STUDY GUIDE. Illinois Licensure Testing System. Music (143) This test is now delivered as a computer-based test.

Transcription

1 Illinois Licensure Testing System STUDY GUIDE Music (143) This test is now delivered as a computer-based test. See for current program information. Illinois State Board of Education IL-SG-FLD An Equal Opportunity/Affirmative Action Employer Printed by the Authority of the State of Illinois

2 TABLE OF CONTENTS GENERAL INFORMATION ABOUT THE ILLINOIS LICENSURE TESTING SYSTEM PROGRAM OVERVIEW For Further Information Description of the Tests Test Administration Score Reports HOW TO PREPARE FOR THE TEST Assess Your Knowledge and Test Skills Practice Your Test-Taking Skills THE DAY OF THE TEST: HELPFUL HINTS Preparation Test-Taking Tips TEST DIRECTIONS FIELD-SPECIFIC INFORMATION INTRODUCTION Test Subareas and Objectives Practice Test Questions TEST OBJECTIVES PRACTICE TEST QUESTIONS ANSWER KEY EXPLANATION OF THE TEST SCORE REPORT Overview Reading Your Report: A Sample Illinois Licensure Testing System Study Guide Music i

3 Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal copyright law. Copyright 2012 by the Illinois State Board of Education Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). ii Illinois Licensure Testing System Study Guide Music

4 General Information About the Illinois Licensure Testing System The first section of the study guide is available in a separate PDF file. Click the link below to view or print this section. General Information About the Illinois Licensure Testing System Illinois Licensure Testing System Study Guide Music 1-1

5 Field-Specific Information Test Subareas and Objectives Practice Test Questions Explanation of the Test Score Report INTRODUCTION The content tests are designed to assess a candidate's knowledge of content in the specific teaching, school service personnel, or administrative field in which licensure is sought. The tests are based on current and relevant expectations for teacher preparation students and for teachers in Illinois as defined by the Illinois Content Area Standards for Educators. This study guide is designed to focus your preparation by helping you become familiar with the format and content to be covered on the tests. This section includes a list of the test subareas and objectives, practice test questions for the field covered by this study guide, an answer key, and an explanation of the test score report. TEST SUBAREAS AND OBJECTIVES The content covered by the test is organized into subareas. You will find a list of subareas at the beginning of the list of test objectives. Within each subarea, the content is further defined by a set of objectives. Each objective comprises two major parts: 1. the objective statement, which broadly defines the knowledge and skills that an entry-level educator needs to know; and 2. the descriptive statements, which describe in greater detail the types of knowledge and skills covered by the test objective. The test objectives are broad, conceptual, and meaningful statements, written in language that reflects the skills, knowledge, and understanding that an entry-level teacher needs in order to teach effectively in an Illinois classroom. A test consists of test questions that measure an examinee's mastery of these test objectives. Below is an example of a test objective statement and its accompanying descriptive statements for the Elementary/Middle Grades test. Objective Statement Understand word analysis strategies and vocabulary development and how to use effective, developmentally appropriate approaches to promote students' word analysis and vocabulary skills. Illinois Licensure Testing System Study Guide Music 2-1

6 Descriptive Statements Demonstrate knowledge of phonics and its role in decoding; of ways to assess students' phonic skills; and of effective instructional strategies, activities, and materials for promoting students' phonetic analysis skills. Demonstrate knowledge of word analysis strategies, including syllabication, morphology (e.g., use of affixes and roots), and context clues; of ways to assess students' use of word analysis strategies; and of effective instructional strategies, activities, and materials for promoting students' word analysis and contextual analysis skills. Demonstrate knowledge of the role of vocabulary development in reading; of ways to assess students' vocabulary development; and of effective instructional strategies, activities, and materials for promoting students' vocabulary development. PRACTICE TEST QUESTIONS The practice test questions included in this section are designed to give the examinee an introduction to the nature of the test questions included on the ILTS test for each field. The practice test questions represent the various types of test questions you may expect to see on an actual test; however, they are not designed to provide diagnostic information to help you identify specific areas of individual strengths and weaknesses or predict your performance on the test as a whole. Use the answer key located after the practice test questions to check your answers. To help you identify which test objective is being assessed, the objective statement to which the question corresponds is listed in the answer key. When you are finished with the practice test questions, you may wish to go back and review the entire list of test objectives and descriptive statements once again. 2-2 Illinois Licensure Testing System Study Guide Music

