New Mexico State Standards for Arts Education: Grade 10

NM.1. Dance: Learn and develop the essential skills and technical demands unique to dance, music, theater/drama, and visual arts.

1.A. Perform complex movement sequences from different dance styles or traditions consistently and reliably, with projection and artistic expression.

1.A.1. Build a dance vocabulary and technique that will allow students to remember extended movement sequences.

1.A.2. Create and perform extended movement sequences in a broad dynamic range within the range of all students' abilities.

1.A.3. Identify three styles of music and be able to accurately demonstrate timing and accents in the music.

1.A.4. Demonstrate projection while performing dance skills.

1.B. Explain and apply appropriate skeletal alignment.

1.B.1. Understand appropriate skeletal alignment.

1.B.2. Demonstrate body-part articulation, strength, agility, and coordination in locomotor and non-locomotion/axial movement.

1.C. Show technical refinement through self-evaluation and correction.

1.C.1. Demonstrate ability to respond to correction and work independently on movement problems.

1.C.2. Establish an unreadable problem - apply it in evaluating their own work, and that of others.

NM.2. Dance: Use dance, music, theater/drama, and visual arts to express ideas.

2.A. Demonstrate how movement choices communicate abstract ideas in dance.

2.A.1. Formulate and answer questions about how movement choices communicate abstract ideas in dance.

2.A.2. Include all learners to the extent possible.

2.B. Communicate through dance a contemporary social theme.

2.B.1. Create a dance that effectively communicates a contemporary social theme.

2.C. Express an idea chosen from literature or current events through dance.

2.C.1. Create a dance/dance study based on literature or current events.

NM.3. Dance: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

3.A. Monitor personal progress, in dance, and discuss how lifestyle choices affect dancers.

3.A.1. Reflect upon their own progress and personal growth during their study of dance.

3.A.2. Effectively communicate how lifestyle choices affect the dancer.

3.B. Explore commonalties and differences among dance and other disciplines by creating projects that include dance and other disciplines.

3.B.1. Create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines.

3.B.2. Clearly identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements, and ways of communicating meaning.

3.C. Recognize challenges facing professional performers in maintaining healthy lifestyles.

3.C.1. Describe healthy lifestyle choices which dancers can make.

NM.4. Dance: Demonstrate an understanding of the dynamics of the creative process.

4.A. Develop and revise a dance over time.

4.A.1. Create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions.

4.B. Discuss and apply the choreographic principles and processes used in a variety of dance styles. Understand the use of improvisation to generate movement for choreography.

4.B.1. Use improvisation to generate movement for choreography.

4.B.2. Demonstrate understanding of structure or forms (such as palindrome, theme and variation, rondo, round, contemporary forms selected by the student) through brief dance studies.

4.C. Be able to recognize and imitate a choreographic style.

4.C.1. Choreograph a dance demonstrating an understanding of choreographic principles, processes, and structures based on a specific choreographic style.

4.C.2. Formulate and answer their own aesthetic questions (such as, ''What is it that makes a particular dance that dance before it becomes another dance?'')

NM.5. Dance: Observe, discuss, analyze, and make critical judgments about artistic works.

5.A. Recognize and discuss a variety of rhythmic patterns, accents, and phrasing (include all students to the extent possible).

5.B. Interpret a dance based on personal experience (include all students to the extent possible).

5.C. Compare and contrast how meaning is communicated in dances.

5.D. Develop a set of aesthetic criteria for evaluating dances.

NM.6. Dance: Show increased awareness of diverse peoples and cultures through visual and performing arts.

6.A. Demonstrate understanding in contemporary theatrical forms of dance.

6.A.1. Discuss contemporary theatrical forms of dance.

6.B. Understand the traditions and techniques of classical dance.

6.B.1. Discuss the teaching and techniques of classical dance.

6.C. Demonstrate knowledge of dance and dancers throughout history, including the 20th century.

6.C.1. Analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

NM.7. Dance: Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

7.A. Demonstrate how technology can reinforce, enhance, or alter dance ideas.

7.A.1. Demonstrate how technology includes access for all students, either in participation or through observation.

7.B. Discuss historical and contemporary images of the body and how these images have changed through the influence of contemporary media and technology.

NM.8. Dance: Contribute to communities by sharing expertise in dance, music, theater/drama, and visual arts and by participating in the activities of cultural institutions.

8.A. Share dance abilities and knowledge with the community through formal and informal dance presentations.

8.A.1. Present a dance to a community audience.

NM.1. Music: Learn and develop the essential skills and technical demands unique to dance, music, theater/drama, and visual arts.

1.A. Perform expressively with appropriate dynamics, phrasing and interpretation.

1.B. Demonstrate an understanding of simple and compound meters.

1.C. Read and write simple rhythmic and melodic examples and demonstrate rudimentary musical dictation skills.

1.C.1. Define and perform simple and compound meters.

1.C.2. Define and perform shifting and mixed meters.

1.D. Explore music theory, history, and appreciation.

