What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

K–12 Standards

Music: Grades 9, 10, 11, 12
Other Illinois Fine Arts sets
Music: Pre-K
Dance: Grade K
Media Arts: Grade K
Music: Grade K
Theatre: Grade K
Visual Arts: Grade K
Dance: Grade 1
Media Arts: Grade 1
Music: Grade 1
Theatre: Grade 1
Visual Arts: Grade 1
Dance: Grade 2
Media Arts: Grade 2
Music: Grade 2
Theatre: Grade 2
Visual Arts: Grade 2
Dance: Grade 3
Media Arts: Grade 3
Music: Grade 3
Theatre: Grade 3
Visual Arts: Grade 3
Dance: Grade 4
Media Arts: Grade 4
Music: Grade 4
Theatre: Grade 4
Visual Arts: Grade 4
Dance: Grade 5
Media Arts: Grade 5
Music: Grade 5
Theatre: Grade 5
Visual Arts: Grade 5
Dance: Grade 6
Media Arts: Grade 6
Music: Grade 6
Theatre: Grade 6
Visual Arts: Grade 6
Dance: Grade 7
Media Arts: Grade 7
Music: Grade 7
Theatre: Grade 7
Visual Arts: Grade 7
Dance: Grade 8
Media Arts: Grade 8
Music: Grade 8
Theatre: Grade 8
Visual Arts: Grade 8
Dance: Grades 9, 10, 11
Media Arts: Grades 9, 10, 11, 12
Theatre: Grades 9, 10, 11, 12
Visual Arts: Grades 9, 10, 11, 12
Dance: Grade 12

Creating

1:
Generate and conceptualize artistic ideas and work.
1. a.
  Compose and/or improvise melodic, rhythmic, and harmonic ideas for simple melodies and accompaniments for given melodies.MU:Cr1.1.I.a
2. a.
  Compose and/or improvise melodic, rhythmic, and harmonic ideas and chordal accompaniments in a variety of patterns and styles.MU:Cr1.1.II.a
3. a.
  Compose and/or improvise melodic, rhythmic, and harmonic ideas for compositions of increasing complexity and accompaniment patterns in a variety of styles.MU:Cr1.1.III.a
2:
Organize and develop artistic ideas and work.
1. a.
  Select, develop, and use notation and/or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies.MU:Cr2.1.I.a
2. b.
  Use standard and/or iconic notation and/or audio/video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.MU:Cr2.1.I.b
3. a.
  Select, develop, and use notation and/or audio/video recording to document draft melodies, harmonies, and rhythmic passages and accompaniments for given melodies.MU:Cr2.1.II.a
4. b.
  Use standard and/or iconic notation and/or audio/video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.MU:Cr2.1.II.b
5. 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 harmonization for given melodies.MU:Cr2.1.III.a
6. b.
  Use standard and/or iconic notation and/or audio/video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.MU:Cr2.1.III.b
3:
Revise, refine, and complete artistic work.
1. a.
  Evaluate, critique, and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.MU:Cr3.1.I.a
2. b.
  Present the final version of a personal composition or arrangement, using musicianship and originality to utilize various compositional techniques and convey expressive intent.MU:Cr3.1.I.b
3. 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.MU:Cr3.1.I.c
4. a.
  Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes.MU:Cr3.1.II.a
5. b.
  Present the final version of a personal composition or arrangement, using musicianship and originality to utilize various compositional techniques and convey expressive intent.MU:Cr3.1.II.b
6. c.
  Share personally developed and refined arrangements, sections, and short compositions of increasing complexity – individually or as an ensemble – that address identified purposes.MU:Cr3.1.II.c
7. 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.MU:Cr3.1.III.a
8. b.
  Present the final version of a personal composition or arrangement, using musicianship and originality to utilize various compositional techniques and convey expressive intent.MU:Cr3.1.III.b
9. 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.MU:Cr3.1.III.c

Performing

4:
Select, analyze, and interpret artistic work for presentation.
1. 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.MU:Pr4.1.I.a
2. b.
  Demonstrate or analyze, using music reading skills, how compositional devices of musical works impact and inform prepared or improvised performances.MU:Pr4.1.I.b
3. c.
  Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.MU:Pr4.1.I.c
4. 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.MU:Pr4.1.I.d
5. 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.MU:Pr4.1.II.a
6. b.
  Document, demonstrate, and analyze, using music reading skills, how compositional devices of musical works may impact and inform prepared and improvised performances.MU:Pr4.1.II.b
7. c.
  Demonstrate how understanding the notated style, genre, and context of a varied repertoire of music influences prepared and improvised performances.MU:Pr4.1.II.c
8. 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.MU:Pr4.1.II.d
9. 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.MU:Pr4.1.III.a
10. b.
  Demonstrate how understanding the notated and implied style, genre, and context of a varied repertoire of music inform prepared and improvised performances.MU:Pr4.1.III.b
11. c.
  Demonstrate how understanding the notated and implied style, genre, and context of a varied repertoire of music inform prepared and improvised performances.MU:Pr4.1.III.c
12. 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.MU:Pr4.1.III.d
5:
Develop and refine artistic techniques and work for presentation.
1. 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.MU:Pr5.1.I.a
2. 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.MU:Pr5.1.II.a
3. 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.MU:Pr5.1.III.a
6:
Convey meaning through the presentation of artistic work.
1. 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.MU:Pr6.1.I.a
2. 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.MU:Pr6.1.I.b
3. 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.MU:Pr6.1.II.a
4. 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.MU:Pr6.1.II.b
5. 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.MU:Pr6.1.III.a
6. 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.MU:Pr6.1.III.b

Responding

7:
Perceive and analyze artistic work.
1. 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.MU:Re7.1.I.a
2. b.
  Compare passages in musical selections and explain how the elements of music and context inform the response.MU:Re7.1.I.b
3. c.
  Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods as developmentally appropriate.MU:Re7.1.I.c
4. 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.MU:Re7.1.II.a
5. b.
  Explain how the analysis of the musical works and context of contrasting selections inform the response.MU:Re7.1.II.b
6. c.
  Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods as developmentally appropriate.MU:Re7.1.II.c
7. 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.MU:Re7.1.III.a
8. b.
  Demonstrate and justify how a variety of musical works function, and distinguish how context and creative decisions inform the response.MU:Re7.1.III.b
8:
Construct meaningful interpretations of artistic work.
1. a.
  Explain and support the meaning of musical works, citing as evidence the elements of music, context, and personal research.MU:Re8.1.I.a
2. 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.MU:Re8.1.II.a
3. 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.MU:Re8.1.III.a
9:
Apply criteria to evaluate artistic work.
1. a.
  Evaluate works and performances based on collaboratively developed criteria, including analysis of the structure and context.MU:Re9.1.I.a
2. a.
  Evaluate works and performances based on research, as well as personally and collaboratively developed criteria, including analysis and interpretation of the structure and context.MU:Re9.1.II.a
3. a.
  Develop and justify evaluations of music, programs of music, and performances based on criteria, research, and understanding of contexts.MU:Re9.1.III.a

Connecting

10:
Synthesize and relate knowledge and personal experiences to make art.
1. a.
  Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.MU:Cn10.1.I.a
2. a.
  Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.MU:Cn10.1.II.a
3. a.
  Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.MU:Cn10.1.III.a
11:
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
1. a.
  Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.MU:Cn11.1.I.a
2. a.
  Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.MU:Cn11.1.II.a
3. a.
  Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.MU:Cn11.1.III.a

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?: 2016
Where can I read the official document?: Fine Arts Standards: Music

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