuracy

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

MU:Pr6.1.PK

Kindergarten

MU:Pr6.1.K

1st

MU:Pr6.1.1

2nd

MU:Pr6.1.2

3rd

MU:Pr6.1.3

4th

MU:Pr6.1.4

a. With substantial

guidance, perform

music with expression.

a. With guidance,

perform music with

expression.

a. With limited

guidance, perform

music for a speciﬁc

purpose with expression.

a. Perform music for a

speciﬁc purpose with

expression and technical

accuracy.

a. Perform music with

expression and technical

accuracy.

a. Perform music,

alone or with others,

with expression,

technical accuracy,

and appropriate

interpretation.

b. Perform appropriately

for the audience.

b. Perform appropriately

for the audience and

purpose.

b. Perform appropriately

for the audience and

purpose.

b. Perform appropriately

for the audience and

purpose.

b. Demonstrate

performance decorum

and audience etiquette

appropriate for the

context, venue, and

genre.

Music

Illinois Arts Learning Standards Music | 9Approved by the Illinois State Board of Education

5th

MU:Pr5.1.5

6th

MU:Pr5.1.6

7th

MU:Pr5.1.7

8th

MU:Pr5.1.8

Introductory HS Levels

MU:Pr5.1.I

Intermediate HS Levels

MU:Pr5.1.II

Advanced HS Levels

MU:Pr5.1.III

a. Apply teacher-

provided and

established criteria

and feedback to

evaluate the accuracy

and expressiveness of

ensemble and personal

performances.

a. Identify and apply

teacher-provided criteria

to rehearse, reﬁne, and

determine when a piece

is ready to perform.

a. Apply teacher-

provided criteria to

critique individual

performances of a

varied repertoire of

music selected for

performance and reﬁne

the performances.

a. Apply teacher-

provided criteria to

critique individual

performances of a

varied repertoire of

music selected for

performance, identify

practice strategies to

address performance

challenges, and reﬁne

the performances.

a. Develop criteria to

critique individual

and small-group

performances of a

varied repertoire of

music, create rehearsal

strategies to address

performance challenges,

and reﬁne the

performances.

a. Develop and apply

criteria to critique

individual and small-

group performances

of a varied repertoire

of music, create

rehearsal strategies to

address performance

challenges, and reﬁne

the performances.

a. Develop and apply

criteria, including

feedback from multiple

sources, to critique

varied programs

of music repertoire

selected for individual

and small-group

performances, create

rehearsal strategies to

address performance

challenges, and reﬁne

the performances.

5th

MU:Pr6.1.5

6th

MU:Pr6.1.6

7th

MU:Pr6.1.7

8th

MU:Pr6.1.8

Introductory HS Levels

MU:Pr6.1.I

Intermediate HS Levels

MU:Pr6.1.II

Advanced HS Levels

MU:Pr6.1.III

a. Perform music,

alone or with others,

with expression,

technical accuracy,

and appropriate

interpretation.

a. Perform the music

with technical accuracy

to convey the creator’s

intent.

a. Perform the music

with technical accuracy

and stylistic expression

to convey the creator’s

intent.

a. Perform the music

with technical accuracy,

stylistic expression, and

culturally authentic

practices in music to

convey the creator’s

intent.

a. Demonstrate

technical accuracy

and expressive

qualities, as well as

an understanding

of expressive

intent, in prepared

and improvised

performances of a

varied repertoire of

music representing

diverse cultures, styles,

and genres.

a. Demonstrate

understanding of the

technical demands

and an understanding

of expressive qualities

and intent of the

music in prepared

and improvised

performances of a

varied repertoire

representing diverse

cultures, styles, genres,

and historical periods.

a. Demonstrate an

understanding and

mastery of the technical

demands and expressive

qualities of the music

through prepared

and improvised

performances of a

varied repertoire

representing diverse

cultures, styles, genres,

and historical periods

in multiple types of

ensembles.

b. Demonstrate

performance decorum

and audience etiquette

appropriate for the

context, venue, genre,

and style.

b. Demonstrate

performance decorum

and audience etiquette

appropriate for the

context, venue, genre,

and style.

b. Demonstrate

performance decorum

(for example, stage

presence, attire,

behavior) and

audience etiquette are

appropriate for venue,

purpose, and context.

b. Demonstrate

performance decorum

(for example, stage

presence, attire,

behavior) and audience

etiquette appropriate for

venue, purpose, context,

and style.

b. Demonstrate

technical accuracy

and expressive

qualities, as well as

an understanding

of expressive

intent, in prepared

and improvised

performances of a

varied repertoire of

music representing

diverse cultures, styles,

and genres.

b. Demonstrate

understanding of the

technical demands

and an understanding

of expressive qualities

and intent of the

music in prepared

and improvised

performances of a

varied repertoire

representing diverse

cultures, styles, genres,

and historical periods.

b. Demonstrate an

understanding and

mastery of the technical

demands and expressive

qualities of the music

through prepared

and improvised

performances of a

varied repertoire

representing diverse

cultures, styles, genres,

and historical periods

in multiple types of

ensembles.

