New Mexico State Standards for Arts Education: Grade 2

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

1.A. Accurately demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide, and skip) and non-locomotor movements (bend, twist, stretch, and swing).

1.A.1. Employ the eight basic locomotor movements and at least eight non-locomotor movements (axial) and various shapes, in a pattern which incorporates the six body directions, low, middle, and high space, diagonal lines and turning exercises along straight, curved and zigzag pathways.

1.A.2. Students with limited movement capabilities should be encouraged to learn movements within the range of their abilities.

1.B. Show the concepts of personal space and general space, working alone, with a partner, and in a group.

1.B.1. Illustrate through movement and maintain personal space, general space, working space, working alone, with a partner and in a group.

1.C. Distinguish between actions and elements in performing and observing movement.

1.C.1. Identify and list the actions (movement skills) and the elements (space, time with force/energy) of several observed dance phrases. Distinguish and explain through movement the difference between actions and elements of dance.

1.D. Demonstrate kinesthetic (sensory) awareness, focus and concentration, and accuracy in moving various musical rhythms.

1.D.1. Perform A1 and B1 above while demonstrating kinesthetic awareness, focus and concentration while applying various musical rhythms.

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

2.A. Explain how dance is different from other forms of human movement such as sports or everyday gestures.

2.A.1. Analyze, compare and translate how dance is different from other forms of human movement/gestures through active discussion, recording and/or movement exploration. Appraise through dance vocabulary the similarities and differences in an active class discussion though diagramming. Formulate the major reasons why dance is different from everyday movement. Include all students to the extent possible.

2.B. In groups, actively explore dance as communication and discuss various interpretations and reactions to dance.

2.B.1. Through class participation and discussion, actively evaluate a live dance performance or video-taped performance which explores individual interpretations and reactions to dance.

2.B.2. In small groups, compose a meaningful dance sequence. Perform, respond and interpret through the dance vocabulary. Come up with a group consensus concerning the message conveyed and compare to the choreographer's intent; record in notebook, dance journal or on bulletin board. Include all learners to the extent possible.

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. Explore and identify connections between dance and physical and health education.

3.A.1. Through active participation in a class discussion, diagram the parallels between healthy living, physical fitness and dance-ability. Name and record at least three personal goals to improve through healthy choices to achieve better health, fitness and enjoyment as dancers. Include all students to the extent possible.

3.B. Explore and identify ways in which dance integrates with and enhances the study of other subjects or content areas.

3.B.1. Through the dance concepts, explore and distinguish the connections between dance and various other disciplines. Create a dance project that clearly showcases at least one concept from another academic discipline.

3.C. Respond to dance through other art forms and explain the connections.

3.C.1. Through visual art, theater, and/or music, respond to a live dance performance or video-taped performance which reflects the parallels between the arts disciplines.

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

4.A. Explore, discover, and realize multiple solutions to a given movement problem.

4.A.1. Through partner explorations (copying, leading and following/mirroring), experiment with various solutions to proposed movement problems. Compose two or more dance phrases which clearly demonstrate partner-oriented solutions to at least one stated problem/challenge.

4.B. Create phrases through improvisation, working alone, with a partner, and in a group.

4.C. Create dance sequences with a clearly defined beginning, middle and ending.

4.C.1. Create and diagram dance sequences with a clearly defined beginning, middle and ending to reveal a basic understanding of this choreographic structure of composition with and without rhythmic accompaniment.

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

5.A. Use action and element vocabulary to discuss dance, and to identify examples from a short dance sequence.

5.A.1. Discuss/describe the dance concepts vocabulary in active group participation. Observe a short dance sequence (live or recorded) and individually list/name the key action and elements parts performed. Assemble the list to create the top three to five key concepts recorded/observed by the group. Include all students to the extent possible.

5.A.2. Observe, record and diagram two dances and decide how they are similar and different, using the dance vocabulary.

5.B. Present dances to peers and discuss their meanings with competence and confidence.

5.B.1. Present dances to peers with confidence and verbally identify and describe the action and elements concepts of the dance to illustrate the meanings to the observers. Observers respond verbally to the meanings of the dances using the dance concepts vocabulary.

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

6.A. Explore folk dances from various local and world cultures and time periods.

6.A.1. Perform with confidence and competence at least one folk dance from another culture and at least one from an American historical folk dance. Include all learners to the extent possible.

6.B. Understand the effects that dance has had on cultures throughout time.

6.B.1. Accurately answer questions about dance in a particular culture and time period.

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

7.A. Understand how lighting and costume can affect the meaning of dance.

7.A.1. Through class discussion, observing live and recorded dance and other resources, name the various ways in which technical lighting and costume design contribute to and enhance the meaning and/or design of a dance.

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 work with parents, school, and community through informal dance performances.

8.A.1. Create a dance project to share with parents, school and/or community which reflect knowledge of at least three or more of the dance content standards (skill development, creative expression, academic connections, critical thinking skills, cultural/historical dance forms and technological aspects of dance education). Perform with confidence and competence to ensure a positive and successful experience for all.

8.B. Attend local dance performances and cultural festivals and demonstrate appropriate audience behavior.

8.B.1. Prepare for attendance at local dance performances and cultural festivals by discussing appropriate audience behaviors. List and describe activities which are appropriate of audience members and those which are not. Be able to distinguish between the behaviors through modeling. After the performance when re-grouped, evaluate themselves individually and as a class.

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

1.A. Sing and speak using appropriate vocal techniques while maintaining a steady beat.

1.A.1. Sing, alone and with others, with correct pitch, rhythm, timbre, diction and posture.

1.A.2. Sing two-part rounds, partner songs, simple descants, as well as unison songs.

1.B. Explore timbre (tone quality) capabilities and limitations of various classroom instruments.

1.B.1. Investigate qualities of sound gestures (clapping, snapping, patting, stamping).

1.B.2. Investigate qualities of available non-tuned percussion instruments.

1.C. Explore through movement simple rhythm patterns.

1.C.1. Demonstrate steady beat at different tempos, both in locomotor and non-locomotor settings.

1.C.2. Match movement to given sound cues.

1.C.3. Demonstrate ability to combine beat and rhythm patterns.

1.D. Identify basic rhythmic symbols including whole, half, quarter, and eighth notes, and the concepts of dotted notes and rests.

1.D.1. Demonstrate steady beat at different tempos, both in locomotor and non-locomotor settings, and match movement to given sound cues.

1.D.2. Perform sound gestures (clapping, snapping, patting, stamping) as well as available non-tuned percussion instruments and understand their capabilities and limitations.

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

2.A. Recognize music and its notation as a type of language capable of expressing ideas.

2.A.1. Discuss ways in which music can express, non-verbally, various emotions or events.

2.A.2. Create and perform pieces using graphic notation and identify and interpret symbols of standard musical notation.

2.A.3. Use standard terms in discussing music and music performance.

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. Identify terms common to the various art forms.

3.A.1. Demonstrate in discussion knowledge of terms common to all of the arts.

3.B. Improvise accompaniments to poetry, dramatizations, dance, etc.

3.B.1. Demonstrate ability to improvise accompaniments to poetry, stories, dramatizations, etc., using a variety of musical instruments.

3.C. Identify ways in which music can support and enhance other disciplines.

3.C.1. Discuss ways in which music and other disciplines are related and can contribute to mutual understanding.

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

4.A. Improvise completion of a given rhythmic or melodic phrase.

4.A.1. Demonstrate ability to improvise rhythmic and melodic phrase endings, ostinato patterns, and variations on familiar themes.

4.B. Investigate a variety of sound sources for improvising short songs and instrumental pieces.

4.B.1. Base a short composition on one or more improvisations, expanding and developing the composition as appropriate.

4.C. Understand that there are multiple ways in which a phrase may be completed.

4.C.1. Use non-traditional as well as traditional sound sources to create accompaniments, improvisations, and compositions.

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

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

5.A.1. Demonstrate knowledge and use of appropriate terminology when discussing music and music performance.

5.B. Identify the sounds of more familiar instruments as well as treble and bass voices.

5.B.1. Demonstrate differing personal reactions to music by discussing individual preferences and feelings about given pieces of music.

5.C. Discuss responses and reactions to particular musical works using appropriate terminology.

5.C.1. Demonstrate knowledge of relationship of music to everyday experiences by discussing life and times of various composers and the context within which given pieces of music were written.

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

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

6.A.1. Perform music of various cultures and discuss same and different elements in each.

6.A.2. Discuss how music of different cultures affects the listener in different ways.

6.B. Explore the cultural context of music being studied.

6.B.1. Demonstrate understanding of music as a part of various human activity, military, religious, entertainment, etc.

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

7.A. Examine how various instruments have evolved.

7.A.1. Discuss how the development of various instruments relates to the environment, e.g., gourds to rattles, hollow logs to drums, reeds to wind instruments, etc.

7.A.2. Discuss the development of musical instruments as an extension of the human body, e.g., higher and lower pitch than the human can produce; percussion instruments that grew out of expansion of body percussion.

7.B. Use appropriate music software.

7.B.1. Play musical games, which foster notational and compositional skills.

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. Model appropriate audience behavior at live concert performances.

8.A.1. Attend a concert in the school or community and exhibit proper concert behavior.

8.B. Participate in appropriate school programs.

8.B.1. Perform, solo or ensemble, in appropriate school programs.

8.C. Share and develop cultural experiences.

8.C.1. Plan and perform a program around the holidays.

8.C.2. Invite another school, a school in a nearby town, an Indian pueblo, etc. to participate in shared performances: one from your school, one from theirs.

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

1.A. Use body and voice to portray character that contributes to the action of a dramatization.

1.A.1. Demonstrate the ability to concentrate and stay in character for the duration of short improvised dramatizations.

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1.B. Imagine and construct technical elements for classroom dramatizations (e.g. simple sets, props, costumes, make up, and/or sound effects).

1.C. Select characters, environments, and situations for dramatizations.

1.C.1. In small or large group discussions, describe in detail what they imagine characters in their dramatizations look like, how they behave, how they feel about other characters, and where they live.

1.C.2. Improvise dialogue to tell stories.

1.D. Improvise dialogue to tell stories.

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

2.A. Develop improvised classroom dramatizations that express various moods or emotions (e.g. happy, sad, funny, scary, mysterious, etc.).

2.A.1. Alone or in groups, write a script based on a short story improvised dramatization, with a beginning that introduces the characters, a middle that includes a dramatic conflict, and an ending that resolves the conflict.

2.B. Describe the moods or emotional qualities of different kinds of live or videotaped theatrical performances.

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. Describe how ideas and emotions are expressed in the various art forms.

3.A.1. Having selected a theme or idea and attended, viewed or created performances or works of art that address that theme in two or more art forms, describe the similarities and differences among the art forms in communicating ideas and emotions.

3.B. Select movement, music, or visual elements to enhance a dramatization.

3.C. Describe visual, aural, and kinetic elements in theater, dramatic media.

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

4.A. Collaborate to design, plan, rehearse, and perform dramatizations.

4.A.1. Plan, rehearse, and perform improvised classroom dramatizations in which students share the stage space in such a way that they can be seen and heard by the audience.

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

5.A. Identify and describe visual, oral, aural, and kinetic elements of dramatic performances.

5.A.1. Constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations along with means of improving the collaborative processes of planning, playing, responding, and evaluating.

5.B. Explain how wants and needs of characters are different from their own.

5.B.1. In class discussions or in writing, describe their emotional reactions to and personal preferences about a performance, relating their reactions to their sensory perceptions, personal experiences and knowledge of the subject or topic of the play.

5.C. Explain emotional response, personal preferences and give constructive feedback about dramatic performances.

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

6.A. Communicate information to peers about peoples, events, time and places related to dramatizations.

6.A.1. Plan and enact classroom dramatizations based on stories from various cultures and discuss similarities and differences in characters, situations and how these stories reflect life in those cultures.

6.B. Identify and compare similar characters and situations in dramas and stories from and about various cultures.

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

7.A. Explore the importance of lighting, costumes, set/scenery, properties, sound effects, and make-up to dramatic presentation.

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. Identify and compare the various settings and reasons for creating dramas and attending various dramatic presentations.

8.A.1. After attending a performance or viewing an exhibit or work of visual art, be able to identify and describe how the performance or work of art impacted their five senses, affected their emotions and made them think about things differently.

8.B. Perform short informal dramatizations for small invited audiences of peers and/or parents.

8.C. Attend and discuss age-appropriate dramatic presentations in the school and/or community.

8.D. Demonstrate appropriate audience behavior.

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

1.A. Participate in the process of making art to understand the elements of art: line, shape, form, color, and texture.

1.A.1. Identify and/or make art using different materials (such as watercolor, tempera, clay, etc.).

1.A.2. Identify the elements of design (line, color, shape, texture, pattern, space, value) as found in the environment and in art.

1.B. Explore and become familiar with art materials and their related techniques.

1.B.1. Identify and/or make use of techniques for producing art (such as drybrush, textured brush strokes, pinching, etc).

1.B.2. Demonstrate and explain steps used to create art (idea gathering, sketches, diagrams, and additions to diagrams).

1.C. Use art materials and tools in a safe and responsible manner.

1.C.1. Demonstrate and explain responsible behavior with all aspects of art materials and tools.

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

2.A. Explore and understand works of art based on self, family, community and the world.

2.A.1. Identify similarities and differences in the ideas, customs and art of others.

2.A.2. Participate in a variety of reflective processes (individual tasks, group discussions, journalizing, portfolio and display).

2.B. Know and use art to interpret personal ideas, feelings, and experiences through visual form.

2.B.1. Use a piece of original student art as the motivation for a creative writing piece.

2.B.2. Complete, discuss and display one's own original works of 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. Explore similarities and differences between characteristics of the visual arts and other arts disciplines.

3.A.1. Compare and contrast emotional responses to specific pieces of art and music.

3.A.2. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as pattern, texture, symmetry and repetition.

3.A.3. Demonstrate the perception of the relationships among the arts (music, theater, dance, visual art).

3.B. Identify and apply connections between the visual arts and other disciplines in the local curriculum.

3.B.1. Use the same piece of original art to produce both a creative writing piece and an informative writing piece.

3.B.2. Compare the ways in which repetition, contrast, balance, symmetry and pattern occur in content areas other than art.

3.B.3. Talk about, practice or show understanding of the connection between visual art and the other content areas.

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

4.A. Understand that works of art come from diverse personal and cultural experiences and inspirations.

4.A.1. Research and discuss instances in which history and culture affected specific public art in the local community.

4.A.2. Create and discuss works of art that express personal ideas, feelings, interests and values.

4.A.3. Create artworks based on a range of individual and collective experiences.

4.B. Develop appropriate methods of reflection and evaluation of art work.

4.B.1. Use correct vocabulary to describe and discuss works of art.

4.B.2. Describe at least two pieces of art in terms of similarities and differences of color, subject matter, personal reaction and historical setting.

4.B.3. Show and tell what is meant by art and interpret meaning in others' artwork.

4.B.4. Participate in a variety of reflective process (such as individual tasks, group discussions, journalizing, portfolio and display).

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

5.A. Understand how personal experiences influence the development of specific artworks.

5.A.1. Discuss how the use of the elements of art can express moods and feelings in one's own art and in the work of others.

5.A.2. Describe their own art and the work of others.

5.B. Understand that there are different responses to specific artworks and respect those differences.

5.B.1. Discuss the various possible reasons for selecting a particular media to convey messages in a piece of art.

5.B.2. Make art which demonstrates the effect of personal experience.

5.C. Reflect upon and assess the characteristics and merits of one's own artwork.

5.C.1. Complete, discuss and display one's own works of art.

5.C.2. Respond to constructive comments from others about one's own art.

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

6.A. Identify specific works of art as belonging to particular cultures, times, and places.

6.A.1. Determine the function of various works of art and artifacts within a specific culture.

6.A.2. Create art that reflects NM cultural and historical influences.

6.A.3. Describe art from one's own culture and the culture of others.

6.A.4. Recognize art from a variety of New Mexico cultures.

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

7.A. Demonstrate an understanding of specific inventions that have influenced change in artists' ability to create works of art.

7.A.1. Research and discuss the role of technology and invention in a variety of art related careers such as painter, architect, animator, jeweler, etc.

7.B. Use various technologies to create works of art.

7.B.1. Demonstrate the use of various computer programs to create original art.

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. Identify and describe visual arts in various artistic settings.

8.A.1. Compare and contrast museum art and commercial art used in print advertising.

8.B. Access museum, gallery, and public settings to increase awareness of art.

8.B.1. Research and discuss at least two pieces of local public art in different media.

8.B.2. Attend a community art exhibit and describe the theme of the exhibit and at least one piece of art.

8.C. Contribute to community culture by exhibiting art work.

8.C.1. Participate in school or community sponsored opportunities for art display.

NM.D. Dance

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

D.1A. Demonstrate body coordination and awareness.

D.1A.1. Identify the major joints of the body (shoulders, elbows, wrists, spine, hips, knees, ankles) and explore their range of motion and alignment through exercises and improvisation.

D.1A.2. Identify, demonstrate, and create increasingly varied combinations of locomotor (including skip, leap, roll, slither) and non-locomotor movements (including turns, kicks, gestures and balances)

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

D.1B.1. Create shapes and original designs with one's own body and with other dancers, accurately identifying symmetry and asymmetry and positive and negative space.

D.1B.2. Identify and demonstrate with non-locomotor and locomotor movements, the use of varied spatial elements such as directions, pathways and levels.

D.1B.3. Participate in movement explorations with drum or recorded music, demonstrating accuracy in moving with a steady beat and responding to changes in tempo.

D.1B.4. Respond with movement to a variety of opposites that relate to energy, e.g. sharp/fluid, strong/delicate, swinging/shaking, active/resting, soft/hard, or light/heavy, free/controlled).

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

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

D.2A.1. Develop and refine movements and gestures to express emotions, memories or personal stories.

D.2A.2. Select from a variety of movements to accurately communicate the intention of an experience, idea, theme or story.

D.2B. Observe and respond to a variety of formal and informal dance performances.

D.2B.1. Identify and communicate the ideas, experiences or feelings expressed by the movements.

D.2B.2. Explain what a specific dance communicates or expresses.

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 the elements of dance and other arts disciplines.

D.3A.1. Create a dance that uses a concept found in another arts discipline.

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

D.3B.1. Identify movement as described in a variety of content areas (e.g., pathways and force of weather; shapes and actions of animals; intersections, pathways and interruptions of transportation; shapes and spatial relationships of geometry) and respond through movement.

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

D.4A. Understand and apply choreographic principles, and compositional forms.

D.4A.1. Create movement sequences that explore the choreographic principles of unity, variety, contrast, and repetition.

D.4A.2. Create an original movement sequence with three distinct parts: a beginning, middle and end (ABA or ABC).

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

D.5A. Develop and use vocabulary that is unique to dance.

D.5A.1. Observe formal and informal performances and use the elements of dance and choreographic principles to analyze performances.

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. Demonstrate understanding, through observation and experience, that folk and social dances are common to all world 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. View and respond to a variety of dances from other cultures and infer the influence of 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 informal and formal dance presentations.

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 maintaining a steady beat.

M.1A.1. Perform a simple accompaniment (body percussion, rhythm band instruments, Orff instruments, etc.) while singing a simple song.

M.1A.2. Develop appropriate singing techniques and range. (D-D)

M.1B. Identify timbre (tone quality) of various families of instruments.

M.1B.1. Make music using body percussion, Orff instruments, and world folk instruments.

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

M.1C.1. Demonstrate rhythmic competency through / reading / performing / creating rhythms / movements.

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

M.1D.1. Identify simple rhythmic and melodic notation.

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 respond to different genres of music

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. Identify the relationship between music elements and basic elements of other arts disciplines

M.3B. Develop musical accompaniments related to other art forms or content areas.

M.3B.1. Develop ostinato patterns based on key concepts or facts related to another content area.

