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Illinois Certification Testing System

STUDY GUIDE

Illinois State Board of Education

An Equal Opportunity/Affirmative Action EmployerPrinted by the Authority of the State of Illinois

Music (143)

IL-SG-FLD143-04

Illinois Certification Testing System Study Guide–Music i

TABLE OF CONTENTS

GENERAL INFORMATION ABOUT THE ILLINOIS CERTIFICATIONTESTING SYSTEM

PROGRAM OVERVIEW ....................................................................................1-1For Further Information .............................................................................1-2Description of the Tests ..............................................................................1-3Test Administration....................................................................................1-4Score Reports.............................................................................................1-4

HOW TO PREPARE FOR THE TEST .................................................................1-5Assess Your Knowledge and Test Skills.......................................................1-5Practice Your Test-Taking Skills .................................................................1-5

THE DAY OF THE TEST: HELPFUL HINTS......................................................1-5Preparation ................................................................................................1-5Test-Taking Tips.........................................................................................1-5

TEST DIRECTIONS..........................................................................................1-7

FIELD-SPECIFIC INFORMATION

INTRODUCTION ..............................................................................................2-1Test Subareas and Objectives .....................................................................2-1Practice Test Questions ..............................................................................2-2

TEST OBJECTIVES .........................................................................................2-3PRACTICE TEST QUESTIONS....................................................................... 2-10ANSWER KEY............................................................................................... 2-16EXPLANATION OF THE TEST SCORE REPORT............................................. 2-17

Overview ................................................................................................. 2-17Reading Your Report: A Sample .............................................................. 2-18

ii Illinois Certification Testing System Study Guide–Music

Readers should be advised that this study guide, including many of theexcerpts used herein, is protected by federal copyright law.

Copyright © 2006 by the Illinois State Board of EducationNES and its logo are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s).

Illinois Certification Testing System Study Guide–Music 1-1

General Information About theIllinois Certification Testing System

The first section of the study guide is available in a separate PDF file. Click the link below toview or print this section.

General Information About the Illinois Certification Testing System


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 inthe specific teaching, school service personnel, or administrative field in whichcertification is sought. The tests are based on current and relevant expectationsfor teacher preparation students and for teachers in Illinois as defined by theIllinois Content Area Standards for Educators. This study guide is designed tofocus your preparation by helping you become familiar with the format and contentto be covered on the tests.

This section includes a list of the test subareas and objectives, practice testquestions for the field covered by this study guide, an answer key, and anexplanation of the test score report.

TEST SUBAREAS AND OBJECTIVESThe content covered by the test is organized into subareas. You will find a list ofsubareas at the beginning of the list of test objectives. Within each subarea, thecontent is further defined by a set of objectives. Each objective comprises twomajor parts:

1. the objective statement, which broadly defines the knowledge and skills that anentry-level educator needs to know; and

2. the descriptive statements, which describe in greater detail the types ofknowledge and skills covered by the test objective.

The test objectives are broad, conceptual, and meaningful statements, written inlanguage that reflects the skills, knowledge, and understanding that an entry-levelteacher needs in order to teach effectively in an Illinois classroom. A test consistsof test questions that measure an examinee's mastery of these test objectives.

Below is an example of a test objective statement and its accompanying descriptivestatements for the Elementary/Middle Grades test.

Objective Statement

Understand word analysis strategies and vocabulary development and how touse effective, developmentally appropriate approaches to promote students'word analysis and vocabulary skills.

2-2 Illinois Certification Testing System Study Guide–Music

Descriptive Statements

• Demonstrate knowledge of phonics and its role in decoding; of ways to assessstudents' phonic skills; and of effective instructional strategies, activities, andmaterials 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 assessstudents' use of word analysis strategies; and of effective instructionalstrategies, activities, and materials for promoting students' word analysis andcontextual analysis skills.

• Demonstrate knowledge of the role of vocabulary development in reading; ofways to assess students' vocabulary development; and of effective instructionalstrategies, activities, and materials for promoting students' vocabularydevelopment.

PRACTICE TEST QUESTIONSThe practice test questions included in this section are designed to give theexaminee an introduction to the nature of the test questions included on the ICTStest for each field. The practice test questions represent the various types of testquestions you may expect to see on an actual test; however, they are not designedto provide diagnostic information to help you identify specific areas of individualstrengths and weaknesses or predict your performance on the test as a whole. Usethe answer key located after the practice test questions to check your answers.

To help you identify which test objective is being assessed, the objective statementto which the question corresponds is listed in the answer key. When you arefinished with the practice test questions, you may wish to go back and review theentire list of test objectives and descriptive statements once again.