7 MUSIC TEST OBJECTIVES I. Listening Skills II. Music Theory III. Creating and Performing Music IV. Music History and Culture V. Music Education SUBAREA I LISTENING SKILLS 0001 Understand the elements of melody and harmony in a recorded music work. Identify aural examples of melodic scales (e.g., pentatonic, modal, major, minor, whole-tone) and intervals. Identify aural examples of melodic structures and devices (e.g., sequence, repetition). Identify aural examples of harmonic structures (e.g., tonal, atonal, modal) and textures (e.g., polyphonic, homophonic). Identify aural examples of chordal structures and progressions (e.g., major, minor, dominant seventh, augmented, diminished, major seventh, minor seventh). Identify aural examples of cadences (e.g., authentic, half, deceptive, plagal) Understand the elements of rhythm and expressive qualities in a recorded music work. Identify aural examples of beat, meter, and tempo. Identify aural examples of rhythmic patterns and devices (e.g., syncopation, hemiola). Identify aural examples of dynamics, articulation, and embellishments Understand the historical and cultural characteristics of a recorded music work. Recognize characteristics of Western art music from major periods (e.g., baroque, classical, romantic, modern) in aural examples. Recognize characteristics of music of the United States (e.g., popular, folk, jazz, ethnic, art music) in aural examples. Identify music styles of world music in aural examples. Illinois Licensure Testing System Study Guide Music 2-3

8 0004 Understand the elements of timbre in a recorded music work. Identify specific acoustic and electronic instruments in aural examples. Identify vocal classifications in aural examples. Identify specific instrumental ensembles in aural examples (e.g., orchestra, jazz combo, steel drum band). Identify specific vocal ensembles in aural examples (e.g., mixed chorus, madrigal group, barbershop quartet) Understand performance errors in a recorded vocal or instrumental performance of a written score. Recognize pitch errors made by individuals and ensembles. Recognize rhythmic errors made by individuals and ensembles. Recognize intonation errors made by individuals and ensembles. Recognize errors in expressive qualities made by individuals and ensembles (e.g., dynamics, tempo, articulation, embellishments). SUBAREA II MUSIC THEORY 0006 Understand music notation. Identify pitch notation in standard clefs. Analyze key and time signatures. Identify note and rest values. Analyze changes in tempo and dynamics. Identify expressive terms and symbols Understand melodic elements of music. Recognize characteristics of melodies (e.g., melodic direction, range, contour). Identify scales (e.g., pentatonic, modal, major, minor, whole-tone) and intervals. Recognize melodic structures (e.g., sequence, phrase) and devices (e.g., inversion, retrograde, diminution). 2-4 Illinois Licensure Testing System Study Guide Music

9 0008 Understand harmonic elements of music. Identify specific chords (e.g., major, minor, dominant seventh, augmented, diminished, major seventh, minor seventh) and chord inversions. Identify and analyze chordal progressions. Identify and analyze cadences (e.g., authentic, half, deceptive, plagal). Identify and analyze the use of nonharmonic tones (e.g., passing tones, neighboring tones, suspensions) Understand the forms, structures, and styles of music. Demonstrate knowledge of the components of music form (e.g., repetition, variation, contrast, phrase, period). Identify characteristics of music forms (e.g., binary, rondo, theme and variations, twelve-bar blues) and compositional techniques (e.g., fugue, tone row). Recognize elements of compound forms (e.g., sonata, concerto, symphony, overture) of music compositions. Identify characteristic elements of various music styles (e.g., blues, folk, reggae). SUBAREA III CREATING AND PERFORMING MUSIC 0010 Understand techniques for creating music. Demonstrate basic knowledge of music composition (e.g., music theory, instrumental/vocal range, transpositions). Identify approaches for improvising music (e.g., question and answer, rythmic/melodic variation). Demonstrate knowledge of techniques for composing, scoring, and arranging music appropriate for a variety of instruments and voices within the school music program Understand techniques for performing vocal music. Demonstrate knowledge of the process of producing vocal tone. Demonstrate knowledge of vocal classifications and ranges. Recognize the stages of vocal maturation and characteristics of the developing voice from early childhood to late adolescence. Demonstrate a familiarity with processes and techniques used to develop singing skills. Illinois Licensure Testing System Study Guide Music 2-5