10 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education

Music

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

MU:Re7.1.PK

Kindergarten

MU:Re7.1.K

1st

MU:Re7.1.1

2nd

MU:Re7.1.2

3rd

MU:Re7.1.3

4th

MU:Re7.1.4

a. With substantial

guidance, state

personal interests and

demonstrate why they

prefer some music

selections over others.

a. With guidance, list

personal interests

and experiences and

demonstrate why they

prefer some music

selections over others.

a. With limited

guidance, identify

and demonstrate how

personal interests and

experiences inﬂuence

musical selection for

speciﬁc purposes.

a. Explain and

demonstrate how

personal interests and

experiences inﬂuence

musical selection for

speciﬁc purposes.

a. Demonstrate and

describe how selected

music connects to and

is inﬂuenced by speciﬁc

interests, experiences, or

purposes.

a. Demonstrate and

explain how selected

music connects to and

is inﬂuenced by speciﬁc

interests, experiences,

purposes, or contexts.

b. With substantial

guidance, explore

musical contrasts in

music.

b. With guidance,

demonstrate how a

speciﬁc music concept

(for example, beat,

melodic direction) is

used in music.

b. With limited

guidance, demonstrate

and identify how speciﬁc

music concepts (for

example, beat, pitch)

are used in various

styles of music for a

purpose.

b. Describe how speciﬁc

music concepts are used

to support a speciﬁc

purpose in music.

b. Demonstrate

and describe how a

response to music can

be informed by the

structure, the use of the

elements of music, and

context (for example,

personal, social).

b. Demonstrate and

describe how responses

to music are informed

by the structure, the

use of the elements

of music, and context

(for example, 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

MU:Re8.1.PK

Kindergarten

MU:Re8.1.K

1st

MU:Re8.1.1

2nd

MU:Re8.1.2

3rd

MU:Re8.1.3

4th

MU:Re8.1.4

a. With substantial

guidance, explore

music’s expressive

qualities (for example,

dynamics, tempo).

a. With guidance,

demonstrate awareness

of expressive qualities

(for example, dynamics,

tempo) that reﬂect

performers’ expressive

intent.

a. With limited

guidance, demonstrate

and identify expressive

qualities (for example,

dynamics, tempo) that

reﬂect performers’

expressive intent.

a. Demonstrate

knowledge of music

concepts and how they

support performers’

expressive intent.

a. Demonstrate and

describe how the

expressive qualities

(for example,

dynamics, tempo) are

used in performers’

interpretations to reﬂect

expressive intent.

a. Demonstrate and

explain how the

expressive qualities (for

example, dynamics,

tempo, timbre) are

used in performers’ and

personal interpretations

to reﬂect expressive

intent.

Illinois Arts Learning Standards Music | 11Approved by the Illinois State Board of Education

5th

MU:Re7.1.5

6th

MU:Re7.1.6

7th

MU:Re7.1.7

8th

MU:Re7.1.8

Introductory HS Levels

MU:Re7.1.I

Intermediate HS Levels

MU:Re7.1.II

Advanced HS Levels

MU:Re7.1.III

a. Demonstrate and

explain, citing evidence,

how selected music

connects to and is

inﬂuenced by speciﬁc

interests, experiences,

purposes, or contexts.

a. Select or choose

music to listen to and

explain the connections

to speciﬁc interests

or experiences for a

speciﬁc purpose.

a. Identify reasons

for selecting music

based on musical

characteristics, interest,

purpose, or context.

a. Explain reasons

for selecting music

based on musical

characteristics, interest,

purpose or context.

a. Apply teacher-

provided criteria

to select music for

speciﬁed purposes,

supporting choices by

citing characteristics

found in the music and

connections to interest,

purpose, and context.

a. Apply teacher-

provided and/or

personally developed

criteria to select music

for a variety of purposes,

justifying choices

citing knowledge of the

music and the speciﬁed

purpose and context.

a. Apply researched or

personally developed

criteria to select,

describe, and compare

a variety of musical

selections based on

characteristics and

knowledge of the music

and the purpose and

context of the works.

b. Demonstrate and

describe, citing

evidence, how responses

to music are informed

by the structure, the

use of the elements

of music, and context

(for example, social,

cultural, historical).