MUSIC TEST OBJECTIVES

I. Listening SkillsII. Music Theory

III. Creating and Performing MusicIV. Music History and Culture

V. Music Education

SUBAREA I—LISTENING SKILLS

0001 Understand the elements of melody and harmony in a recorded music work.

For example:

• 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, dominantseventh, augmented, diminished, major seventh, minor seventh).

• Identify aural examples of cadences (e.g., authentic, half, deceptive, plagal).

0002 Understand the elements of rhythm and expressive qualities in a recorded music work.

For example:

• 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.

0003 Understand the historical and cultural characteristics of a recorded music work.

For example:

• 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, artmusic) in aural examples.

• Identify music styles of world music in aural examples.


0004 Understand the elements of timbre in a recorded music work.

For example:

• 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, steeldrum band).

• Identify specific vocal ensembles in aural examples (e.g., mixed chorus, madrigal group,barbershop quartet).

0005 Understand performance errors in a recorded vocal or instrumental performance of a writtenscore.

For example:

• 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.

For example:

• 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.

0007 Understand melodic elements of music.

For example:

• 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).


0008 Understand harmonic elements of music.

For example:

• Identify specific chords (e.g., major, minor, dominant seventh, augmented, diminished, majorseventh, 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).

0009 Understand the forms, structures, and styles of music.

For example:

• 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-barblues) and compositional techniques (e.g., fugue, tone row).

• Recognize elements of compound forms (e.g., sonata, concerto, symphony, overture) ofmusic 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.

For example:

• Demonstrate basic knowledge of music composition (e.g., music theory, instrumental/vocalrange, transpositions).

• Identify approaches for improvising music (e.g., question and answer, rythmic/melodicvariation).

• Demonstrate knowledge of techniques for composing, scoring, and arranging musicappropriate for a variety of instruments and voices within the school music program.

0011 Understand techniques for performing vocal music.

For example:

• 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 fromearly childhood to late adolescence.

• Demonstrate a familiarity with processes and techniques used to develop singing skills.


0012 Understand techniques for performing instrumental music.

For example:

• 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., Orffinstruments, recorder, percussion, guitar).

0013 Understand techniques for rehearsing, conducting, and evaluating music performances andcompositions.

For example:

• Recognize problems encountered in playing musical instruments and techniques forresolving 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 inconducting 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 musicvocabulary.

SUBAREA IV—MUSIC HISTORY AND CULTURE

0014 Understand the characteristics, composers, and works of Western art music from majorhistorical periods.

For example:

• Identify major developments in vocal and instrumental music from ancient times through thepresent.

• Demonstrate knowledge of composers, styles, and forms of Western art music from majorhistorical periods.

• Demonstrate knowledge of how music shaped and reflected the major ideas, issues, andthemes of Western culture.


0015 Understand the characteristics of popular, folk, and ethnic music of the United States.

For example:

• Demonstrate familiarity with instruments, styles, and characteristics of gospel, blues, rhythmand 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 popmusic.

• Demonstrate knowledge of how music shapes and reflects the major ideas, issues, andthemes of cultures of the United States.

0016 Understand the characteristics, composers, and works of world music.

For example:

• 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, andthemes of various world cultures.

0017 Understand the relationship between technological advances in music and the evolution ofmusic.

For example:

• Identify developments in the design and use of instruments found in modern musicensembles.

• Identify developments in the creation of music through the use of computers andsynthesizers.

• Demonstrate knowledge of how music is expanding and developing as a result of newtechnologies and societal changes.

0018 Understand the roles and functions of music as an expressive medium.

For example:

• Analyze how music functions as a means of individual, communal, and cultural expressionand 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 inmusic.


SUBAREA V—MUSIC EDUCATION

0019 Understand appropriate content and methodologies for elementary school music classes(PreK–grade 5).

For example:

• Demonstrate understanding of teaching methods for elementary school instrumental musicclasses.

• Demonstrate understanding of teaching methods for elementary school choral music classes.

• Demonstrate understanding of teaching methods for elementary school general musicclasses.

• Recognize how child development influences the selection of instructional approaches.

• Identify characteristics of rhythmic, harmonic, and melodic instruments, including ethnicinstruments, used in the classroom.

• Demonstrate knowledge of conducting techniques that are appropriate for schoolperforming ensembles.

• Demonstrate knowledge of types and characteristics of music technology that areappropriate for the school music program.

• Identify techniques for assessing student achievement that are appropriate for the schoolmusic program.

• Identify the uses of assessment data for modifying instruction.