10 0012 Understand techniques for performing instrumental music. Demonstrate knowledge of the types, characteristics, and uses of orchestral string, woodwind, brass, percussion, and keyboard instruments. Demonstrate familiarity with basic playing techniques for orchestral string, woodwind, brass, percussion, and keyboard instruments. Demonstrate familiarity with basic playing techniques for classroom instruments (e.g., Orff instruments, recorder, percussion, guitar) Understand techniques for rehearsing, conducting, and evaluating music performances and compositions. Recognize problems encountered in playing musical instruments and techniques for resolving such problems. Recognize problems encountered in singing and techniques for resolving such problems. Demonstrate knowledge of rehearsal strategies for vocal and instrumental ensembles. Demonstrate knowledge of common beat patterns and expressive techniques used in conducting small and large ensembles. Identify appropriate strategies for selecting vocal and instrumental music for performance. Apply appropriate criteria for evaluation of performances and compositions by using music vocabulary. SUBAREA IV MUSIC HISTORY AND CULTURE 0014 Understand the characteristics, composers, and works of Western art music from major historical periods. Identify major developments in vocal and instrumental music from ancient times through the present. Demonstrate knowledge of composers, styles, and forms of Western art music from major historical periods. Demonstrate knowledge of how music shaped and reflected the major ideas, issues, and themes of Western culture. 2-6 Illinois Licensure Testing System Study Guide Music

11 0015 Understand the characteristics of popular, folk, and ethnic music of the United States. Demonstrate familiarity with instruments, styles, and characteristics of gospel, blues, rhythm and blues, and rock-and-roll music. Demonstrate familiarity with instruments, styles, and characteristics of jazz (e.g., Dixieland, swing, bebop). Demonstrate familiarity with instruments, styles, and characteristics of folk, country, and pop music. Demonstrate knowledge of how music shapes and reflects the major ideas, issues, and themes of cultures of the United States Understand the characteristics, composers, and works of world music. Demonstrate familiarity with the primary genres of world music (e.g., Asian theatre music, African drumming, gamelan). Recognize instruments, styles, and characteristics of world music. Demonstrate knowledge of how music shapes and reflects the major ideas, issues, and themes of various world cultures Understand the relationship between technological advances in music and the evolution of music. Identify developments in the design and use of instruments found in modern music ensembles. Identify developments in the creation of music through the use of computers and synthesizers. Demonstrate knowledge of how music is expanding and developing as a result of new technologies and societal changes Understand the roles and functions of music as an expressive medium. Analyze how music functions as a means of individual, communal, and cultural expression and communication. Analyze how music changes in response to changes in society. Analyze how music functions in commercial applications. Recognize the professional, avocational, and recreational types of individual involvement in music. Illinois Licensure Testing System Study Guide Music 2-7

12 SUBAREA V MUSIC EDUCATION 0019 Understand appropriate content and methodologies for elementary school music classes (PreK grade 5). Demonstrate understanding of teaching methods for elementary school instrumental music classes. Demonstrate understanding of teaching methods for elementary school choral music classes. Demonstrate understanding of teaching methods for elementary school general music classes. Recognize how child development influences the selection of instructional approaches. Identify characteristics of rhythmic, harmonic, and melodic instruments, including ethnic instruments, used in the classroom. Demonstrate knowledge of conducting techniques that are appropriate for school performing ensembles. Demonstrate knowledge of types and characteristics of music technology that are appropriate for the school music program. Identify techniques for assessing student achievement that are appropriate for the school music program. Identify the uses of assessment data for modifying instruction Understand appropriate content and methodologies for middle school/secondary music classes (grades 6 12). Demonstrate understanding of teaching methods for middle school/secondary instrumental music classes. Demonstrate understanding of teaching methods for middle school/secondary choral music classes. Demonstrate understanding of teaching methods for middle school/secondary general music classes. Identify appropriate music education materials and literature for a variety of music settings. Demonstrate knowledge of techniques for accompanying ensembles. Identify techniques for assessing student achievement that are appropriate for the school music program. Identify the uses of assessment data for modifying instruction. 2-8 Illinois Licensure Testing System Study Guide Music

13 0021 Understand methods for integrating music into the arts and other areas of the curriculum. Demonstrate knowledge of aesthetic principles of music. Demonstrate knowledge of aesthetic principles common to all arts. Recognize how music and other forms of art can be combined to create interdisciplinary works (e.g., dramatic dance, opera, cinematography). Recognize similarities and differences in the meanings of common terms used in the various arts. Recognize ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. Identify rationales for music being used as a basic component of general education Understand methods of music instruction for students with special educational needs. Demonstrate an understanding of the purpose and goals for the education of students with special needs in inclusive settings. Select effective and appropriate modifications of music instruction for students with specific special needs. Recognize the roles and rights of ancillary staff and parents/guardians in the education of students with special needs. Illinois Licensure Testing System Study Guide Music 2-9