b. Describe how the

elements of music and

expressive qualities

relate to the structure of

the pieces.

b. Describe how

knowledge of context

and the use of musical

elements inform the

response to music.

b. Describe how

understanding context

and the elements

of music inform the

response to music.

b. Compare passages

in musical selections

and explain how the

elements of music

and context inform the

response.

b. Explain how the

analysis of the musical

works and context of

contrasting selections

inform the response.

b. Demonstrate and

justify how a variety of

musical works function,

and distinguish how

context and creative

decisions inform the

response.

c. Identify the context

of music from a variety

of genres, cultures, and

historical periods.

c. Identify and compare

the context of music

from a variety of genres,

cultures, and historical

periods.

c. Identify and compare

the context of programs

of music from a variety

of genres, cultures, and

historical periods.

c. Identify and compare

the context of programs

of music from a variety

of genres, cultures,

and historical periods

as developmentally

appropriate.

c. Identify and compare

the context of programs

of music from a variety

of genres, cultures,

and historical periods

as developmentally

appropriate.

c. Identify and compare

the context of programs

of music from a variety

of genres, cultures,

and historical periods

as developmentally

appropriate.

5th

MU:Re8.1.5

6th

MU:Re8.1.6

7th

MU:Re8.1.7

8th

MU:Re8.1.8

Introductory HS Levels

MU:Re8.1.I

Intermediate HS Levels

MU:Re8.1.II

Advanced HS Levels

MU:Re8.1.III

a. Demonstrate and

explain how the

expressive qualities are

used in performers’ and

personal interpretations

to reﬂect expressive

intent.

a. Describe a personal

interpretation of how

performers’ application

of the elements of music

and expressive qualities,

within genres and

cultural and historical

context, convey

expressive intent.

a. Identify the meaning

of musical selections,

referring to the elements

of music and context.

a. Identify and support

the meaning of musical

works, citing as

evidence the musical

elements and context.

a. Explain and support

the meaning of musical

works, citing as

evidence the elements

of music, context, and

personal research.

a. Explain and support

interpretations of the

expressive intent and

meaning of musical

selections, citing as

evidence the elements

of music, context, and

varied researched

sources.

a. Establish and justify

interpretations of the

expressive intent and

meaning of musical

selections by comparing

and synthesizing varied

researched sources,

including reference to

examples from other art

forms.

12 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education

Music

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

MU:Re9.1.PK

Kindergarten

MU:Re9.1.K

1st

MU:Re9.1.1

2nd

MU:Re9.1.2

3rd

MU:Re9.1.3

4th

MU:Re9.1.4

With substantial

guidance, talk about

personal and expressive

preferences in music.

With guidance, apply

personal and expressive

preferences in the

evaluation of music.

With limited guidance,

apply personal and

expressive preferences

in the evaluation of

music for speciﬁc

purposes.

Apply personal and

expressive preferences

in the evaluation of

music for speciﬁc

purposes.

Evaluate musical works

and performances,

applying established

criteria, and describe

appropriateness to the

context.

Evaluate musical works

and performances,

applying established

criteria, and explain

appropriateness to the

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

MU:Cn10.1.PK

Kindergarten

MU:Cn10.1.K

1st

MU:Cn10.1.1

2nd

MU:Cn10.1.2

3rd

MU:Cn10.1.3

4th

MU:Cn10 .1.4

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

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

MU:Cn11.1.PK

Kindergarten

MU:Cn11.1.K

1st

MU:Cn11.1.1

2nd

MU:Cn11.1.2

3rd

MU:Cn11.1.3

4th

MU:Cn11 .1.4

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

Illinois Arts Learning Standards Music | 13Approved by the Illinois State Board of Education

5th

MU:Re9.1.5

6th

MU:Re9.1.6

7th

MU:Re9.1.7

8th

MU:Re9.1.8

Introductory HS Levels

MU:Re9.1.I

Intermediate HS Levels

MU:Re9.1.II

Advanced HS Levels

MU:Re9.1.III

Evaluate musical works

and performances,

applying established

criteria, and explain

appropriateness to the

context, citing evidence

from the elements of

music.

Apply teacher-provided

criteria to evaluate

musical works or

performances.

Identify and describe

the effect of interest,

experience, analysis,

and context on the

evaluation of music.

Explain the inﬂuence of

experiences, analysis,

and context on interest

in and evaluation of

music.

Evaluate works and

performances based

on collaboratively

developed criteria,

including analysis of the

structure and context.

Evaluate works and

performances based

on research, as

well as personally

and collaboratively

developed criteria,

including analysis and

interpretation of the

structure and context.