NM.2. Music: Use dance, music, theater/drama, and visual arts to express ideas.

2.A. Recognize how different compositional devices and forms can communicate distinct ideas through music.

2.A.1. Prepare a set of variations on a simple piece making sure to vary some element in each one, e.g., tempo, major or minor mode, meter, etc. Discuss how the different variants express different ideas.

NM.3. Music: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

3.A. Explore how the principles and subject matter of various disciplines outside the arts are interrelated with those of the arts disciplines.

3.A.1. Prepare projects in other disciplines (social studies, literature, mathematics, science) each of which will concentrate on elements common to music and the other discipline.

NM.4. Music: Demonstrate an understanding of the dynamics of the creative process.

4.A. Define the significance of improvisation in performance and the compositional process.

4.A.1. Develop a piece built on an earlier improvisation.

4.A.2. Create a piece in which there is no repetition and discuss its merits.

4.A.3. Create a piece in which there is no contrast and discuss its merits.

4.A.4. Based on these exercises, discuss the role of unity in musical composition and create a piece that pays attention to all of these elements.

4.A.5. Discuss possible sources of inspiration for compositions.

4.A.6. Read the biographies of composers.

4.A.7. Learn about commissioned works, especially for New Mexico Performance groups - operas, symphonies, etc.

4.B. Demonstrate understanding of principles of repetition, contrast, and unity as compositional elements.

4.C. Explain how the roles of composers, performers, and others combine to produce a successful presentation.

NM.5. Music: Observe, discuss, analyze, and make critical judgments about artistic works.

5.A. Develop and apply specific criteria for making informed evaluations about the quality and effectiveness of musical performances.

5.A.1. Discuss objective aesthetic criteria and apply them to a professional performance.

5.A.2. Relate objective aesthetic criteria to classroom performance.

5.A.3. Discuss subjective aesthetic criteria and apply them to professional and classroom performance.

5.A.4. Explore subjective differences in aesthetic judgments, making sure that value judgments - good/bad - are not considered as aesthetic judgments.

5.B. Analyze and explain the aesthetic qualities of a piece of music, how meaning is derived, and how music can evoke feelings and emotions.

NM.6. Music: Show increased awareness of diverse peoples and cultures through visual and performing arts.

6.A. Identify well known musicians of various cultures and their prominent works.

6.A.1. Explore ways in which different composers have incorporated styles of their cultures in their words.

6.A.2. Perform music of different cultures, recognizing stylistic differences.

6.B. Describe how folk music has been used as a basis for formal compositions.

6.B.1. Develop a series of projects which show how folk music of other cultures has become a part of composed music, e.g., Bartok, Granados, Albeniz, etc.

6.C. Identify and describe the role of music and musicians in various settings of New Mexico.

6.C.1. Explore cultural performances, soloists and groups, in New Mexico.

6.C.2. Identify other occupations involving music.

NM.7. Music: Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

7.A. Understand how technology has influenced the composition and performance of music.

7.A.1. Experiment with combinations of electronic and acoustic instruments.

7.A.2. Use appropriate software to study analysis of great pieces of music.

NM.8. Music: Contribute to communities by sharing expertise in dance, music, theater/drama, and visual arts and by participating in the activities of cultural institutions.

8.A. Share musical abilities with community as a performer and consumer of music.

8.A.1. Plan and prepare programs that can be taken to service clubs, local events, other schools, etc.

8.A.2. Attend and evaluate concerts in the community.

NM.1. Theater: Learn and develop the essential skills and technical demands unique to dance, music, theater/drama, and visual arts.

1.A. Create and analyze the physical, emotional, and social dimensions of characters and sustain these characters in an ensemble.

1.A.1. As a part of a cast analyze, create and portray characters in a public performance of a full length play.

1.A.2. Participate within the range of all students' abilities.

1.B. Apply the basic physical and chemical properties of the technical aspects of theater: (e.g. light, color, electricity, paint, make up).

1.B.1. Apply learned technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting and sound.

1.C. Create and implement production schedules, management plans, and promotional ideas.

1.D. Conduct auditions, cast actors, direct scenes, and manage production meetings.

1.E. Demonstrate artistic discipline to achieve an ensemble.

1.E.1. Demonstrate the ability to listen to, react to, and play off of other actors in rehearsal and in performance.

NM.2. Theater: Use dance, music, theater/drama, and visual arts to express ideas.

2.A. Construct and refine dramatic scripts that express specific themes and emotions.

2.A.1. Write short theater, film, television, or electronic media scripts in a variety of new or traditional forms making decisions about selling the plot, characters, character motivation, and dramatic action.

2.B. Develop technical designs that use visual and aural elements to enhance dramatic scripts.

NM.3. Theater: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

3.A. Determine how the non-dramatic art forms are modified to enhance theatrical production.

3.A.1. Develop a performance piece incorporating several arts media (music, painting, dance).

3.B. Describe the basic nature, materials, elements, and means of communicating in the various art forms.

3.C. Illustrate the integration of several arts media.