0020 Understand appropriate content and methodologies for middle school/secondary musicclasses (grades 6–12).

For example:

• Demonstrate understanding of teaching methods for middle school/secondary instrumentalmusic classes.

• Demonstrate understanding of teaching methods for middle school/secondary choral musicclasses.

• Demonstrate understanding of teaching methods for middle school/secondary general musicclasses.

• 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 schoolmusic program.

• Identify the uses of assessment data for modifying instruction.


0021 Understand methods for integrating music into the arts and other areas of the curriculum.

For example:

• 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 interdisciplinaryworks (e.g., dramatic dance, opera, cinematography).

• Recognize similarities and differences in the meanings of common terms used in thevarious arts.

• Recognize ways in which the principles and subject matter of various disciplines outside thearts are interrelated with those of music.

• Identify rationales for music being used as a basic component of general education.

0022 Understand methods of music instruction for students with special educational needs.

For example:

• Demonstrate an understanding of the purpose and goals for the education of students withspecial needs in inclusive settings.

• Select effective and appropriate modifications of music instruction for students with specificspecial needs.

• Recognize the roles and rights of ancillary staff and parents/guardians in the education ofstudents with special needs.


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. Thetape begins with instructions for taking the listening section of the test and a sample question to demonstrate thebasic structure of the test questions in this section. After the instructions are given, each musical excerpt and thequestion associated with it will be presented aurally and followed by a pause to allow time for indicating the correctresponse on an answer sheet. (Each test question will be presented in printed form in the test booklet as well asaurally.) The first four practice test questions presented here pertain to the listening portion of the music test. Sinceaudiotapes cannot be presented here, each practice question is followed by a brief description of the audio materialsthat would be heard.

1. Which of the following best describes thetempo of this excerpt?

[Excerpt: Baroque concerto. (NOTE TOTHE EXAMINEE: A description of theexcerpt will not appear in the test booklet.This description is presented here only asan aid for preparing for the test.)]

A. andante

B. largo

C. allegro

D. adagio

2. This excerpt was most likely composedduring which of the following historicalperiods?

[Excerpt: Romantic orchestral work.(NOTE TO THE EXAMINEE: Adescription of the excerpt will not appearin the test booklet. This description ispresented here only as an aid for preparingfor the test.)]

A. Baroque

B. Classical

C. Romantic

D. Modern

3. Which of the following types of instru-mental ensembles is featured in thisexcerpt?

[Excerpt: Caribbean steel drum music.(NOTE TO THE EXAMINEE: Adescription of the excerpt will not appearin the test booklet. This description ispresented here only as an aid for preparingfor the test.)]

A. reggae band

B. mariachi band

C. salsa band

D. steel drum band

Illinois Certification Testing System Study Guide–Music 11

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 asan aid for preparing for the test.)]

In this excerpt, the clarinetist makesan embellishment error in which ofthe following measures? (The excerptwill be played twice.)

A. measure 5

B. measure 7

C. measure 9

D. measure 11


5. Which of the following is a major scale?

A.

B.

C.

D.

6. Which of the following is the key signaturefor E-major?

A.

B.

C.

D.


7. The standard form of the twelve-bar bluesuses which of the following three mainchords?

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 musicteacher must transpose the music:

A. up a minor second.

B. down a major second.

C. up a major second.

D. down a minor second.

9. Which of the following would be the mostappropriate voice-building strategy to usewith an inexperienced middle schoolchorus?

A. Encourage students to raise theirshoulders to extend breath control.

B. Use unison scales and arpeggios tohelp students develop their vocalrange.

C. Have students sing descendingpatterns to help them develop theirhead voice.

D. Concentrate on four-part exercises tohelp students hear their own parts.

10. Which of the following is an appropriatetechnique for playing an Orff barredinstrument?

A. Use a quick wrist action to bounce themallets on the bars.

B. Place the lower pitched bars to theright of the player.

C. Hold the mallets lightly with thefingertips.

D. Play the metal barred instruments withmetal or wooden mallets.

11. During a high school instrumental ensemblerehearsal, which of the following types ofpieces would be most useful for tuningpurposes?