Develop and justify

evaluations of music,

programs of music, and

performances based

on criteria, research,

and understanding of

contexts.

5th

MU:Cn10.1.5

6th

MU:Cn10.1.6

7th

MU:Cn10.1.7

8th

MU:Cn10.1.8

Introductory HS Levels

MU:Cn10.1.I

Intermediate HS Levels

MU:Cn10.1.II

Advanced HS Levels

MU:Cn10.1.III

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

a. Demonstrate how

interests, knowledge,

and skills relate to

personal choices and

intent when creating,

performing, and

responding to music

as developmentally

appropriate.

5th

MU:Cn11.1.5

6th

MU:Cn11.1.6

7th

MU:Cn11.1.7

8th

MU:Cn11.1.8

Introductory HS Levels

MU:Cn11.1.I

Intermediate HS Levels

MU:Cn11.1.II

Advanced HS Levels

MU:Cn11.1.III

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

a. Demonstrate

understanding

of relationships

between music and

the other arts, other

disciplines, varied

contexts, and daily life

as developmentally

appropriate.

14 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education

Music Glossary

AB: Musical form consisting of two sections, A and B, which

contrast with each other (binary form).

ABA: Musical form consisting of three sections, A, B, and A;

two are the same, and the middle one is different (ternary

form).

Ability: Natural aptitude in speciﬁc skills and processes; what

the student is apt to do, without formal instruction.

Academic vocabulary: Words that traditionally are used in

academic dialogue and text.

Analog tools: Category of musical instruments and tools that

are nondigital (that is, do not transfer sound in or convert

sound into binary code), such as acoustic instruments,

microphones, monitors, and speakers.

Analysis: (See “Analyze”)

Analyze: Examine in detail the structure and context

of the music.

Arrangement: Setting or adaptation of an existing musical

composition.

Arranger: Person who creates alternative settings or

adaptations of existing music.

Articulation: Characteristic way in which musical tones

are connected, separated, or accented; types of articulation

include legato (smooth, connected tones) and staccato (short,

detached tones).

Artistic literacy: Knowledge and understanding required to

participate authentically in the arts.

Atonality: Music in which no tonic or key center is apparent.

Audiate: Hear and comprehend sounds in one’s head (inner

hearing), even when no sound is present.

Audience etiquette: Social behavior observed by those

attending musical performances and which can vary

depending upon the type of music performed.

Beat: Underlying steady pulse present in most music.

Benchmark: Pre-established deﬁnition of an achievement

level, designed to help measure student progress toward a

goal or standard, expressed either in writing or as an example

of scored student work (also known as “anchor set”).

Binary form: (See “AB”)

Body percussion: Use of the human body as an instrument

to create percussive/rhythmic sounds such as stomping,

patsching (patting thighs), clapping, clicking, and snapping.

Bordun: Accompaniment created by sounding two tones,

ﬁve notes apart, continuously throughout a composition; can

be performed in varying ways, such as simultaneously or

alternating.

Chant: Most commonly, the rhythmic recitation of rhymes

or poems without a sung melody; a type of singing, with a

simple, unaccompanied melody line and free rhythm.

Chart: Jazz or popular music score, often abbreviated, with a

melody (including key and time signature) and a set of chord

changes.

Chord progression: Series of chords sounding in succession;

certain progressions are typical in particular styles/genres of

music.

Collaboratively: Working together on a common (musical)

task or goal.

Collaboratively developed criteria: Qualities or traits for

assessing achievement level that have been through a

process of collective decision making.

Complex formal structure: Musical form in which rhythmic,

melodic, harmonic, and/or other musical materials undergo

signiﬁcant expansion and development and may be more

distantly related across sections while remaining coherent in

some way, such as sonata or other novel design with three or

more sections.

Composer: One who creates music compositions.

Composition: Original piece of music that can be repeated,

typically developed over time, and preserved either in notation

or in a sound recording.

Compositional devices: Tools used by a composer or arranger

to create or organize a composition or arrangement, such as

tonality, sequence, repetition, instrumentation, orchestration,

harmonic/melodic structure, style, and form.

Compositional procedures: Techniques that a composer

initiates and continues in pieces to develop musical ideas,

such as fragmentation, imitation, sequencing, variation,

aggregate completion, registral saturation, contour inversion

of gestures, and rhythmic phrasing.

Compositional techniques: Approaches a composer uses

to manipulate and reﬁne the elements to convey meaning

and intent in a composition, such as tension-release,

augmentation-diminution, sound-silence, motion-stasis, in

addition to compositional devices.