3.C.1. In a theatrical performance show how a non-dramatic art form (i.e., music) could be used to enhance the expression of a particular emotion inherent in the script or performance.

NM.4. Theater: Demonstrate an understanding of the dynamics of the creative process.

4.A. Justify selection of texts, interpretation of texts, and artistic choices for production.

4.A.1. Develop set, costume, properties, lighting, sound or make-up designs that are suitable to a production concept.

4.B. Explain the roles and interrelated responsibilities of the various personnel involved in theatrical production.

4.C. Collaborate with designers, directors, and develop a unified production concept.

NM.5. Theater: Observe, discuss, analyze, and make critical judgments about artistic works.

5.A. Articulate and justify personal criteria for critiquing dramatic texts and events.

5.A.1. Defend selection of a particular text, interpretations of said text and artistic choices for producing it.

5.A.2. Articulate personal evaluation of dramatic work comparing perceived artistic intent with production achievement.

5.B. Analyze and critique any dramatic performance comparing perceived artistic intent with final production achievement. analyze and evaluate others' critical comments about personal work and demonstrate an ability to decide and explain which points are most appropriate to further development of the work.

NM.6. Theater: Show increased awareness of diverse peoples and cultures through visual and performing arts.

6.A. Analyze and compare dramatic texts and artists from various cultures and periods of history.

6.A.1. Choose a particular theme or idea and compare how it is developed or treated in dramas from a variety of cultures.

6.B. Construct social meaning from productions representing a variety of cultures and historical periods, and relate to current issues.

6.B.1. Through writing or discussion tell how their own cultural experiences have affected a performance in a play.

NM.7. Theater: Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

7.A. Explore how scientific and technological advances have impacted technical theater development (set/scenery, costumes, lighting, properties, sound, and makeup).

7.A.1. Choose playwrights from various cultures during a specific historical period and compare their lives, works, and how they influenced the society in which they lived.

7.B. Examine the differences in styles of performing for live audiences and performing for TV, film, or video.

7.B.1. Describe how computers have impacted technical design for the live theater

7.C. Explain how scientific and technological advances have impacted all aspects of theater

NM.8. Theater: Contribute to communities by sharing expertise in dance, music, theater/drama, and visual arts and by participating in the activities of cultural institutions.

8.A. Explore the art of theater through guest speakers, field trips, and participation in school, community, and professional theater activities.

8.A.1. Explain the knowledge, skills, and discipline needed to pursue careers and avocational opportunities in theater, film, television, and electronic media.

NM.1. Visual Arts: Learn and develop the essential skills and technical demands unique to dance, music, theater/drama, and visual arts.

1.A. Show skill, confidence, and sensitivity in applying knowledge of art media and techniques to the production of artwork.

1.A.1. Demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition.

1.B. Demonstrate knowledge of appropriate health and safety issues as they pertain to the use of art material and equipment.

1.B.1. Produce a body of work that reflects the effectiveness of selective mediums and techniques for communicating.

1.C. Recognize that there are multiple points of view about organizational principles of design and elements of art.

1.C.1. Use objects, symbols, and ideas in their artwork and use the skills gained to solve problems in daily life.

1.D. Produce art that demonstrates the elements of art and principles of design in a variety of media.

1.D.1. Create a body of work via portfolio, which represents a personal exploration of viewpoints using principles and elements of design.

NM.2. Visual Arts: Use dance, music, theater/drama, and visual arts to express ideas.

2.A. Describe how specific works of art can communicate an idea or elicit a variety of responses through the use of selected media, techniques, and processes.

2.A.1. Compare and contrast a variety of art works in a historical and cultural context, and assimilate this into personal expression.

2.A.2. Review and assess the use of design principles and elements in art.

NM.3. Visual Arts: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

3.A. Create art work that demonstrates an understanding of the relationship between selected subjects, symbols, images and design concepts from specific historic and cultural contexts, science, and the humanities.

3.A.1. Explore challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation.

3.B. Examine how specific works are created and how they relate to historical and cultural contexts. Include in portfolio form examples that demonstrate an understanding of art based on cross-discipline learning

NM.4. Visual Arts: Demonstrate an understanding of the dynamics of the creative process.

4.A. Use oral and written methods to express the introspective process used in creating personal artwork.

4.A.1. Use the language of art criticism to explore and identify purposes for creating art.

4.A.2. Explain the visual and other sensory qualities in art and nature and their relationship to the social environment.

4.A.3. Investigate, analyze, and reflect on various writings, viewpoints and opinions about art.

NM.5. Visual Arts: Observe, discuss, analyze, and make critical judgments about artistic works.

5.A. Demonstrate knowledge of analytical processes to create critical aesthetic statements concerning selected works of art.

5.A.1. Analyze works of art for diverse world cultures and discuss the ideas, issues and events of the culture that these works convey.

5.A.2. Examine and analyze works of art and artifacts from diverse world cultures and place them in a cultural and historical context, using appropriate vocabulary.

