Illinois Learning Standards

Stage C - Fine Arts—Music



Descriptors



25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Distinguish between loud/soft, high/low sounds.
  2. Distinguish between fast/slow music.
  3. Distinguish between same and different tone colors (timbres) of voices, classroom instruments, and environmental sounds.
  4. Distinguish between long and short sounds.
  5. Echo a rhythm pattern.
  6. Replicate the beat in a musical composition.
  7. Identify simple music forms (e.g. rondo, ostinato) when presented aurally.
  8. Identify different sensory elements that create a mood, emotion, or idea in a simple musical selection.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Compare sensory elements, organizational principles, and expressive qualities shared among several art forms that express a similar idea (e.g. beginning, middle, and end in music, dance, and drama).
  2. Compare the use of sound, movement, action, or visual images to express similar ideas (e.g., subject matter such as night, ocean; emotions/moods such as sad, scary).

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Distinguish between the sounds of two different voices (e.g., man and child).
  2. Distinguish between the sounds of two different environmental sounds (e.g., pencil sharpener and chalkboard).
  3. Distinguish between the sounds of two different classroom instruments (e.g., tambourine and drum).
  4. Identify orchestral/band instruments visually.
  5. Use appropriate vocal timbre and volume when singing classroom songs.
  6. Use correct technique (e.g., holding mallets, striking drums) when playing classroom instruments.
  7. Echo, read, and/or write accurately rhythm patterns with whole, half, quarter, and eighth notes and rests in 2/4, 3/4, 4/4 meter signatures.
  8. Sing or play accurately simple pitch notation in the treble clef using a symbol system (e.g., icons, syllables, numbers, letters).

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 on pitch or play on classroom instruments songs of various cultures in rhythm, with appropriate timbre and maintaining a steady tempo.
  2. Improvise rhythmic and melodic accompaniments for songs of various cultures.
  3. Create short songs or instrumental pieces within specified guidelines.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Distinguish between appropriate and inappropriate audience behaviors.
  2. React to performances/ art works in a respectful, constructive, and supportive manner.
  3. Match the types of occupations with their art form (e.g., actor, director, playwright, designer with drama).
  4. Compare ways the arts are used in a celebration (e.g., masks, costumes, banners, songs, dances).
  5. List the things that artists make or do when they communicate through the arts (e.g., pictures, songs, advertisements, stories, movements, buildings).
  6. Point out ways the arts are used for personal time and enrichment (e.g., concerts, plays, exhibits, broadcasts, social dances, choirs, lessons).
  7. Describe occupations that are related to the arts (e.g., photographer, illustrator, composer, playwright, choreographer, architect).

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Identify cultural characteristics of a work of art.
  2. Describe how the arts inform viewers about people and events from history.
  3. Name significant artists in dance, drama, music, or visual art.

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