Concepts, music: Understandings or generalized ideas about

music that are formed after learners make connections and

determine relationships among ideas.

Connection: Relationship among artistic ideas, personal

meaning, and/or external context.

Context: Environment that surrounds music, inﬂuences

understanding, provides meaning, and connects to an event

or occurrence.

Context, cultural: Values, beliefs, and traditions of a group of

people that inﬂuence musical meaning and inform culturally

authentic musical practice.

Context, historical: Conditions of the time and place in which

music was created or performed that provide meaning and

inﬂuence the musical experience.

Context, personal: Unique experiences and relationships that

surround a single person and are inﬂuenced by personal life,

family, habits, interest, and preferences.

Context, social environment: Surrounding something

or someone’s creation or intended audience that reﬂects

and inﬂuences how people use and interpret the musical

experience.

Craftsmanship: Degree of skill and ability exhibited by a

creator or performer to manipulate the elements of music in a

composition or performance.

Create: Conceive and develop new artistic ideas, such as an

improvisation, composition, or arrangement, into a work.

Creative intent: Shaping of the elements of music to express

and convey emotions, thoughts, and ideas.

Creator: One who originates a music composition,

arrangement, or improvisation.

Criteria: Guidelines used to judge the quality of a student’s

performance (see “Rubric”).

Cultural context: Values, beliefs, and traditions of a group of

people that inﬂuence musical meaning and inform culturally

authentic musical practice.

Culturally authentic performance: Presentation that reﬂects

practices and interpretation representative of the style and

traditions of a culture.

Culture: Values and beliefs of a particular group of

people, from a speciﬁc place or time, expressed through

characteristics such as tradition, social structure, religion,

art, and food.

Cyclical structure: Musical form characterized by the return

or “cycling around” of signiﬁcantly recognizable themes,

motives, and/or patterns across movements.

Demonstrate: Show musical understanding through

observable behavior such as moving, chanting, singing, or

playing instruments.

Diatonic: Seven-tone scale consisting of ﬁve whole steps and

two half steps.

Digital environment: Simulated place made or created

through the use of one or more computers, sensors, or

equipment.

Digital notation: A visual image of musical sound created

by using computer software applications, intended either as

a record of sound heard or imagined, or as a set of visual

instructions for performers.

Illinois Arts Learning Standards Music | 15Approved by the Illinois State Board of Education

Digital resources: Anything published in a format capable

of being read by a computer, a Web-enabled device, a digital

tablet, or smartphone.

Digital systems: Platforms that allow interaction and the

conversion between and through the audio and digital

domains.

Digital tools: Category of musical instruments and

tools that manipulate sound using binary code, such as

electronic keyboards, digital audio interfaces, MIDI, and

computer software.

Dynamics: Level or range of loudness of a sound or sounds.

Elements of music: Basic characteristics of sound (pitch,

rhythm, harmony, dynamics, timbre, texture, form, and style/

articulation) that are manipulated to create music.

Enduring understanding: Overarching or “big” ideas that

are central to the core of the music discipline and may be

transferred to new situations.

Ensemble: Group of individuals organized to perform artistic

work: traditional, large groups such as bands, orchestras, and

choirs; chamber, smaller groups, such as duets, trios, and

quartets; emerging, such as guitar, iPad, mariachi, steel drum

or pan, and Taiko drumming.

Essential question: Question that is central to the core of a

discipline – in this case, music – and promotes investigation

to uncover corresponding enduring understanding(s).

Established criteria: Traits or dimensions for making quality

judgments in music of a particular style, genre, cultural

context, or historical period that have gained general

acceptance and application over time.

Expanded form: Basic form (for example, AB, ABA, rondo,

or theme and variation) expanded by the addition of an

introduction, transition, and/or coda.

Explore: Discover, investigate, and create musical ideas

through singing, chanting, playing instruments, or moving

to music.

Expression: Feeling conveyed through music.

Expressive aspects: Characteristics that convey feeling in the

presentation of musical ideas.

Expressive intent: The emotions, thoughts, and ideas that a

performer or composer seeks to convey by manipulating the

elements of music.

Expressive qualities: Qualities such as dynamics, tempo,

articulation which – when combined with other elements of

music – give a composition its musical identity.

Form: Element of music describing the overall organization

of a piece of music, such as AB, ABA, rondo, theme and

variations, and strophic form.

Formal design: Large-scale framework for a piece of music in

which the constituent parts cohere into a meaningful whole;

encompasses both structural and tonal aspects of the piece.

Fret: Thin strip of material placed across the ﬁngerboard

of some stringed instruments, such as guitar, banjo, and

mandolin; the ﬁngers press the strings against the frets to

determine pitch.