NM.6. Visual Arts: Show increased awareness of diverse peoples and cultures through visual and performing arts.

6.A. Identify the characteristics and purposes of the historical and cultural contexts of selected pieces of art.

6.A.1. Present a body of work within their portfolio that reflects the influences of a variety of cultural styles.

6.B. Describe uses and explore the meaning of art objects within diverse cultures, times, and geographic locations.

6.B.1. Interpret the meaning of works and artifacts in terms of the cultures that produced them, including the use of apprenticeship systems to maintain cultural heritage.

NM.7. Visual Arts: Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

7.A. Demonstrate effective visual communication using current arts-related technology.

7.A.1. Develop commencement portfolios and skills of analysis that show proficiency in one or more mediums including skill in using computers and other electronic media.

NM.8. Visual Arts: Contribute to communities by sharing expertise in dance, music, theater/drama, and visual arts and by participating in the activities of cultural institutions.

8.A. Exhibit studio work in community-based exhibits.

8.A.1. Develop commencement portfolios and skills of analysis that show proficiency in one or more media including skill in using computers and other electronic media.

NM.D. Dance

D.1. Learn and develop skills and technical demands unique to dance, music, theatre/drama, and visual art. Due to the reality that students may enter studies in dance at various grade levels, teachers will need to adapt objectives accordingly for students who have received no prior education in dance. Students at the high school level will have the option of studying dance as an area of interest or as a career possibility.

D.1A. Demonstrate kinesthetic awareness

D.1A.1. Demonstrate appropriate skeletal alignment, body part articulation, balance, flexibility and strength.

D.1A.2. Demonstrate coordination in locomotor and non-locomotor (axial) movements.

D.1B. Identify and demonstrate the elements of space, time and energy

D.1B.1. Demonstrate and describe shapes and designs (using appropriate vocabulary) made individually and in complementary relationships with others.

D.1B.2. Move with purpose and intent on all levels (low, middle, high)

D.1B.3. Move with awareness of own personal space and relationships to other dancers in a group

D.1B.4. Move through space using a variety of directions and pathways.

D.1B.5. Identify the vocabulary of time (speed, rhythmic pattern, stillness, duration, acceleration) and apply with increasing complexity.

D.1B.6. Demonstrate ability to phrase movement with musicality

D.1B.7. Demonstrate a broader range of movement qualities with respect to energy, e.g. strong, gentle, sharp, smooth, percussive, sustained, swinging, twisting, and collapsing.

D.1C. Perform complex movement sequences from different dance styles or traditions consistently and reliably, with projection and artistic expression

D.1C.1. Build and apply dance terminology appropriate to a given style (e.g. Flamenco, Ballet, Jazz, etc.)

D.1C.2. Memorize and demonstrate extended movement sequences

D.2. Use dance, music, theatre/drama, and visual arts to express ideas.

D.2A. Use the elements of movement to express imaginative, personal and literary themes.

D.2A.1. Use improvisation to explore, discover, and create movement phrases based on emotions, memories, or personal stories.

D.2A.2. Utilize improvisation to generate movement themes for individual and group expression.

D.2A.3. Choose from a variety of movements to create movement studies that accurately communicate the intention of an experience, idea, theme or story.

D.3. Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

D.3A. Explore connections between dance and other arts disciplines.

D.3A.1. Create a dance project that integrates two or more arts disciplines.

D.3A.2. Respond to a dance through another arts discipline (music, drama, architecture or visual arts).

D.3B. Explore connections between dance and other content areas.

D.3B.1. Create a dance project that integrates other subject matter (relationships, current events, social issues, physics, nature, literature, history, environmental themes, etc.).

D.4. Demonstrate an understanding of the dynamics of the creative process.

D.4A. Understand and apply choreographic principles, processes and structures.

D.4A.1. Create a sequence with a beginning, middle and end and identify each of these parts of the sequence.

D.4A.2. Choreograph using a variety of compositional forms: ABA, canon, rondo and narrative.

D.4A.3. Create movement sequences that explore the choreographic principles of unity, variety, contrast, repetition, harmony, abstraction, emphasis and balance.

D.5. Observe, discuss, analyze, and make critical judgments about artistic works.

D.5A. Develop a set of aesthetic criteria for evaluating choreography

D.5A.1. Perform a movement study or dance for peers and discuss reasons for your choreographic choices.

D.5A.2. Give feedback to peers that reports on the movement content, qualities and forms noticed in their dance.

D.5A.3. Observe a variety of professional choreography (live or recorded) and discuss, analyze, and evaluate choreographic choices.

D.6. Show increased awareness of diverse peoples and cultures through visual and performing arts.

D.6A. Develop knowledge and understanding of human diversity through dance

D.6A.1. Study dances from other cultures and other historical periods.

D.6A.2. Identify and compare costume, gesture, rhythmic structure, music, and choreographic forms in historical, cultural and contemporary dances.

