Illinois Learning Standards
Stage I - Fine Arts—Music
Students who meet the standard understand the sensory
elements, organizational principles, and expressive qualities
of the arts.
- Analyze and evaluate the use of sensory elements in a
- Analyze the form of complex musical compositions.
- Explain how sensory elements, organizational principles,
and expressive qualities are combined to produce unity/variety,
tension/release, and balance in a musical performance.
- Develop aesthetic criteria for evaluating one's own musical
performances/compositions and those of others.
Students who meet the standard understand the similarities,
distinctions, and connections in and among the arts.
- Analyze the dominant artistic components (i.e., elements,
principles, expressive ideas; processes, technologies; creative
processes) using appropriate vocabulary in all the arts.
- Compare and contrast similar and distinctive artistic
components (i.e., elements, principles, expressive ideas;
processes, technologies; creative processes) across art
- Select works from each art form that share similar theme/subject
matter and justify selection.
Students who meet the standard understand processes,
traditional tools, and modern technologies used in the arts.
- Compare and contrast sound production of instruments from
- Demonstrate basic vocal and/or instrumental production
techniques (e.g., breath support, posture, bowing).
- Use standard notation to record one's own and others'
- Sight-read an instrumental or vocal score of up to four
staves, demonstrating accuracy in reading symbols for pitch,
rhythm, expressive qualities, and articulation/diction.
- Demonstrate the ability to read written notation for a
vocal or instrumental part.
- Critique the effectiveness (e.g., style, interpretation,
instrumentation) of a performer or conductor.
- Analyze the way in which performers or conductors interpret
the intent of the composer in a recorded or live performance.
Students who meet the standard can apply skills
and knowledge necessary to create and perform in one or more
of the arts.
- Sing or play music that has a difficulty level of 3 and/or
4 (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.
- Improvise harmonizing parts in a variety of styles.
- Compose/arrange music within specific guidelines and style.
Students who meet the standard can analyze how the
arts function in history, society and everyday life.
- Analyze how the arts function in historical, societal,
economic, and personal contexts (e.g. economic trends, creative
thinking, intra/inter communication, adornment, environments,
entertainment, historical record, jobs).
- Analyze how the arts inform and persuade through movement,
sound, and image.
- Examine the purposes and effects of various media (e.g.,
film, print, multimedia presentations) in terms of informing,
entertaining, and persuading the public.
- Justify an opinion about the purposes and effects of various
media in terms of informing and persuading the public.
Students who meet the standard understand how the
arts shape and reflect history, society and everyday life.
- Classify selected works of art by style, periods, or cultures
(e.g., Classical, Renaissance, Romanticism, Pan-Asian, Native
- Analyze selected historical and contemporary works of
art for distinguishing characteristics of style, period,
- Trace how artistic styles have changed in response to
cultural, historical, and technological events (e.g., inventions,
transportation, economics, wars).
- Connect the artists/works with the trends and/or influences
of others (e.g. Picasso's "Guernica"; Stravinsky's
"Firebird", Rodgers & Hammerstein's Oklahoma).
Return to Fine Arts Classroom
Assessments and Performance Descriptors