Function: Use for which music is created, performed, or

experienced, such as dance, social, recreation, music therapy,

video games, and advertising.

Fundamentals of music theory: Basic elements of music,

their subsets, and how they interact: rhythm and meter; pitch

and clefs; intervals; scales, keys and key signatures; triads

and seventh chords.

Fusion: Type of music created by combining contrasting styles

into a new style.

Genre: Category of music characterized by a distinctive style,

form, and/or content, such as jazz, march, and country.

Guidance: Assistance provided temporarily to enable a

student to perform a musical task that would be difﬁcult to

perform unaided, best implemented in a manner that helps

develop that student’s capacity to eventually perform the task

independently.

Harmonic sequences: Series of two or more chords commonly

used to support the melody or melodies.

Harmonizing instruments: musical instruments, such as

guitars, ukuleles, and keyboards, capable of producing

harmonies as well as melodies, often used to provide chordal

accompaniments for melodies and songs.

Harmonization: Process of applying stylistically appropriate

harmony, such as chords, countermelodies, and ostinato, to

melodic material.

Harmony: Chordal structure of a music composition in which

the simultaneous sounding of pitches produces chords and

their successive use produces chord progressions.

Heterophonic: Musical texture in which slightly different

versions of the same melody sound simultaneously.

Historical context: Conditions of the time and place in which

music was created or performed and that provide meaning

and inﬂuence the musical experience.

Historical periods: Period of years during which music

that was created and/or performed shared common

characteristics; historians of Western art music typically refer

to the following: Medieval (ca. 500 –ca. 1420), Renaissance

(ca. 1420–ca. 1600), Baroque (ca. 1600–ca. 1750), Classic

(ca. 1750–-ca. 1820), Romantic (ca. 1820–ca. 1900), and

Contemporary (ca. 1900–).

Homophonic: Musical texture in which all parts move in the

same rhythm but use different pitches, as in hymns; also, a

melody supported by chords.

Iconic notation: Representation of sound and its treatment

using lines, drawings, pictures.

Imagine: Generate musical ideas for various purposes and

contexts.

Imagination: Ability to generate ideas, concepts, sounds, and

images in the mind that are not physically present and may

not have been previously experienced (see “Audiate”)

Improvisation: Music created and performed spontaneously or

“in-the-moment,” often within a framework determined by the

musical style.

Improviser: One who creates music spontaneously or “in-the-

moment.”

Independently: Working with virtually no assistance, initiating

appropriate requests for consultation, performing in a self-

directed ensemble offering ideas/solutions that make such

consulting collaborative rather than teacher directed.

Intent: Meaning or feeling of the music planned and conveyed

by a creator or performer.

Interpret: Determine and demonstrate music’s expressive

intent and meaning when responding and performing.

Interpretation: Intent and meaning that a performer realizes

in studying and performing a piece of music.

Intervals: Distance between two tones, named by counting

all pitch names involved; harmonic interval occurs when two

pitches are sounded simultaneously, and melodic interval

when two pitches are sounded successively.

Intonation: Singing or playing the correct pitch in tune.

Key signature: Set of sharps or ﬂats at the beginning of the

staff, following the clef sign, that indicates the primary pitch

set or scale used in the music and provide clues to the resting

tone and mode.

Lead-sheet notation: System symbol used to identify chords

in jazz, popular, and folk music; uppercase letters are written

above the staff, specifying which chords should be used and

when they should be played.

Lyrics: Words of a song.

Major scale: Scale in which the ascending pattern of whole

and half steps is whole, whole, half, whole, whole, whole, half.

Melodic contour: Shape of a melody created by the way its

pitches repeat and move up and down in steps and skips.

Melodic passage: Short section or series of notes within a

larger work that constitutes a single coherent melodic idea.

Melodic pattern: Grouping, generally brief, of tones or pitches.

Melody: Linear succession of sounds (pitches) and silences

moving through time; the horizontal structure of music.

16 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education

Music Glossary

Meter: Grouping of beats and divisions of beats in music,

often in sets of twos (duple meter) or threes (triple meter).

Minor scale: Scale in which one characteristic feature is a

half step between the second and third tones; the three forms

of the minor scale are natural, harmonic, and melodic.

Modal: Music based on a mode other than major or minor.

Modes: Seven-tone scales that include ﬁve whole steps and

two half steps; the seven possible modes – Ionian, Dorian,

Phrygian, Lydian, Mixolydian, Aeolian, and Locrian – were used

in the Medieval and Renaissance periods and served as the

basis from which major (Ionian) and minor (Aeolian) scales

emerged.