D.6B. Investigate the role of dance in historical and contemporary cultures

D.6B.1. Observe and discuss the different functions of dance in various cultures (e.g., ceremony, entertainment, social interaction, etc.)

D.6B.2. Observe and analyze commonalities in contemporary dance styles of various cultures.

D.7. Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

D.7A. Expand dance horizons through the use of technology.

D.7A.1. Use a variety of resources (e.g., print, recordings, internet, etc.) to research dance from other cultures and historical periods.

D.7A.2. Create a dance using technology (music, lighting, video, slide projection, etc.) to enhance the mood of a dance.

D.7A.3. Discuss historical and contemporary images of the body and how these images have changed through the influence of contemporary media and technology.

D.8. Contribute to communities by sharing expertise in dance, music, theatre/drama, and visual arts and by participating in the activities of cultural institutions.

D.8A. Share dance abilities and knowledge with the community through formal and informal dance presentations.

D.8A.1. Participate in dance presentations, both informal and choreographed, for the school and the larger community.

D.8A.2. Support a community dance presentation in a non-dance aspect of the production (costumes, technical theatre, marketing, etc.

D.8B. Participate in community dance events

D.8B.1. Participate in informal and formal dance presentations that reflect the interests and culture of the community.

NM.M. Music

M.1. Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art.

M.1A. Sing and play instruments with appropriate techniques while performing a varied repertoire of music.

M.1A.1. Sing, alone and with others (with and without accompaniment) with correct pitch, rhythm, timbre, diction, posture, range, voice quality/style/techniques, and breath control.

M.1A.2. Demonstrate advanced instrumental playing techniques (i.e. breath control, bow control, stick control, embouchure, articulation, vibrato, correct fingerings and extended range, posture, hand position, and characteristic tone quality.)

M.1A.3. Perform appropriate grade and ability level musical literature in both small and large ensembles with a focus on blend, good intonation, balance, precision, and expressiveness (i.e. dynamics, phrasing, style, and interpretation.)

M.1A.4. Demonstrate the ability to prepare (using good practice skills) and perform music independent of the teacher/instructor.

M.1A.5. Demonstrate sight reading skills using appropriate ability level musical literature.

M.1B. Identify timbre (tone quality) of extended families of instruments, advanced ranges of instruments, and specific voice classifications.

M.1B.1. Study and perform literature of various genre and style that utilizes advanced techniques, emulating performances of well-known and appropriate soloists and ensembles.

M.1C. Acquire beat and rhythmic competency skills.

M.1C.1. Read and perform rhythms in simple meter (2/4, 3/4, 4/4) and compound meter (3/8, 6/8, 9/8), and asymmetric meter (5/4, 5/8, 7/8) in solo/ensemble situations.

M.1C.2. Identify simple, compound, and asymmetric meters (aurally, visually in notation and through conducting patterns).

M.1D. Identify basic musical notation and symbols.

M.1D.1. Read, identify, and perform musical notation and symbols used in appropriate grade-level literature (instrumental/choral.)

M.1D.2. Use the conventions of musical notation (i.e. key signature, time signature, clefs, repeat signs, etc.), and non-traditional symbols (i.e. aleatoric symbols, tablature, chord symbols, shaped notes, etc.)

M.2. Use dance, music, theatre/drama, and visual arts to express ideas.

M.2A. Understand how music expresses ideas.

M.2A.1. Recognize and discuss how programmatic and/or absolute music can express an abstract concept or describe specific events, artwork, places, etc.

M.2A.2. Discuss how movie scores and other background music complements and intensifies the action, emotion, or mood in a dramatic performance.

M.2A.3. Discuss how preferences in music are developed among different subgroups (i.e. classes, stratas, and generations) in our society, showing respect and appreciation for the preferences of others.

M.3. Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

M.3A. Identify terms common to the various art forms.

M.3A.1. Understand the interrelationship of all the art disciplines, in terms of commonalities in the creative processes, historical and cultural influences, and common elements (i.e. rhythm, balance, form, style, tempo, etc.)

M.3B. Understand how music can relate to other art forms or content areas.

M.3B.1. Discuss and demonstrate relationships of music to other disciplines: (i.e. reading--the ongoing, horizontal flow of words akin to the movement of music; social studies - how music of a culture helps to define and understand that culture; mathematics--the rhythm of music is expressed numerically; science--the movement of sound as a physical phenomenon.)

M.3C. Identify how music can support and enhance other disciplines.

M.3C.1. Develop an essential question that can be addressed through a musical composition and other art forms (i.e. Why does racism occur? Why does war exist?)

M.3C.2. Compose or improvise a short piece of music to represent or describe an idea or concept from another content area.

M.4. Demonstrate an understanding of the dynamics of the creative process.

M.4A. Understand why music is created and how it is used.

M.4A.1. Discuss different motivating factors which have inspired the creation of music including historical figures, nature, events, literature, drama, etc.

M.4A.2. Explore the training, skills, and education necessary for various careers in music.

M.4A.3. Communicate an understanding of the role of music as an avocation (i.e. consumer of music, concertgoer, music for personal pleasure.)