A. chorale

B. scherzo

C. canon

D. march

12. The musical aesthetics of the Classical eraare most closely associated with which ofthe following ideas?

A. humanism

B. transcendentalism

C. nationalism

D. impressionism


13. Which of the following was a majorinnovation in the development of rhythmand blues?

A. the emphasis on percussion

B. the shift to larger instrumentalensembles

C. the emphasis on brass solos

D. the electrical amplification ofinstruments

14. In traditional Indonesian gamelan music,melodies incorporate:

A. whole-tone scales.

B. repetitive patterns.

C. triple meters.

D. question-and-answer forms.

15. In the middle of the twentieth century,advances in technology enabled thegroup of composers and researcherswho developed the compositional techniqueknown as musique concrète to:

A. amplify instruments to produce awider range of dynamics.

B. produce computer-generated musicscores.

C. tape-record natural sounds and alterthem by manipulating the tape.

D. electronically synthesize new soundsin a studio.

16. Which of the following best describes theprimary role of a music therapist?

A. offering therapeutic counseling tomusicians in educational and privatesettings

B. participating as a member of aninterdisciplinary team providingtherapeutic services to individuals

C. providing music training to patients inpsychiatric hospitals and clinics

D. organizing recreational musicactivities in community settings

17. An elementary music teacher wants to help aclass of second grade students develop part-singing skills. To meet this goal, which ofthe following should the teacher introduce tothe students first?

A. partner songs

B. songs with ostinatos

C. call-and-response songs

D. songs with movement


18. Which of the following ensembles ismost likely to use a warm-up involvingimprovisation?

A. marching band

B. string orchestra

C. jazz band

D. wind ensemble

19. A high school music teacher has students ina music theory class listen to and critique avariety of musical compositions. Which ofthe following elements would students mostappropriately cite as providing a sense ofunity in a musical work?

A. the use and resolution of dissonance

B. the use of a tempo change at the endof the piece

C. the use of a recurring motive or theme

D. the use of transition passages withinthe piece

20. A music teacher is planning activities for aheterogeneous general music class. Theteacher can best support the purpose for theeducation of students with special needs ininclusive settings by:

A. modifying the activities so thatstudents with special needs canparticipate.

B. selecting a music repertoire that isequally accessible to all students.

C. establishing consistent levels ofmusical accomplishment for allstudents in the class.

D. providing alternative activities forstudents with special needs.


ANSWER KEY

This section contains the answers to the practice test questions in the previoussection.

After you have worked through the practice test questions, check the answersgiven in this section to see which questions you answered correctly.

QuestionNumber

CorrectResponse Test Objective

1. A Understand the elements of rhythm and expressive qualities in a recordedmusic work.

2. C Understand the historical and cultural characteristics of a recorded musicwork.

3. D Understand the elements of timbre in a recorded music work.

4. B Understand performance errors in a recorded vocal or instrumentalperformance 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 musicperformances and compositions.

12. A Understand the characteristics, composers, and works of Western art musicfrom major historical periods.

13. D Understand the characteristics of popular, folk, and ethnic music of theUnited States.

14. B Understand the characteristics, composers, and works of world music.

15. C Understand the relationship between technological advances in music andthe 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 schoolmusic classes (PreK–grade 5).

18. C Understand appropriate content and methodologies for middleschool/secondary music classes (grades 6–12).

19. C Understand methods for integrating music into the arts and other areas ofthe curriculum.

20. A Understand methods of music instruction for students with special educationalneeds.


EXPLANATION OF THE TEST SCORE REPORT

OVERVIEW

The score report indicates whether or not you passed the test and how youperformed on each test subarea. The passing scores for the Illinois CertificationTesting System were established by the Illinois State Board of Education based onrecommendations from panels of Illinois educators. The passing score for eachcontent-area test is designed to reflect the level of content knowledge and skillsrequired to perform the job of an educator receiving an initial certificate in Illinois.

Passing ScoreTo pass a content-area test you must obtain a scaled total test score of 240or above.

Total Test ScoreThe total test score is based on your performance on the entire test, specifically thenumber 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 weighteddifferently in the computation of the total test score; therefore, the average ofthe subarea scaled scores generally will not equal the scaled total test score.

• Subarea scores will help you assess your areas of relative strength andweakness.

Reporting of ScoresYour results will be forwarded to the Illinois State Board of Education and to theIllinois institution(s) you indicate during the registration process. You should keepthe score report you receive for your own records.


READING YOUR REPORT: A SAMPLEA sample of a Music test score report is provided below.

Your Status: Did not pass

4

12

5210237255220260234

Number of Test Items in Subarea Subarea Name

Test: 143 MusicYour Scaled Total Test Score: 234

21 to 3011 to 2011 to 2021 to 3011 to 20

Listening SkillsMusic TheoryCreating and Performing MusicMusic History and CultureMusic EducationScaled Total Test Score

Subarea Score Performance Graph

100-------------------240-------300

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 thetest than on the Listening Skills section . The examinee will need to retake thetest and achieve a total test score of 240 or higher to pass the test. The scorereport indicates the number of items for each subarea on the test .

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