Model cornerstone assessment: Suggested assessment

process, embedded within a unit of study, that includes a

series of focused tasks to measure student achievement

within multiple process components.

Moderately complex formal structure: Musical form with

three or more sections (for example, rounded binary, rondo,

or other novel design), in which section closure is somewhat

nuanced or ambiguous, and the rhythmic, melodic, harmonic,

and/or other musical materials across sections may be more

distantly related while remaining coherent in some way.

Mood: Overall feeling that a section or piece of music conveys.

Monophonic: Musical texture consisting of a single,

unaccompanied melodic line.

Motif/motive: Brief rhythmic/melodic ﬁgure or pattern that

recurs throughout a composition as a unifying element.

Movement: Act of moving in nonlocomotor (for example,

clapping, ﬁnger snapping) and locomotor (for example,

walking, running) patterns to represent and interpret musical

sounds.

Music literacy: Knowledge and understanding required

to participate authentically in the discipline of music by

independently carrying out the artistic processes of creating,

performing, and responding.

Music theory: Study of how music is composed and

performed; analysis of the elements of music and the

framework for understanding musical works.

Music vocabulary: Domain-speciﬁc words traditionally used

in performing, studying, or describing music (see “Academic

vocabulary”).

Musical criteria: Traits relevant to assessing music attributes

of a work or performance.

Musical idea: Idea expressed in music, which can range in

length from the smallest meaningful level (motive or short

pattern) through a phrase, a section, or an entire piece

Musical range: Span between the highest and lowest pitches

of a melody, instrument, or voice.

Musical work: Piece of music preserved as a notated copy or

sound recording or passed through oral tradition.

Nonpitched instruments: Instruments, such as woodblocks,

whistles, electronic sounds, that do not have deﬁnite pitches

or tones.

Notation: Visual representation of musical sounds.

One-part formal structure: Continuous form, with or without

an interruption, in which a singular instance of formal closure

is achieved only at or near the end of the piece; also known as

through-composed.

Open-ended assessment: Assessment that allows students to

demonstrate the learning of a particular outcome in a variety

of ways, such as demonstrating understanding of rhythmic

notation by moving, singing, or chanting.

Pentatonic scale: Five-tone scale often identiﬁed with the

pattern of the black keys of a keyboard, although other ﬁve-

tone arrangements are possible.

Perform: Process of realizing artistic ideas and work through

interpretation and presentation.

Performing, performance: Experience of engaging in the act

of presenting music in a classroom or private or public venue.

Performance decorum: Aspects of contextually appropriate

propriety and proper behavior, conduct, and appearance for a

musical performance, such as stage presence, etiquette, and

appropriate attire.

Performance practice: Performance and presentation of a

work that reﬂect established norms for the style and social,

cultural, and historical contexts of that work.

Performance technique: Personal technical skills developed

and used by a performer.

Personal context: Unique experiences and relationships that

surround a single person and are inﬂuenced by personal life,

family, habits, interest, and preferences.

Personally developed criteria: Qualities or traits for

assessing achievement level developed by students individually.

Phrase: Musical segment with a clear beginning and ending,

comparable to a simple sentence or clause in written text.

Phrasing: Performance of a musical phrase that uses

expressive qualities such as dynamics, tempo, articulation,

and timbre to convey a thought, mood, or feeling.

Piece: General, nontechnical term referring to a composition

or musical work.

Pitch: Identiﬁcation of a tone or note with respect to highness

or lowness (that is, frequency).

Plan: Select and develop musical ideas for creating a

musical work.

Polyphonic: Musical texture in which two or more melodies

sound simultaneously.

Polytonal: Music in which two or more tonalities (keys) sound

simultaneously.

Present: Share artistic work (e.g., a composition) with others.

Program: Presentation of a sequence of musical works that

can be performed by individual musicians or groups in a

concert, recital, or other setting.

Purpose: Reason for which music is created, such as

ceremonial, recreational, social, commercial, or generalized

artistic expression.

Reﬁne: Make changes in musical works or performances to

more effectively realize intent through technical quality

or expression.

Repertoire: Body or set of musical works that can

be performed.

Respond: Understand and evaluate how the arts

convey meaning.

Rhythm: Duration or length of sounds and silences that occur

in music; organization of sounds and silences in time.

Rhythmic passage: Short section or series of notes within a

larger work that constitutes a single coherent rhythmic idea.

Rhythmic pattern: Grouping, generally brief, of long and short

sounds and silences.

Rondo: Musical form consisting of three or more contrasting

sections in which one section recurs, such as ABACA.

Rubric: Established, ordered set of criteria for judging student

performance; includes descriptors of student work at various

levels of achievement.