M.4B. Understand how music is created.

M.4B.1. Discuss influences on the creation of music from historical and cultural perspectives (i.e. Aboriginal tribes--ritual, religious, social issues, availability of natural materials and technology/tools, etc.)

M.4B.2. Demonstrate an understanding of principles of repetition, contrast, and unity as compositional elements (i.e. score analysis, study of form, personal composition, etc.)

M.4B.3. Identify non-traditional sources (i.e. computer-generated, manipulated, ''found sound.'')

M.5. Observe, discuss, analyze, and make critical judgments about artistic works.

M.5A. Identify music forms when presented aurally.

M.5A.1. Identify the musical form of the piece of music being studied/performed in an ensemble class (i.e. overture, march, symphony, concerto, sonata allegro, through composed, rondo, etc.)

M.5A.2. Identify stylistic forms of music (i.e. rap, gamelan, mariachi, oriental, non-western, reggae, steel drum, folk, Mongolion throat singing.)

M.5B. Use appropriate terminology to discuss responses and reactions to particular musical works.

M.5B.1. Describe and analyze the criteria used in the critical evaluation of one's own and other's performances, composition/arrangements, and improvisations.

M.5B.2. Utilize professional adjudicator's critiques/feedback from festival performances to improve individual and ensemble musicianship.

M.6. Show increased awareness of diverse peoples and cultures through visual and performing arts.

M.6A. Identify and perform a varied repertoire from historical periods and diverse cultures with emphasis on the music and the cultures of NM.

M.6A.1. Study and perform music from various cultures with an emphasis on historical and cultural connections and the musical characteristics unique to a country or cultural style of music.

M.6A.2. Understand the development of American musical styles and the contribution of various ethnic groups represented in American society (i.e. country, Appalachian folk, blues, jazz, bluegrass, gospel, etc.)

M.6A.3. Identify and describe the role of music and musicians in various settings within New Mexico.

M.6A.4. Compare and contrast music from different eras that employ various compositional techniques (i.e. fugue, classical style, impressionism, atonal music, jazz rhythms, etc.)

M.7. Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

M.7A. Understand how various instruments have evolved.

M.7A.1. Understand how technology has influenced the composition and performance of music (i.e. use of computers, computer-generated sounds, electronic keyboards/guitars/violins, etc.)

M.7B. Use appropriate music technology.

M.7B.1. Use recording and playback technology to improve your personal musical skills.

M.7B.2. Use appropriate computer-aided instruction programs (i.e. theory programs, rhythmic training, compositional programs, etc.)

M.8. Contribute to communities by sharing expertise in dance, music, theatre/drama, and visual arts and by participating in the activities of cultural institutions.

M.8A. Model appropriate audience behavior at live concert performances.

M.8A.1. Model respectful behavior, understanding the dynamics of what it takes to be a performer, as well as the performance venue.

M.8A.2. Understand the role of the audience and how they should react to a performer in various types of performance situations (i.e. clapping after a jazz solo, but not a classical solo.)

M.8B. Participate in appropriate school programs.

M.8B.1. Prepare and perform age-appropriate material at school and community-based programs.

M.8B.2. Participate in interscholastic music festivals, volunteer in community service projects using musical talents.

M.8C. Share and develop cultural experiences.

M.8C.1. Celebrate customs, cultural traditions, and American holidays, using music at home and in other social situations.

M.8C.2. Attend concerts within the community.

NM.T. Theatre Arts

T.1. Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual arts.

T.1A. Create and analyze the physical, emotional, and social dimensions of characters and sustain these characters in an ensemble.

T.1A.1. Create and portray character(s) in performance.

T.1A.2. Write a character analysis.

T.1B. Apply the basic physical and chemical properties of the technical aspects of theatre: (e.g. light, color, electricity, paint, make up).

T.1B.1. Apply knowledge and skills to collaboratively and safely create functional scenery, properties, lighting and/or sound properties.

T.1B.2. Apply knowledge and skills to create character make-up.

T.1C. Create and implement production schedules, management plans, and promotional ideas.

T.1C.1. Create posters, playbills, multi-media advertising and/ or programs.

T.1C.2. Create a timeline that includes multiple steps and deadlines in order to complete a long term project (i.e.: scheduling what must be completed in each rehearsal in order to be ready by the production; setting a schedule to have costumes completed by the production; etc.)

T.1D. Conduct auditions, cast actors, direct scenes, and manage production meetings.

T.1D.1. Audition and cast actors.

T.1D.2. Direct actors in a scene.

T.1D.3. Conduct production meetings with cast and crew members.

T.1E. Demonstrate artistic discipline to achieve an ensemble.

T.1E.1. Demonstrate the ability to listen to, react and play off of other actors in rehearsal and in performance.

T.2. Use dance, music, theatre/drama, and visual arts to express ideas.

T.2A. Construct and refine scripts that express specific themes and emotions.

T.2A.1. Write, edit, and revise short theatre, film, television, or electronic media scripts in a variety of new or traditional forms.

