STAGE 1: DESIRED RESULTS
NATIONAL GOALS
Singing, alone and with others, a varied repertoire of music.
Performing on instruments, alone and with others, a varied repertoire of music.
Improvising melodies, variations, and accompaniments.
Composing and arranging music within specified guidelines.
Reading and notating music.
Listening to, analyzing, and describing music.
Evaluating music and music performances.
Understanding relationships between music, the other arts, and disciplines outside the arts.
Understanding music in relation to history and culture.
Performing on instruments, alone and with others, a varied repertoire of music.
Improvising melodies, variations, and accompaniments.
Composing and arranging music within specified guidelines.
Reading and notating music.
Listening to, analyzing, and describing music.
Evaluating music and music performances.
Understanding relationships between music, the other arts, and disciplines outside the arts.
Understanding music in relation to history and culture.
STATE GOALS
Illinois State Goal 25: Know the language of the arts.
Illinois State Goal 26: Through creating and performing, understand how works of art are produced.
Illinois State Goal 27: Understand the role of the arts in civilizations, past and present.
Illinois State Goal 26: Through creating and performing, understand how works of art are produced.
Illinois State Goal 27: Understand the role of the arts in civilizations, past and present.
CHICAGO GOALS
SING (IL 25A, 26B; Nat’l 1)
Demonstrate the difference between singing voice and speaking voice and explore vocal range.
Sing independently with appropriate posture, maintaining the correct pitch and steady tempo.
Sing songs in a group and demonstrate ability to sing loud/soft, high/low, fast/slow.
Sing simple rhythmic patterns.
Sing/move to show high and low, fast and slow, loud and soft, strong beat and weak beat.
Sing call-and-response songs.
PLAY INSTRUMENTS (IL 25A, 26B; Nat’l 2, 3, 4)
Differentiate between fast music and slow music.
Play a steady beat on the body.
Improvise and play simple rhythmic patterns to familiar songs on classroom instruments.
Compose music using pitched and un-pitched instruments and describe the sound source.
Demonstrate the methods used to produce sounds on classroom instruments, including such methods
as shaking, scraping, ringing, tapping, and hitting.
READ AND NOTATE MUSIC (IL 26A; Nat’l 5)
Identify differences between long and short sounds through visual icons.
Identify the difference between high and low pitch through visual icons.
Identify classroom instruments by name.
Recognize simple music forms such as call and response.
LISTEN AND DESCRIBE (IL 25A, 26A, 27A; Nat’l 6)
Differentiate between environmental sounds and organized sound (music).
Aurally recognize the sound of classroom instruments.
Demonstrate timbre with classroom instruments (loud, soft, etc.).
Listen to and identify same and different patterns in music.
Listen to and match musical selections with designated composers.
Listen to and respond to musical selections with appropriate body movements.
Distinguish between various environmental sounds.
Identify steady beat and no beat.
Recognize simple music forms such as call-and-response.
Identify and demonstrate appropriate audience behavior for listening to music.
EVALUATE (Nat’l 7)
Identify criteria for evaluating a musical performance.
PERSONAL CONNECTIONS (IL 27B)
Identify music as a means of self-expression. Identify the use of music in daily life.
CROSS-CURRICULAR CONNECTIONS (IL 25B; Nat’l 8)
Demonstrate through movement high/low, loud/soft, and fast/slow in musical selections.
Name the four fine arts.
CULTURAL CONNECTIONS (IL 26B, 27A; Nat’l 9)
Sing songs representing various genres and styles from diverse cultures
Listen to musical excerpts and identify how music contributes to celebrations.
Identify ways that music serves as a profession.
Demonstrate the difference between singing voice and speaking voice and explore vocal range.
Sing independently with appropriate posture, maintaining the correct pitch and steady tempo.
Sing songs in a group and demonstrate ability to sing loud/soft, high/low, fast/slow.
Sing simple rhythmic patterns.
Sing/move to show high and low, fast and slow, loud and soft, strong beat and weak beat.
Sing call-and-response songs.
PLAY INSTRUMENTS (IL 25A, 26B; Nat’l 2, 3, 4)
Differentiate between fast music and slow music.
Play a steady beat on the body.
Improvise and play simple rhythmic patterns to familiar songs on classroom instruments.
Compose music using pitched and un-pitched instruments and describe the sound source.
Demonstrate the methods used to produce sounds on classroom instruments, including such methods
as shaking, scraping, ringing, tapping, and hitting.
READ AND NOTATE MUSIC (IL 26A; Nat’l 5)
Identify differences between long and short sounds through visual icons.
Identify the difference between high and low pitch through visual icons.
Identify classroom instruments by name.
Recognize simple music forms such as call and response.
LISTEN AND DESCRIBE (IL 25A, 26A, 27A; Nat’l 6)
Differentiate between environmental sounds and organized sound (music).
Aurally recognize the sound of classroom instruments.
Demonstrate timbre with classroom instruments (loud, soft, etc.).
Listen to and identify same and different patterns in music.
Listen to and match musical selections with designated composers.
Listen to and respond to musical selections with appropriate body movements.
Distinguish between various environmental sounds.
Identify steady beat and no beat.
Recognize simple music forms such as call-and-response.
Identify and demonstrate appropriate audience behavior for listening to music.
EVALUATE (Nat’l 7)
Identify criteria for evaluating a musical performance.
PERSONAL CONNECTIONS (IL 27B)
Identify music as a means of self-expression. Identify the use of music in daily life.
CROSS-CURRICULAR CONNECTIONS (IL 25B; Nat’l 8)
Demonstrate through movement high/low, loud/soft, and fast/slow in musical selections.
Name the four fine arts.
CULTURAL CONNECTIONS (IL 26B, 27A; Nat’l 9)
Sing songs representing various genres and styles from diverse cultures
Listen to musical excerpts and identify how music contributes to celebrations.
Identify ways that music serves as a profession.
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STAGE 2: ASSESSMENT EVIDENCE |
stage 3: SCHOOL TO HOME connection
LEARNING ACTIVITIES
Ask your child to share some of the songs they learn in music class with you.
Learn the rules of a game we play in music, and play along at home!
Play music as often as you can handle it.
Don't be afraid to play different genres of music than you are used to.
Play music from other cultures and research which instruments you think are being utilized.
Participate in a music class.
Go to a concert as a family.
Expose your children to as many dance, theatrical, or musical experiences possible!
Visit the "Around the City" page to explore activities and concerts.
Learn the rules of a game we play in music, and play along at home!
Play music as often as you can handle it.
Don't be afraid to play different genres of music than you are used to.
Play music from other cultures and research which instruments you think are being utilized.
Participate in a music class.
Go to a concert as a family.
Expose your children to as many dance, theatrical, or musical experiences possible!
Visit the "Around the City" page to explore activities and concerts.