New Mexico State Standards for Arts Education: Grade 5

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

1.A. Know basic dance steps, positions and patterns.

1.A.1. Accurately identify and demonstrate basic dance steps, positions and patterns, action/elements from one or more differing styles or traditions of dance which include a demonstration of a range of dynamics/ movement qualities.

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

1.B. Demonstrate and understand a wide range of movement skills and their underlying principles.

1.B.1. Articulate the underlying principles and perform with confidence the following movement skills: alignment, balance, initiation of movement, articulation, weight shift, elevation/landing and fall/recovery.

1.C. Know how rhythms can be expressed in movement.

1.C.1. Perform the dance concepts with increasing kinesthetic awareness, concentration and focus to a wide variety of musical rhythm with confidence.

1.D. Demonstrate increasing kinesthetic (sensory) awareness, concentration, and focus.

1.D.1. Perform the dance concepts with increasing kinesthetic awareness, concentration and focus to a wide variety of musical rhythm with confidence.

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

2.A. Explain and demonstrate how dancers express ideas using the basic elements of dance.

2.A.1. Alone, with a partner or in a group, effectively create a dance sequence which clearly conveys a message or messages using the dance concepts. Report with confidence to a peer audience how the chosen movements help to create/enhance the meaning of the presentation.

2.A.2. Using the structure of ''AI'' above, the dancers are asked to change one or more of the following: dynamics, phrasing, gestures and/or focus. Observers respond/discuss/record how the meaning has differed with these altered movements. All participants must be able to formulate the differences and how the meaning is affected through this exercise.

2.B. Show how variations in dynamics, phrasing, gestures, and focus can change the meaning of dance movements.

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. Create a dance project that reveals similarities and differences between the arts and other disciplines.

3.A.1. Create and perform movement studies which showcase the similarities and differences between the arts and other disciplines which include a focus on the shared/connected concepts (i.e., balance, shape, pattern, etc.).

3.B. Recognize concepts used by dance as well as by other disciplines within and outside of the fine arts.

3.B.1. Create and perform movement studies which showcase the similarities and differences between the arts and other disciplines which include a focus on the shared/connected concepts (i.e., balance, shape, pattern, etc.).

3.C. Explain strategies to prevent dance injuries and discuss effects of healthy choices on dance ability.

3.C.1. Through active class participation, list/record strategies to prevent dance injuries and ways to improve better health and fitness for increased dance-ability. Strategize in dance journal three or more personal goals to improve dance-ability and steps to obtain these goals. Be able to answer questions regarding preventing dance injuries.

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

4.A. Create a movement problem and demonstrate multiple solutions to the problem by applying the basic principles of dance.

4.A.1. Dancers, working alone, with partners, or in groups, create/propose/ record a movement problem and respond by demonstrating multiple solutions to the stated problem by applying the basic principles of dance. Actively discuss among themselves and with others which solution was most interesting and why. Document (in dance journal, bulletin board, etc.) the outcome of this work.

4.B. Work cooperatively with a partner to create visually interesting movement improvisations.

4.B.1. Successfully demonstrate working cooperatively with a partner by creating contrasting and complementary shapes and/or taking and supporting weight, movement improvisations which are visually interesting. Observe and actively discuss and/or document what principles created the most visually interesting performance using the dance vocabulary.

4.C. Work cooperatively in a small group to create choreography (creation of a structured dance sequence.) Illustrate through the choreographic process (forms of AB, ABA, canon, call and response and/or narrative), the cooperative ability to work effectively in a small group. Group members provide feedback and record their personal responses to working in the group (in dance journal, etc.).

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

5.A. Identify possible criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast).

5.A.1. Clearly list and identify ways to critique and evaluate dance performance, such as skill of performers, originality, visual, and/or emotional impact, variety and contrast, etc. Actively discuss and conclude as a group the aesthetic criteria to be used for class work critique which includes a commitment to utilizing the dance vocabulary. Post the positive criticism promise in classroom.

5.B. Demonstrate constructive criticism in discussions of dance performances.

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

6.A. Perform and discuss folk and social dances from various local and world cultures and time periods.

6.A.1. Competently perform folk and social dances from various local and world cultures and time periods which reflect similarities and differences in steps and movement styles. Include all learners to the extent possible.

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

7.A. Describe the impact of video and film technology on the aesthetic experience and perception of dance.

7.A.1. Observe the same dance both live and videotaped. Compare/contrast/diagram the aesthetic impact of the two observations in an active class discussion which concludes in written responses.

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. Explore and identify dance resources in the local community.

8.A.1. Locate dance resources in the community who may provide information and experiences to the group. Invite individuals to class and/or organize field trips to visit individuals in their facilities. Document these experiences and reflect upon the meaningful exchange of ideas. (What does the community offer in the arts/culture/dance and what can students offer to the arts/cultural/dance community?)

8.B. Participate in informal community showings or dance workshops while demonstrating appropriate audience and stage behavior.

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

1.A. Improvise, compose, and/or arrange simple rhythmic and harmonic accompaniments.

1.A.1. Sing and/or play with accuracy in pitch and rhythm and with sensitivity to timbre and dynamics.

1.B. Improvise, compose, and/or arrange short melodies, unaccompanied and over a given rhythmic accompaniment.

1.B.1. Combine sound gestures with movement.

1.B.2. Perform on non-tuned percussion instruments with movement, varying dynamics, timbre, and tempo while maintaining a steady beat.

1.C. Explore complex combinations of beat and rhythm patterns through movement.

1.C.1. Sing and play perfect, major, and minor intervals.

1.C.2. Build tonic and dominant triads and use them appropriately in accompaniments.

1.D. Perform on non-tuned percussion instruments, varying dynamics, timbre, and tempo while maintaining steady beat.

1.D.1. Discuss the physics of sound, explaining its movement through space and demonstrating by moving to sound cues and creative appropriate sound accompaniment to movement.

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

2.A. Recognize how music is used in contemporary society to influence how we think and live.

2.A.1. Listen to several musical radio/TV commercials.

2.A.2. Discuss how the music of commercials can influence its listeners.

2.A.3. Listen to and compare the differences between military march music and meditative music.

2.B. Recognize that emotions and ideas can be expressed through abstract/absolute music.

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. Recognize how all music elements are used in similar and distinctive ways in various arts.

3.A.1. Create a work which uses all the arts and be able to explain how each art form with its independent capabilities is a necessary component of the finished work.

3.B. Explore and identify links among arts disciplines as well as among other content areas.

3.B.1. Discuss and demonstrate relationships of music to other disciplines: 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.

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

4.A. Improvise completion of a given rhythmic or melodic phrase, giving attention to similarities of 'question' and 'answer' in length of phrase, meter, mood, etc.

4.A.1. To a given rhythm piece or melodic phrase, create a variety of solutions, and discuss the appropriateness of each.

4.B. Discuss improvisations in relation to what makes them successful.

4.B.1. After demonstrating improvisational skills vocally and on classroom instruments, plan and create short group compositions.

4.C. Compose short melodies and accompaniments.

4.C.1. Use non-traditional sound sources as well as traditional instrumental and vocal sounds.

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

5.A. Identify aural instrumental and voice classifications.

5.A.1. Show relationships of length (strings, pipes, vocal cords) to pitch.

5.A.2. Show differences in timbre according to materials instruments are made of.

5.B. Compare and evaluate various musical works.

5.B.1. Discuss and analyze music heard, both professionally made and student created, in relation to form, unity, variety, mode, mood, and other elements which may affect emotional response.

5.C. Discuss criteria for making musical judgments.

5.C.1. Discuss differences in individual response to music, exploring many possible solutions to the same musical problem.

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

6.A. Amplify and enhance cultural awareness of different ethnicities through related drama, poetry, dance, etc.

6.A.1. Perform music from diverse cultures and explore ways in which it may be identified as belonging to a specific culture.

6.B. Compare and contrast western and non-western music.

6.C. Compare and contrast folk music with traditional and contemporary music.

6.D. Perform music that illustrates particular historical and environmental contexts.

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

7.A. Trace and discuss the evolution and use of various instruments.

7.A.1. Explore the history of music instruments, listening to recordings of ancient instruments and comparing them to their modern counterparts.

7.B. Discuss evolution and role of various ensembles.

7.C. Explore the impact that video and other technologies have in relation to musical performances and to the perception of music.

7.C.1. Listen to examples of music made on synthesizers.

7.C.2. Experiment with tape loops.

7.C.3. Use appropriate software to study pieces from various historical periods.

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. Participate in appropriate programs at the school and in the community.

8.A.1. Prepare and perform music to be shared with audiences in school and elsewhere in the community.

8.B. Attend appropriate musical events.

8.B.1. Explore resources for locating concerts and distribute information.

8.B.2. Prepare a list of musical productions on television stations.

8.B.3. Invite local artists to perform.

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

1.A. Refine and record dialogue and action that contribute to effective plots in classroom dramatizations.

1.A.1. Create dialogue and action that is appropriate for different characters in terms of their age, cultural heritage, physical and emotional attributes, socio-economic status, and other distinguishing characteristics.

1.B. Practice acting skills to develop characterizations that suggest or illustrate artistic choice.

1.C. Interact as characters in an ensemble.

1.D. Select and create necessary technical elements for dramatizations (e.g. sets, props, costumes, make-up, and/or sound effects).

1.D.1. Demonstrate the ability to stay in character for longer classroom dramatizations and to cooperate and abide by group decisions.

1.E. Analyze and describe character behaviors and motivations.

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

2.A. Create improvised or scripted dramatizations that express specific ideas, meanings, themes, moods, and emotions.

2.A.1. In writing or in discussion, analyze the following attributes of character: physical appearance, social role, objectives, emotions, motivations, and relationships.

2.B. Critique the ideas, meanings, themes, moods, and emotions expressed in classroom dramatizations or formal theatrical productions.

2.B.1. Listen to two contrasting movements in a sonata (e.g., the first and third movements of Beethoven's ''Moonlight'' Sonata) and compare and discuss the feelings and thoughts evoked by each of them.

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 and compare the presentation of characters, environments and action across all the arts.

3.A.1. Incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes.

3.B. Develop dramatizations which include topics in other content areas such as literature, history, and science.

3.C. Express and compare personal reactions and audience reaction to a variety of art forms.

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. Collaborate to develop improvised and scripted scenes and evaluate effectiveness of student contributions.

4.C. Lead small groups in designing, planning, and rehearsing a variety of dramatizations.

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

5.A. Express and compare personal reactions to dramatic performances.

5.A.1. Describe in writing or verbally their sensory impressions and emotional reactions to various works of art and be able to justify their preferences.

5.B. Describe and analyze the effect of publicity, support materials and physical environments on audience response and appreciation.

5.C. Articulate and support meanings constructed from one's own and other dramatic performances.

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

6.A. Describe and compare universal characters and situations in dramas from various cultures and historical periods.

6.A.1. Engage in dramatic activities depicting different cultures and times and look for commonality of character, situation and motive in various cultures and historical periods.

6.B. Explore similarities between life and theater.

6.C. Explore reasons why subjects and ideas are re-examined in different cultures and times.

6.C.1. Compare and contrast theatrical productions from different cultures and examine how theatrical forms develop in response to cultural needs.

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

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

7.A.1. Recognize that theater is one index to the artistic and social values and accomplishments of civilization. Discuss their own work and that of others.

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

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. Analyze the emotional and social impact of dramatic events in students' lives, communities and cultures.

8.A.1. Research and analyze audience and community responses to dramatic production by conducting audience surveys and interviews, attending post-play discussion sessions, and reading reviews.

8.B. Explain knowledge, skills and discipline needed to pursue careers and vocational opportunities in various theatrical media.

8.C. Perform short improvised or scripted dramatizations for invited audiences of peers or parents.

8.C.1. Explore special interests, talents, skills and job opportunities in theatrical activities through guest speakers, field trips, and participation in school, community and professional theater activities.

8.D. Attend and evaluate theater productions in the school or community.

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

1.A. Explore art materials, techniques, qualities, characteristics, and processes; understand what makes them effective in solving specific art problems and how they are used to enhance life experiences and ideas.

1.A.1. Engage in problem-solving activities that apply the principles of art to the elements of art.

1.B. Explore and understand the use of art materials and techniques by culturally diverse artists locally and globally.

1.B.1. Research and discuss the relationship between art and artifact and their historical, geographical, cultural and political contexts.

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

2.A. Apply elements of art and principles of design to communicate ideas.

2.A.1. Define and demonstrate the elements and principles of design.

2.A.2. Communicate specific works of art to others by using and explaining the elements and principles of design in a piece of original art.

2.B. Use subjects, themes, and symbols when expressing ideas in art works.

2.B.1. Explore a variety of media source for developing and conveying ideas, images, themes, symbols, and events through art.

2.B.2. Identify and describe the emotional connotations of the use and placement of design principles and elements in one's own work and the work of others.

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 the characteristics of works in two or more arts disciplines that share similar subject matter, historical periods, or cultural contexts.

3.A.1. Create a piece of art that incorporates two or more similar art forms with similar subject matter and historical and cultural contexts.

3.B. Show ways in which principles and subject matter of other disciplines are interrelated with visual arts.

3.B.1. Identify and explain the similarities and differences of concepts common to the visual arts and to other content areas.

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

4.A. Explore the influence of personal experiences, imagination and the dynamics of culture to works of art.

4.A.1. Create art in which design elements and principles in conjunction with subject, themes and content are based on personal experiences to create meanings.

4.B. Understand how the qualities and characteristics of various art, media, techniques, and processes influence the creative process to communicate experiences and ideas.

4.B.1. Discuss specific instances in which culture influences art.

4.B.2. Identify and describe the emotional connotations of the use and placement of design principles and elements in a particular piece of art.

4.B.3. Describe orally or in written form a personal reaction to at least three pieces of art in different media.

4.B.4. Demonstrate how the use of traditional and different media can convey meanings, (softness of pastels and watercolors, texture of collage, sparseness of wire, etc).

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

5.A. Understand and distinguish multiple purposes and motivations for creating works of art.

5.A.1. Demonstrate the use of the elements of art to express moods and feelings in one's own art and the art of others.

5.B. Understand contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.

5.B.1. Demonstrate how history, art and culture can influence each other in making and studying works of art.

5.C. Access a variety of local, regional, state, and technical resources for observation and analysis of artworks.

5.C.1. Visit museums and art displays in other community institutions (either on-site or through film, television, computers, video, slides or other electronic media).

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

6.A. Compare and describe artwork of various eras and cultures.

6.A.1. Compare and contrast artworks and artifacts from two dissimilar world cultures.

6.B. Recognize historical and cultural themes, trends, and styles in various works of art.

6.B.1. Sort and classify a variety of art objects within an identified historical and cultural context.

6.B.2. Create art that reflects a particular period within a specific culture.

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

7.A. Use, review, and evaluate computers and other electronic media as tools for design and communication of ideas.

7.A.1. Identify the appropriate type of technology use to achieve a desired outcome. Demonstrate how all students participation can be enhanced through technology.

7.A.2. Incorporate the use of at least one means of technology in creating an original work of 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. Create an exhibit incorporating a variety of original art using different media.

8.A.1. Participate in at least two art exhibits using art in a different medium for each exhibit.

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 major muscles and bones of the body and explore and extend their range of motion through a variety of exercises and improvisational studies.

D.1A.2. Create and perform for peers, movement studies that employ and combine a variety of locomotor and non-locomotor 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. Create and perform for peers, movement studies that utilize directions, pathways, levels, individually and in groups.

D.1B.3. Demonstrate accuracy in movement explorations built upon increasingly demanding rhythmic patterns, tempos and meters.

D.1B.4. Demonstrate a broader range of movement qualities with respect to energy, e.g. passive/active, bound/free, firm/fine, sustained/sudden.

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. Demonstrate movements and gestures to express emotions, memories or personal stories.

D.2A.2. Select from a variety of movements to create a movement study that accurately communicates 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. Take an active role in a class discussion about interpretations of and reactions to a dance.

D.2B.2. Discuss similarities and differences in the experience of a dance as reported by the dancers and by the observers.

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 project that shows understanding of an element of dance that is shared with another discipline (e.g., pattern in dance and visual arts).

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

D.3B.1. Use dance to illustrate the movement that is inherent in other content areas.

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, repetition, harmony, emphasis and balance.

D.4A.2. Create a movement study that utilizes the compositional forms of recurring theme, and chance dance.

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 and critique 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. Perform and discuss folk and social dances from various local and world cultures and other historical periods.

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 discuss the influence of media and technology.

D.7A.2. Use media (e.g., photography, video) to create, record, reflect upon and critique personal dance experiences.

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 school and larger 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 maintaining a steady beat.

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

M.1A.2. Play alone and with others on instruments (pitched and unpitched) with good rhythmic and ensemble skills.

M.1A.3. Sing and/or play two-part rounds, partner songs, simple descants, unison songs, and simple accompaniments.

M.1A.4. Develop sight reading skills using simple melodic and rhythmic patterns.

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

M.1B.1. Distinguish the sounds produced by woodwind, brass, percussion, string, and keyboard instruments.

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

M.1C.1. Demonstrate rhythmic independence by combining beat and rhythm patterns in solo/ensemble situations / movement.

M.1C.2. Explore simple meter groupings (aurally, visually in notation and through conducting patterns).

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

M.1D.1. Make music by reading notation and musical symbols.

M.1D.2. Notate simple melodic and rhythmic patterns using standard musical notation.

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

M.2A. Understand how music expresses ideas.

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

M.2A.2. Create and perform pieces using graphic/iconic notation and standard musical notation to express an idea or concept.

M.2A.3. Use correct musical terminology in discussing and responding to 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. Communicate an understanding of the music elements as they relate to basic elements of other arts disciplines.

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

M.3B.1. Read, write, and perform musical accompaniments.

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

M.3C.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.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.4B. Understand how music is created.

M.4B.1. Apply learned musical elements (i.e. rhythm, melody, form, timbre, tempo, dynamics, etc.) to compose a simple melody.

M.4B.2. Improvise rhythmic and melodic phrase endings, ostinato patterns, and variations on familiar themes.

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 theme and variation and verse/refrain.

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

M.5B.1. Identify four orchestral families (strings, woodwinds, brass, percussion).

M.5B.2. Identify at least two individual instruments from each orchestral family by sight and sound.

M.5B.3. Identify vocal and instrumental ensembles (i.e. duet, choir, symphony orchestra, band, etc.)

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

M.5C.1. Using appropriate musical terminology, compare/contrast various styles and genre 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. Study and perform music from various cultures with an emphasis on historical and cultural connections.

M.6A.2. Study and perform music representative of the cultures found in New Mexico.

M.6A.3. Identify specific musical characteristics unique to a country or cultural style of music.

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 Identify how instruments have developed from natural materials to man-made materials.

M.7A.2. Discuss similarities and differences among folk instruments across cultures.

M.7A.3. Discuss how the development of electronic instruments has influenced contemporary music.

M.7B. Use appropriate music technology.

M.7B.1. Understand how music technology is an extension of the traditional music curriculum.

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.8A.2. Model respectful behavior, understanding the dynamics of what it takes to be a performer.

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. Integrate body and voice to portray character (e.g. mood, emotions) within the context of a dramatization.

T.1A.2. Demonstrate the ability to stay in character for the duration of improvised dramatizations.

T.1A.3. Apply characterization 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, construct and/or gather props, scenery, costumes and/or make-up needed for 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. Develops dialogue to express character's feelings.

T.2A.2. Create various character voices by varying volume, pitch, rate, tone quality, duration, intensity, and clarity.

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

T.2B.1. Collaborate creatively in improvised and scripted scenes.

T.2B.2. Explore character response(s) in relation to other actors' interpretation of their character.

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. Discuss how theater arts can synthesize all the arts disciplines.

T.3A.2. Explain relationships between theatre arts and other content areas.

T.3A.3. Describe visual, aural, and kinetic elements in dramatic media

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

T.3B.1. Explore color, space, shape, texture, movement, and sound to develop a dramatic setting.

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. Improvise dialogue to tell a story.

T.4A.2. 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.

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. Discuss the meaning of scene, acts and plays.

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

T.5B.1. Explain how consequences and actions in dramatic productions introduce and teach life lessons.

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

T.5C.1. Offer constructive critique of scene and/or plays using descriptive vocabulary.

T.5C.2. Utilize appropriate audience behaviors and responses to dramatizations.

T.5C.3. Use verbal and written responses to identify emotions and thoughts evoked by dramatizations.

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. Explain how social concepts can be developed through dramatizations.

T.6A.2. Examine performing theatre arts in the community.

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

T.6B.1. Explore theatre arts from various 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. Investigate careers in the theater.

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

T.7B.1. Describe the moods or emotional qualities of different kinds of live or videotaped dramatic performances.

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. Use available design resources for props, costumes, lights, and set.

T.8A.2. Design a simple set considering possible limitations dictated by an environment.

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

T.8B.1. Demonstrate focus and dedication (e.g. memorization of text and blocking) in portraying character for dramatic presentations.

T.8B.2. Use blocking to non-verbally depict character, mood, and action to the audience.

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. Identify the elements of art.

V.1A.2. Apply the elements of art in assigned visual arts problems.

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

V.1B.1. Apply a variety of materials, tools and techniques for producing art.

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

V.1C.1. Demonstrate proper use of art materials.

V.1C.2. Discuss potential hazards of art materials and tools.

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. Use personal experience as inspiration for expression in visual art.

V.2A.2. Use knowledge of local and global communities as inspiration for expression in visual 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. Explore characteristics of the visual arts and other arts disciplines.

V.3A.1. Examine emotional responses to specific works of visual art and works in other arts disciplines (i.e. how different lines can relate to music or dance.)

V.3A.2. Discover and compare concepts used across art disciplines such as pattern, texture, repetition, contrast, balance, symmetry and pattern.

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

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

V.3B.2. Discover connections between visual art 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. Solve artistic challenges using preliminary sketches, divergent production, and various sources of inspiration.

V.4A.2. Examine works of art with a focus on their sources of inspiration.

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

V.4B.1. Demonstrate reflection about the process of creating a work of art.

V.4B.2. Examine the success of personal/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. Use narrative and/or symbolic elements in a piece of art.

V.5A.2. Examine relationships between elements found in a work of art.

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

V.5B.1. Use visual art information to discuss the meaning of a piece of art.

V.5B.2. Show communication about works of art using activities such as class discussions, portfolio collection and display.

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. Experiment with creating art that reflects cultural and historical influences.

V.6A.2. Classify art from various cultures and historical eras.

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. Demonstrate an understanding of the impact of invention on a variety of arts related careers.

V.7A.2. Use various technologies 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. Examine art in different contexts including museum, gallery, public settings, etc.

V.8A.2. Discover at least two examples of local public art.

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

V.8B.1. