Illinois K–6 music standards

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

With limited guidance, create musical ideas (for example, answering a musical question) for a specific purpose.

With guidance, demonstrate and choose favorite musical ideas.

With guidance, apply personal, peer, or teacher feedback in refining personal musical ideas.

With limited guidance, demonstrate a final version of personal musical ideas to peers.

With guidance, demonstrate and state personal interest in varied musical selections.

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.

With guidance, demonstrate awareness of expressive qualities (for example, voice quality, dynamics, tempo) that support the performers' expressive intent.

With guidance, apply personal, teacher, and peer feedback to refine performances.

With guidance, perform music with expression.

Perform appropriately for the audience.

With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.

With guidance, demonstrate how a specific music concept (for example, beat, melodic direction) is used in music.

With guidance, demonstrate awareness of expressive qualities (for example, dynamics, tempo) that reflect performers' expressive intent.

With guidance, apply personal and expressive preferences in the evaluation of music.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

With limited guidance, present a final version of personal musical ideas to peers.

With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

With limited guidance, demonstrate knowledge of musical concepts (for example, beat, melodic contour) in a variety of music selected for performance.

When analyzing selected music, read and perform simple rhythmic and melodic patterns using iconic or standard notation.

Demonstrate and describe music's expressive qualities (for example, dynamics, tempo).

With limited guidance, apply personal, teacher, and peer feedback to refine performances.

With limited guidance, perform music for a specific purpose with expression.

Perform appropriately for the audience and purpose.

With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

With limited guidance, demonstrate and identify how specific music concepts (for example, beat, pitch) are used in various styles of music for a purpose.

With limited guidance, demonstrate and identify expressive qualities (for example, dynamics, tempo) that reflect performers' expressive intent.

With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (for example, personal, social).

Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

Interpret and apply personal, peer, and teacher feedback to revise personal music.

Present a final version of personal musical ideas to peers or informal audience.

Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

Demonstrate knowledge of musical concepts (for example, tonality, meter) in a variety of music for performance.

When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

Demonstrate understanding of expressive qualities (for example, dynamics, tempo) and how performers use them to convey expressive intent.

Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

Perform music for a specific purpose with expression and technical accuracy.

Perform appropriately for the audience and purpose.

Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Describe how specific music concepts are used to support a specific purpose in music.

Demonstrate knowledge of music concepts and how they support performers' expressive intent.

Apply personal and expressive preferences in the evaluation of music for specific purposes.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Improvise rhythmic, melodic, and harmonic ideas and explain connection to specific purpose and context (for example, social, cultural).

Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context.

Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

Document revisions to personal musical ideas, applying teacher-provided and collaboratively developed criteria and feedback.

Present the final version of personal created music to others and describe connection to expressive intent.

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

Demonstrate understanding of the structure in music selected for performance.

When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

Demonstrate and describe how intent is conveyed through expressive qualities (for example, dynamics, tempo).

Apply teacher provided and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances.

Perform music with expression and technical accuracy.

Perform appropriately for the audience and purpose.

Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

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).

Demonstrate and describe how the expressive qualities (for example, dynamics, tempo) are used in performers' interpretations to reflect expressive intent.

Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (for example, social, cultural, historical).

Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.

Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

Refine and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback to show improvement over time.

Present the final version of personal created music to others and explain connection to expressive intent.

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and musicianship.

Demonstrate understanding of the structure and the elements of music in music selected for performance.

When analyzing selected music, read and perform using iconic and/or standard notation.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (for example, dynamics, tempo, timbre).

Apply teacher provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

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).

Demonstrate and explain how the expressive qualities (for example, dynamics, tempo, timbre) are used in performers' and personal interpretations to reflect expressive intent.

Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Compose simple rhythmic, melodic, and harmonic phrases within a given form that convey expressive intent.

Demonstrate selected and developed musical ideas for improvisations, arrangement, or compositions to express intent, and explain connection to purpose and context.

Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and increasingly complex harmonic musical ideas.

Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback and explain rationale for changes.

Present the final version of personal created music to others that demonstrates musicianship and explain connection to expressive intent.

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.

Demonstrate understanding of the structure and the elements of music in music selected for performance.

When analyzing selected music, read and perform using notation.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (for example, dynamics, tempo, timbre, articulation/style).

Apply teacher provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

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).

Demonstrate and explain how the expressive qualities are used in performers' and personal interpretations to reflect expressive intent.

Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Compose rhythmic, melodic, and harmonic phrases over harmonic accompaniments within a given form(s) that convey expressive intent.

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.

Use standard and/or iconic notation and/or audio/video recording to document personal rhythmic phrases, melodic phrases, and harmonic musical ideas.

Evaluate their own work, applying teacher provided criteria.

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.

Describe the rationale for making revisions to the music based on evaluation criteria and feedback from the teacher.

Apply teacher provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.

Explain how understanding the structure and the elements of music are used in music selected for performance.

When analyzing selected music, read and identify by name or function standard musical symbols (for example, rhythm, pitch, articulation, dynamics).

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.

Identify and apply teacher-provided criteria to rehearse, refine, and determine when a piece is ready to perform.

Perform the music with technical accuracy to convey the creator's intent.

Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.

Describe how the elements of music and expressive qualities relate to the structure of the pieces.

Identify the context of music from a variety of genres, cultures, and historical periods.

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.

Apply teacher-provided criteria to evaluate musical works or performances.