Scale: Pattern of pitches arranged in ascending or descending

order and identiﬁed by their speciﬁc arrangement of whole

and half steps.

Score: Written notation of an entire music composition.

Section: One of a number of distinct segments that together

comprise a composition; a section consists of several phrases.

Select: Choose music for performing, rehearsing, or

responding based on interest, knowledge, ability, and context.

Sensitivity: Skill of a creator, performer, or listener in

responding to and conveying the nuances of sound

or expression.

Set: Sequence of songs or pieces performed together by a

singer, band, or disc jockey and constituting or forming part of

a live show or recording.

Illinois Arts Learning Standards Music | 17Approved by the Illinois State Board of Education

Setting: Speciﬁed or implied instrumentation, voicing, or

orchestration of a musical work.

Setting of the text: Musical treatment of text as presented in

the music.

Share: Present artistic work (e.g., a composition) to others.

Sight-reading: First attempt to perform a notated

musical work.

Simple formal structure: Musical form with a small number

of distinct or clearly delineated sections, (for example, simple

binary, ternary, or other novel design), using closely related

rhythmic, melodic, and harmonic materials across the sections.

Social context: Environment surrounding something or

someone’s creation or intended audience that reﬂects

and inﬂuences how people use and interpret the musical

experience.

Sonic events: Individual sounds (or sound masses) and

silences whose succession forms patterns and contrasting

units that are perceived as musical.

Sonic experience: Perception and understanding of

the sounds and silences of a musical work and their

interrelationship.

Stage presence: Performer’s ability to convey music content

to a live audience through traits such as personal knowledge

of the repertoire, exhibited conﬁdence, decorum, eye contact,

and facial expression.

Staging: Environmental considerations, such as lighting,

sound, seating arrangement, and visual enhancements, that

contribute to the impact of a musical performance.

Standard notation: System for visually representing musical

sound that is in widespread use; such systems include

traditional music staff notation, tablature notation (primarily

for fretted stringed instruments), and lead-sheet notation.

Storyline: Extramusical narrative that inspires or explains the

structure of a piece of music.

Strophic form: Vocal music in which the music repeats with a

new set of text each time.

Structural: (See “Structure”).

Structure: Totality of a musical work.

Style: Label for a type of music possessing distinguishing

characteristics and often performance practices associated

with its historical period, cultural context, and/or genre.

Stylistic expression: Interpretation of expressive qualities

in a manner that is authentic and appropriate to the genre,

historical period, and cultural context of origin.

Tablature: System of graphic standard notation, commonly

used for fretted stringed instruments, in which a diagram

visually represents both the fret board and ﬁnger placement

on the fret board.

Teacher-provided criteria: Qualities or traits for assessing

achievement level that are provided to students by

the teacher.

Technical aspects: Characteristics enabling the accurate

representation/presentation of musical ideas.

Technical challenges: Requirements of a particular piece

of music that stretch or exceed a performer’s current level

of proﬁciency in technical areas such as timbre, intonation,

diction, range, or speed of execution.

Technical accuracy, technical skill: Ability to perform with

appropriate timbre, intonation, and diction as well as to

play or sing the correct pitches and rhythms at a tempo

appropriate to the musical work.

Tempo: Rate or speed of the beat in a musical work or

performance.

Tension/release: Musical device (musical stress, instability,

or intensity, followed by musical relaxation, stability, or

resolution) used to create a ﬂow of feeling.

Ternary form: (See “ABA”)

Texture: Manner in which the harmonic (vertical) and melodic

(horizontal) elements are combined to create layers of sound.

Theme and variations: Musical form in which a melody

is presented and then followed by two or more sections

presenting variations of that melody.

Theoretical: (See “Fundamentals of music theory”).

Timbre: Tone color or tone quality that distinguishes one

sound source, instrument, or voice from another.

Tonal pattern: Grouping, generally brief, of tones or pitches.

Tonality: Tonic or key tone around which a piece of music is

centered.

Transfer: Use music knowledge and skills appropriately in a

new context.

Unity: Presence of structural coherence within a work,

generally achieved through the repetition of various elements

of music (see “Variety”).

Variety: Presence of structural contrast within a work for

the purpose of creating and sustaining interest, generally

achieved through utilizing variations in the treatment of the

elements of music (see “Unity”).

Venue: Physical setting in which a musical event takes place.

Vocables: Audible sounds and/or nonsense syllables used by

vocalists to convey musical ideas or intent.

Vocalizations: Vocal exercises that include no text and are

sung to one or more vowels.

The Illinois Arts Learning

Standards Initiative was

coordinated by

Arts Alliance Illinois

IllinoisArtsLearning.org