14 MUSIC PRACTICE TEST QUESTIONS The first section of the Music test comprises questions that involve the use of listening examples. In this section, questions will be asked that can be answered only with reference to specific musical excerpts on a tape recording. These excerpts include music from various world cultures, Western art music, jazz, and U.S. popular music. The tape begins with instructions for taking the listening section of the test and a sample question to demonstrate the basic structure of the test questions in this section. After the instructions are given, each musical excerpt and the question associated with it will be presented aurally and followed by a pause to allow time for indicating the correct response on an answer sheet. (Each test question will be presented in printed form in the test booklet as well as aurally.) The first four practice test questions presented here pertain to the listening portion of the music test. Since audiotapes cannot be presented here, each practice question is followed by a brief description of the audio materials that would be heard. 1. Which of the following best describes the tempo of this excerpt? [Excerpt: Baroque concerto. (NOTE TO THE EXAMINEE: A description of the excerpt will not appear in the test booklet. This description is presented here only as an aid for preparing for the test.)] A. andante B. largo C. allegro D. adagio 3. Which of the following types of instrumental ensembles is featured in this excerpt? [Excerpt: Caribbean steel drum music. (NOTE TO THE EXAMINEE: A description of the excerpt will not appear in the test booklet. This description is presented here only as an aid for preparing for the test.)] A. reggae band B. mariachi band C. salsa band D. steel drum band 2. This excerpt was most likely composed during which of the following historical periods? [Excerpt: Romantic orchestral work. (NOTE TO THE EXAMINEE: A description of the excerpt will not appear in the test booklet. This description is presented here only as an aid for preparing for the test.)] A. Baroque B. Classical C. Romantic D. Modern 2-10 Illinois Licensure Testing System Study Guide Music

15 4. [Excerpt: The clarinetist plays a tremole instead of a turn in measure 7. (NOTE TO THE EXAMINEE: A description of the excerpt will not appear in the test booklet. This description is presented here only as an aid for preparing for the test.)] In this excerpt, the clarinetist makes an embellishment error in which of the following measures? (The excerpt will be played twice.) A. measure 5 B. measure 7 C. measure 9 D. measure 11 Illinois Licensure Testing System Study Guide Music 2-11

16 5. Which of the following is a major scale? A. B. C. D. 6. Which of the following is the key signature for E-major? A. B. C. D Illinois Licensure Testing System Study Guide Music

17 7. The standard form of the twelve-bar blues uses which of the following three main chords? A. I, ii, V B. I, V, vi C. I, ii, IV D. I, IV, V 8. When scoring for a trumpet in B, a music teacher must transpose the music: A. up a minor second. B. down a major second. C. up a major second. D. down a minor second. 10. Which of the following is an appropriate technique for playing an Orff barred instrument? A. Use a quick wrist action to bounce the mallets on the bars. B. Place the lower pitched bars to the right of the player. C. Hold the mallets lightly with the fingertips. D. Play the metal barred instruments with metal or wooden mallets. 11. During a high school instrumental ensemble rehearsal, which of the following types of pieces would be most useful for tuning purposes? A. chorale B. scherzo 9. Which of the following would be the most appropriate voice-building strategy to use with an inexperienced middle school chorus? A. Encourage students to raise their shoulders to extend breath control. B. Use unison scales and arpeggios to help students develop their vocal range. C. Have students sing descending patterns to help them develop their head voice. D. Concentrate on four-part exercises to help students hear their own parts. C. canon D. march 12. The musical aesthetics of the Classical era are most closely associated with which of the following ideas? A. humanism B. transcendentalism C. nationalism D. impressionism Illinois Licensure Testing System Study Guide Music 2-13

18 13. Which of the following was a major innovation in the development of rhythm and blues? A. the emphasis on percussion B. the shift to larger instrumental ensembles C. the emphasis on brass solos D. the electrical amplification of instruments 16. Which of the following best describes the primary role of a music therapist? A. offering therapeutic counseling to musicians in educational and private settings B. participating as a member of an interdisciplinary team providing therapeutic services to individuals C. providing music training to patients in psychiatric hospitals and clinics D. organizing recreational music activities in community settings 14. In traditional Indonesian gamelan music, melodies incorporate: A. whole-tone scales. B. repetitive patterns. C. triple meters. D. question-and-answer forms. 17. An elementary music teacher wants to help a class of second grade students develop partsinging skills. To meet this goal, which of the following should the teacher introduce to the students first? A. partner songs B. songs with ostinatos 15. In the middle of the twentieth century, advances in technology enabled the group of composers and researchers who developed the compositional technique known as musique concrète to: C. call-and-response songs D. songs with movement A. amplify instruments to produce a wider range of dynamics. B. produce computer-generated music scores. C. tape-record natural sounds and alter them by manipulating the tape. D. electronically synthesize new sounds in a studio Illinois Licensure Testing System Study Guide Music

