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With guidance, explore and experience music concepts (for example, beat, melodic contour) . | a. With limited guidance, create musical ideas (for example, answering a musical question) for a specific purpose. | a. Improvise rhythmic and melodic patterns\u003Cbr>and musical ideas for a specific purpose. | a. Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (for example, personal, social) . | a. Improvise rhythmic, melodic, and harmonic ideas and explain connection to specific purpose and context (for example, social, cultural) . | a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (for example, social, cultural, historical) . |  |\n| Anchor Standard 2: Organize and develop artistic ideas and work.\u003Cbr>Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.\u003Cbr>Essential Questions: How do musicians make creative decisions? |  |  |  |  |  |  |  |\n|  | Pre K\u003Cbr>MU:Cr2.1.PK | Kindergarten\u003Cbr>MU:Cr2.1.K | 1st\u003Cbr>MU:Cr2.1.1 | 2nd\u003Cbr>MU:Cr2.1.2 | 3rd\u003Cbr>MU:Cr2.1.3 | 4th\u003Cbr>MU:Cr2.1.4 |  |\n|  | a. With substantial\u003Cbr>guidance, explore favorite musical ideas (for example, movements, vocalizations, instrumental accompaniments) . | a. With guidance, demonstrate and choose favorite musical ideas. | a. With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent. | a. Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent. | a. Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context. | a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. |  |\n|  |  |  | b. With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas. | b. Use iconic or standard notation and/ or recording technology to combine, sequence, and document personal musical ideas. | b. Use standard and/ or iconic notation and/ or recording technology to document personal rhythmic and melodic musical ideas. | b. Use standard and/ or iconic notation and/ or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas. |  |\n\n2 | Illinois Arts Learning Standards Music Approved by the Illinois State Board of Education  \n|  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  |  |  |  |\n|  | 5th\u003Cbr>MU:Cr1.1.5 | 6th\u003Cbr>MU:Cr1.1.6 | 7th\u003Cbr>MU:Cr1.1.7 | 8th\u003Cbr>MU:Cr1.1.8 | Introductory HS Levels MU:Cr1.1.I | Intermediate HS Levels MU:Cr1.1.II | Advanced HS Levels MU:Cr1.1.III |\n|  | a. Compose simple rhythmic, melodic, and harmonic phrases within a given form that convey expressive intent. | a. Compose rhythmic, melodic, and harmonic phrases over harmonic accompaniments within a given form(s) that convey expressive intent. | a. Compose rhythmic, melodic, and harmonic phrases over harmonic accompaniments within a given form(s) that convey expressive intent. | a. Compose increasing","cbCaiu8CMuFUckRj","https://ap.wps.com/l/cbCaiu8CMuFUckRj","pdf",225527,17,"English","# Creating\n## Anchor Standard 1: Generate and conceptualize artistic ideas and work\n# Organize and develop artistic ideas and work\n## Anchor Standard 2: Organize and develop artistic ideas and work","[{\"question\":\"What are the two main anchor standards in the Illinois Music Standards?\",\"answer\":\"The document organizes learning goals under Anchor Standard 1 (generate and conceptualize artistic ideas and work) and Anchor Standard 2 (organize and develop artistic ideas and work). Each includes enduring understandings and essential questions guiding student learning.\"},{\"question\":\"How do the standards address creating music from Pre-K through high school?\",\"answer\":\"Grade-band progressions describe how students move from guided exploration and basic creative responses to more independent improvisation, composition, and increasingly complex musical ideas. Expectations expand from rhythmic and melodic patterns to added harmonic and contextual understanding.\"},{\"question\":\"What tools do students use to document musical ideas?\",\"answer\":\"Across levels, the standards emphasize using iconic or standard notation and, where appropriate, recording technology to document, organize, sequence, and develop personal musical ideas for improvisations, arrangements, and compositions.\"}]","Illinois Arts Learning Standards - Music Standards | PDF",1791599986,43]