Illinois Learning Standards

Stage H - Fine Arts—Music



Descriptors



25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Analyze changes in tempo(s), dynamic(s), and articulation(s) in an aural example using appropriate terminology (e.g., ritardando, accelerando, fermata, crescendo, sforzando, accent).
  2. Analyze the basic components of tonality, intervals, beat, rhythms, chords, and harmonic progressions in a musical composition.
  3. Analyze the form of complex musical compositions.
  4. Explain how sensory elements, organizational principles, and expressive qualities are combined to produce unity/variety, tension/release, and balance in a musical performance.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Compare and contrast works of art in two or more art forms that share similar artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using the appropriate artistic component (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes) vocabulary.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Analyze the sound sources of a given recorded example.
  2. Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture, bowing).
  3. Use standard notation to record one's own and other's musical ideas.
  4. Sing and play accurately and with expression from standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
  5. Sight-read simple melodies and rhythms.
  6. Critique the effectiveness (e.g., style, interpretation, instrumentation) of a performer or conductor.
  7. Demonstrate or describe the relationship of practice/rehearsal techniques to performance.
  8. Demonstrate or describe cooperative interaction in ensemble performance.

26B —

Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
  1. Sing or play music that has a difficulty level of 3 (on a scale of 1 to 6) on pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath, bow, mallet or fingering control; with clear articulation/ diction; and with expression appropriate for the work being performed.
  2. Improvise harmonizing parts in a variety of styles.
  3. Compose/arrange music within specific guidelines and style.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Demonstrate good audience behavior and evaluate the behavior of self and others.
  2. Describe how audience behavior changes a product or performance.
  3. Analyze how the arts function in ceremonies (e.g., Olympics, political conventions).
  4. Analyze how various arts are used to persuade and promote ideas (e.g., political conventions, campaigns, advertising).
  5. Analyze how the artist in each of the arts uses technology creatively.
  6. Investigate occupations that are related to the arts industry (e.g., record producers, museum lecturers, gallery owners, box office administrators, wardrobe designers).

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Analyze how a particular art work (e.g., social dance, political cartoons, protest songs, films) influenced society in a given time period.
  2. Analyze how the works of a particular artist (e.g., playwright, composer, computer artist, choreographer) shape or reflect a given time period or event.
  3. Describe the influences of at least two artists (dance, drama, music or visual art) on their times.

Return to Fine Arts Classroom Assessments and Performance Descriptors