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

M.3C.1. Identify commonalities (i.e. terms, concepts, media, etc.) between music and other disciplines.

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. Identify the role and purpose music plays in daily life (i.e. entertainment, religion, civic affairs, military.)

M.4A.2. Identify different careers in music.

M.4B. Understand how music is created.

M.4B.1. Perform and label simple forms in music such as: AB, ABA, Rondo, Theme and Variation.

M.4B.2. Improvise on an existing melody or accompaniment.

M.4B.3. Explore a variety of sound sources for composing or improvising accompaniments or ''found sound'' pieces.

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

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

M.5A.1. Identify AB, ABA, and rondo.

M.5B. Identify the sounds of more familiar instruments as well as treble and bass voices.

M.5B.1. Understand how different instruments generate sound including shakers (maracas, jingle bells), scrapers (guiro, sand blocks), struck instruments (triangle, wood block), drums and blown instruments (recorders).

M.5B.2. Distinguish various singing voices (i.e. soprano, bass).

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

M.5C.1. Using appropriate musical terminology, discuss and rationalize personal preferences about music in general and as related to a specific piece of music.

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. Perform music from various cultures and discuss same and different elements in each.

M.6A.2. Perform songs and musical games from New Mexico cultures.

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. Discuss and classify instruments based on origins.

M.7B. Use appropriate music technology.

M.7B.1. Use recording and playback technology and music skill training software.

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. Understand and exhibit proper concert etiquette.

M.8B. Participate in appropriate school programs.

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

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.

NM.T. Theatre Arts

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

T.1A. Use body and voice to portray character.

T.1A.1. Use body and voice to portray characters or demonstrate mood or setting.

T.1A.2. Interpret characters fully within the range of current abilities.

T.1B. Design and construct technical elements for classroom dramatizations (e.g. simple sets, props, costumes, make up, and/or sound effects).

T.1B.1. Design and construct simple props, scenery, and/or costumes appropriate to a grade-level dramatization.

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

T.2A. Develop classroom dramatizations that express various moods or emotions (e.g. happy, sad, funny, scary, mysterious, etc.).

T.2A.1. Identify the various ways that a story could be performed.

T.2A.2. Paraphrase dialogue from a story to demonstrate different interpretations for use in dramatizations.

T.2A.3. Develop character, feeling, or mood through the use of the voice.

T.2B. Plan, prepare and present improvisations.

T.2B.1. Improvise and reenact scenes based on personal and/or community experiences.

T.2B.2. Listen and react to others in an improvisation.

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. Describe theatrical elements (visual, aural, oral, kinetic, ideas, emotions, and mood) and compares them with other art forms and content areas.

T.3A.1. Identify different art forms within the community.

T.3A.2. Discuss how theater arts can express ideas from other content areas (e.g. social studies, science, math).

T.3B. Select movement, music, or visual elements to enhance a dramatization.

T.3B.1. Incorporate other art forms into the creation of a dramatic presentation.

T.3B.2. Develop pantomime for use in simple dramatizations

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

T.4A. Collaborate to design, plan, rehearse and perform dramatizations.

T.4A.1. Develop stories and original pieces using improvisation.

T.4A.2. Use basic script writing to portray a sequence of events in a simple scene or story.

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

T.5A. Identify and describe visual, oral, aural, and kinetic elements of dramatic performances.

T.5A.1. Make distinctions between live and recorded performances.

T.5B. Explain how the wants and needs of characters are different from those of the actors.

T.5B.1. Discuss that consequences and actions teach characters and audience members life lessons.

T.5C. Explain emotional response, personal preferences and give constructive feedback about dramatic performances.

T.5C.1. Use selective criteria to critique what he/she sees, hears, and understands.

T.5C.2. Demonstrate responsible audience behaviors and responses to dramatizations.

T.5C.3. Discuss personal reactions to various performances.

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

T.6A. Communicate information to peers about peoples, events, time and places related to dramatizations.

T.6A.1. Examine the dynamic relationship between community, culture and theater arts.

T.6A.2. Explores the value of theater as a means of integrating art forms, history, and culture.