T.2A.2. Explore making decisions about how different settings, plots, characters, phrasing, etc. most effectively reflect intended theme or emotion.

T.2B. Develop technical designs that use visual and sound elements to enhance scripts.

T.2B.1. Present designs using learned technical knowledge.

T.3. Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

T.3A. Determine how the non-dramatic art forms are modified to enhance theatrical production.

T.3A.1. Research and discuss various theatrical productions to determine how other art forms are used in a production.

T.3B. Describe the basic nature, materials, elements, and means of communicating in the various art forms.

T.3B.1. Discuss, write, or present a project using other art forms as communication tools.

T.3C. Illustrate the integration of several arts media.

T.3C.1. Incorporate several arts disciplines (music, painting, dance) into classroom exercises or performances.

T.4. Demonstrate an understanding of the dynamics of the creative process.

T.4A. Justify selection of texts, interpretation of texts, and artistic choices for production

T.4A.1. Present set, costume, properties, lighting, sound or make-up designs and explain how the text was selected, designs and concepts were formulated, and

T.4A.2. Explore selection of the most effective texts for the purpose, interpretation of texts, and understanding artistic choices through scene work or acting exercises.

T.4B. Explain the roles and interrelated responsibilities of the various personnel involved in theatrical production.

T.4B.1. Analyze the relationships and responsibilities of all personnel in the production staff hierarchy.

T.4C. Collaborate with designers and directors, and develop a unified production concept.

T.4C.1. Present production concept within a production, paper, or class presentation.

T.5. Observe, discuss, analyze, and make critical judgments about artistic works.

T.5A. Articulate and justify personal criteria for critiquing dramatic texts and events

T.5A.1. Discuss criteria used to critique and create a rubric or checklist using those criteria to critique a text or performance.

T.5A.2. Defend a critique of a performance verbally or in writing.

T.5B. Analyze and critique any dramatic performance comparing perceived artistic intent with final production achievement

T.5B.1. Analyze and critique a performance, verbally or in writing, focusing on the comparison of artistic intent vs. final production.

T.5B.2. Analyze and evaluate others' critical comments about personal work (final production achievement), compare with initial intent, as well as decide and explain which points are most appropriate to further development of the work.

T.6. Show increased awareness of diverse peoples and cultures through visual and performing arts.

T.6A. Analyze and compare dramatic texts and artists from various cultures and periods of history.

T.6A.1. Select a theme or idea and compare how it is developed or treated in dramas from a variety of cultures.

T.6A.2. Analyze and summarize how contemporary and historic cultural influences affect the content and production elements of a dramatic presentation.

T.6B. Construct social meaning from productions representing a variety of cultures and historical periods, and relate to current issues.

T.6B.1. Reflect and describe how personal cultural experiences have affected a performance in a play.

T.6B.2. Assess the social impact of theatre productions, past and present.

T.7. Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

T.7A. Explore how scientific and technological advances have impacted technical theatre development (set/scenery, costumes, lighting, properties, sound, and makeup).

T.7A.1. Assess and compare careers in traditional theatre and in movie or TV industries.

T.7A.2. Choose a specific career or vocational opportunity and thoroughly evaluate the knowledge, skills and discipline needed for success.

T.7A.3. Choose playwrights from various cultures during a specific historical period and compare their lives, works, and how they influenced the society in which they lived.

T.7B. Examine the differences in styles of performing for live audiences and performing for TV, film, or video.

T.7B.1. Evaluate the advantages or disadvantages that live theatre, video, film, and technology have on dramatic presentations.

T.7B.2. Analyze the differences between performing for a live audience and performing in front of a recording device.

T.7C. Explain how scientific and technological advances have impacted all aspects of theatre.

T.7C.1. Describe how computers and other technological advances have impacted technical design and other aspects of theatre.

T.8. Contribute to communities by sharing expertise in dance, music, theatre/drama, and visual arts and by participating in the activities of cultural institutions.

T.8A. Explore the art of theatre through guest speakers, field trips, and participation in school, community, and professional theatre activities.

T.8A.1. Explain the knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theatre, film, television, and electronic media.

T.8A.2. Analyze school, community, and/or professional theatre activities from personal observation and/or participation.

T.8A.3. Summarize personal participation in school, community, or professional theatre activities.

NM.V. Visual Arts

V.1. Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual arts.

V.1A. Explore and understand the elements of art and principles of design and what makes them effective in solving specific art problems.

V.1A.1. Integrate, with an increasing level of competence, the elements of art and principles of design to create works of art.

V.1A.2. Evaluate elements of art, principles of design, and other artistic concepts as to their effect in various works of art.

V.1B. Show skill, confidence and sensitivity in applying knowledge of art media and techniques to the production of artwork.

V.1B.1. Demonstrate an increasing level of competence in using processes, media and techniques to create experimental and display-quality works of art.

V.1B.2. Evaluate the use of technique and effectiveness of media in various works of art.