19 18. Which of the following ensembles is most likely to use a warm-up involving improvisation? A. marching band B. string orchestra C. jazz band D. wind ensemble 19. A high school music teacher has students in a music theory class listen to and critique a variety of musical compositions. Which of the following elements would students most appropriately cite as providing a sense of unity in a musical work? 20. A music teacher is planning activities for a heterogeneous general music class. The teacher can best support the purpose for the education of students with special needs in inclusive settings by: A. modifying the activities so that students with special needs can participate. B. selecting a music repertoire that is equally accessible to all students. C. establishing consistent levels of musical accomplishment for all students in the class. D. providing alternative activities for students with special needs. A. the use and resolution of dissonance B. the use of a tempo change at the end of the piece C. the use of a recurring motive or theme D. the use of transition passages within the piece Illinois Licensure Testing System Study Guide Music 2-15

20 ANSWER KEY This section contains the answers to the practice test questions in the previous section. After you have worked through the practice test questions, check the answers given in this section to see which questions you answered correctly. Question Number Correct Response Test Objective 1. A Understand the elements of rhythm and expressive qualities in a recorded music work. 2. C Understand the historical and cultural characteristics of a recorded music work. 3. D Understand the elements of timbre in a recorded music work. 4. B Understand performance errors in a recorded vocal or instrumental performance of a written score. 5. D Understand melodic elements of music. 6. D Understand music notation. 7. D Understand the forms, structures, and styles of music. 8. C Understand techniques for creating music. 9. B Understand techniques for performing vocal music. 10. A Understand techniques for performing instrumental music. 11. A Understand techniques for rehearsing, conducting, and evaluating music performances and compositions. 12. A Understand the characteristics, composers, and works of Western art music from major historical periods. 13. D Understand the characteristics of popular, folk, and ethnic music of the United States. 14. B Understand the characteristics, composers, and works of world music. 15. C Understand the relationship between technological advances in music and the evolution of music. 16. B Understand the roles and functions of music as an expressive medium. 17. B Understand appropriate content and methodologies for elementary school music classes (PreK grade 5). 18. C Understand appropriate content and methodologies for middle school/secondary music classes (grades 6 12). 19. C Understand methods for integrating music into the arts and other areas of the curriculum. 20. A Understand methods of music instruction for students with special educational needs Illinois Licensure Testing System Study Guide Music

21 EXPLANATION OF THE TEST SCORE REPORT OVERVIEW The score report indicates whether or not you passed the test and how you performed on each test subarea. The passing scores for the Illinois Licensure Testing System were established by the Illinois State Board of Education based on recommendations from panels of Illinois educators. The passing score for each content-area test is designed to reflect the level of content knowledge and skills required to perform the job of an educator receiving an initial license in Illinois. Passing Score To pass a content-area test you must obtain a scaled total test score of 240 or above. Total Test Score The total test score is based on your performance on the entire test, specifically the number of multiple-choice questions you answered correctly. Subarea Scores Subarea scores are presented on the same scale as the total test score. Subarea scores contain different numbers of questions and are weighted differently in the computation of the total test score; therefore, the average of the subarea scaled scores generally will not equal the scaled total test score. Subarea scores will help you assess your areas of relative strength and weakness. Reporting of Scores Your results will be forwarded to the Illinois State Board of Education and to the Illinois institution(s) you indicate during the registration process. You should keep the score report you receive for your own records. Illinois Licensure Testing System Study Guide Music 2-17

22 READING YOUR REPORT: A SAMPLE A sample of a Music test score report is provided below. Test: 143 Music Your Scaled Total Test Score: 234 Number of Test Items in Subarea 21 to to to to to 20 Subarea Name 2 Listening Skills Music Theory Creating and Performing Music Music History and Culture Music Education Scaled Total Test Score Subarea Score Your Status: Did not pass 1 Performance Graph According to the above sample, the examinee did not pass the Music test, because the examinee's total test score of 234 is below the passing score of 240. The examinee did better on the Creating and Performing Music section of the test than on the Listening Skills section. The examinee will need to retake the test and achieve a total test score of 240 or higher to pass the test. The score report indicates the number of items for each subarea on the test Illinois Licensure Testing System Study Guide Music