T.6B. Identify and compare similar characters and situations in dramas and stories from and about various cultures.

T.6B.1. Compare and contrast various cultural traditions found in stories, songs, fairy tales, fables, and nursery rhymes.

T.6B.2. Recognize that forms of theater are found in all cultures.

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

T.7A. Describe how scientific and technological developments have impacted career choice and availability in theater, TV, film, video, and other electronic media.

T.7A.1. Examine the role of theater, film, and television in the community.

T.7A.2. Discuss what actors, designers, directors, and playwrights do in the theater.

T.7B. Explore the impact of video, film, and computer on theatrical endeavor.

T.7B.1. Summarize the roles of technology and electronic media as they relate to theater arts.

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 importance of lighting, costumes, set/scenery, properties, sound effects, and make-up to dramatic presentation.

T.8A.1. Transforms a space and materials for acting out simple dramatizations.

T.8A.2. Contribute to making artistic choices for the scenery, props, and costumes in a presentation.

T.8B. Assume roles for an audience that demonstrate characterization and tell a story.

T.8B.1. Participate in and constructs creative dramatic presentations.

T.8B.2. Adjust blocking to include audience focus.

NM.V. Visual Arts

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

V.1A. Participate in the process of making and looking at works of art to understand the elements of art: line, shape, form, color, and texture.

V.1A.1. Group colors based on formal and informal criteria (warm-cool, limited color schemes, etc.)

V.1A.2. Predict how different elements of art will enhance images.

V.1B. Explore art materials, tools and techniques.

V.1B.1. Associate various techniques with appropriate media/materials.

V.1C. Use art materials and tools safely and responsibly.

V.1C.1. Demonstrate responsibility for art materials.

V.1C.2. Predict consequences of proper/improper use of materials.

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

V.2A. Create artwork that expresses ideas, feelings, and experiences about self, family, community and the world.

V.2A.1. Interpret personal experiences through images.

V.2A.2. Understand personal, local, and global events as inspiration for expression.

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. Explore characteristics of the visual arts and other arts disciplines.

V.3A.1. Describe similarities between visual art and other arts disciplines.

V.3A.2. Associate visual design elements with concepts from other arts disciplines.

V.3B. Explore connections between the visual arts and other content areas.

V.3B.1. Discuss art concepts such as texture, repetition, contrast, balance, symmetry and pattern within other content areas.

V.3B.2. Understand connections between visual arts and other content areas.

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

V.4A. Understand that works of art come from diverse sources of inspiration including personal and cultural experiences.

V.4A.1. Understand how works or art are produced using various steps and various sources of inspiration.

V.4A.2. Interpret the possible sources of inspiration in works of art.

V.4B. Practice methods of reflection and self-evaluation of one's own artwork.

V.4B.1. Discuss and reflect about the process of creating art.

V.4B.2. Review and interpret the artistic intent in the creation of a work of art.

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

V.5A. Develop necessary skills for identifying the design elements, narrative components and symbolism in a work of art.

V.5A.1. Understand narration and symbolism as applied to art.

V.5A.2. Compare at least two pieces of art in terms of similarities and differences.

V.5B. Develop and practice skills necessary for communicating responses to a work of art.

V.5B.1. Interpret the meaning of a piece of art.

V.5B.2. Make a summary observation about a work of art using the vocabulary of visual art.

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

V.6A. Explore the visual arts of diverse peoples, times, places and cultures.

V.6A.1. Group art from various cultures or periods of history.

V.6A.2. Make interpretations of art that reflects cultural and historical influences.

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

V.7A. Explore the role of specific inventions and their influence on art.

V.7A.1. Describe an impact of invention and technology on art

V.7A.2. Understand how various technologies are used to create works of art.

V.8. Contribute to communities by sharing expertise in the visual arts and by participating in the activities of cultural institutions.

V.8A. View art in various community settings.

V.8A.1. Discuss famous museums.

V.8A.2. Associate types of art with likely display settings.

V.8B. Develop an awareness of how artists have contributed to the community, and/or contribute artistically to the community.

V.8B.1. Describe various art careers.

V.8B.2. Participate in school or community art displays.