V.1C. Recognize that there are multiple points of view about organizational principles of design and elements of art.

V.1C.1. Produce a body of work that represents both diversity and effectiveness of selected mediums, techniques and artistic concepts for communicating.

V.1C.2. Compare, support and summarize the use of specific artistic concepts in 2 or more works of art.

V.1D. Demonstrate knowledge of appropriate health and safety issues as they pertain to the use of art material and equipment.

V.1D.1. Integrate all acquired information about safety in the art studio into a set of appropriate procedures.

V.1D.2. Evaluate potential hazards of art materials and tools.

V.2. Use dance, music, theatre/drama, and visual arts to express ideas.

V.2A. Combine art concepts to communicate simple and complex ideas.

V.2A.1. Synthesize ideas and points of view into personal works of art.

V.2A.2. Arrange a personal portfolio to enhance expressive viewpoints and processes.

V.2B. Describe how specific works of art can communicate an idea or elicit a variety of responses through the use of selected media, techniques, and processes.

V.2B.1. Compare and contrast a variety of art works in a historical and cultural context, and assimilate this into personal expression.

V.2B.2. Review and assess the use of design principles and elements in art.

V.3. Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

V.3A. Create artwork that demonstrates an understanding of the relationship between selected subjects, symbols, images and design concepts from specific historic and cultural contexts.

V.3A.1. Explore complex artistic expressions that combine multiple art disciplines such as visual art and sound, movement, or theatrical production.

V.3A.2. Incorporate concepts or elements from other arts disciplines in a visual art project.

V.3B. Examine how specific works are created and how they relate to historical and cultural contexts, science, and the humanities.

V.3B.1. Include in portfolio examples that demonstrate an understanding of art based on cross-discipline learning.

V.3B.2. Explore challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

V.4. Demonstrate an understanding of the dynamics of the creative process.

V.4A. Analyze the qualities and characteristics of various art, media, techniques, and processes that influence the creative process.

V.4A.1. Synthesize idea-gathering processes, art elements and design principles with subject, themes and content to express personal experiences and create meanings in art.

V.4A.2. Analyze and assess personal reactions to art in different media.

V.4A.3. Predict how the combination of media and subject/themes can convey meanings.

V.4B. Express the introspective process used in creating personal artwork.

V.4B.1. Use the language of art criticism to explore and identify purposes for creating art.

V.4B.2. Explain the visual and other sensory qualities in art and nature and their relationship to the social environment.

V.4B.3. Investigate, analyze, and reflect on various writings, viewpoints and opinions about art.

V.5. Observe, discuss, analyze, and make critical judgments about artistic works.

V.5A. Demonstrate knowledge of analytical processes to create critical aesthetic statements concerning selected works of art.

V.5A.1. Analyze works of art from diverse world cultures and discuss the ideas, issues and events of the culture that these works convey.

V.5A.2. Examine and analyze works of art and artifacts from diverse world cultures and place them in a cultural and historical context, using appropriate vocabulary.

V.5B. Apply concepts of analysis and criticism in producing artwork.

V.5B.1. Synthesize the analysis of art elements and design principles into the process of creating a work of art.

V.5B.2. Select and integrate historic or cultural visual and aesthetic concepts and processes (not necessarily styles) into an original work of art (chiaroscuro, golden rectangle, etc).

V.6. Show increased awareness of diverse peoples and cultures through visual and performing arts.

V.6A. Describe uses and explore the meaning of art objects within diverse cultures, times, and geographic locations.

V.6A.1. Interpret the meaning of works and artifacts in terms of the cultures that produced them, including the use of apprenticeship systems to maintain cultural heritage.

V.6B. Identify the characteristics and purposes of the historical and cultural contexts of selected pieces of art.

V.6B.1. Present a body of work within a portfolio that reflects the influences of a variety of cultural styles.

V.7. Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

V.7A. Evaluate the role of invention and technology on art, directly and indirectly.

V.7A.1. Explain or theorize as to the effects of the technology of the time on historic works of art.

V.7A.2. Analyze the effects of current technologies on traditional folk/culturally-oriented art.

V.7B. Demonstrate effective visual communication using current arts-related technology.

V.7B.1. Integrate current technology into a work of art to achieve a specific outcome.

V.7B.2. Develop a commencement portfolio that shows proficiency in using computers and other electronic media.

V.8. Contribute to communities by sharing expertise in dance, music, theatre/drama, and visual arts and by participating in the activities of cultural institutions.

V.8A. Analyze an evaluate art in various public settings including community displays and internet museums.

V.8A.1. Analyze art in different contexts such as museums, galleries, and public shows

V.8A.2. Analyze and evaluate the effectiveness of the display context itself (gallery, public show, internet museum) in terms of aesthetics and of marketing strategies.

V.8B. Exhibit studio work in community-based exhibits.

V.8B.1. Develop commencement portfolios that show proficiency in skills of analysis, multiple media including skill in using computers and other electronic media.

V.8B.2. Arrange (as part of a team) and contribute artwork for at least two art exhibits.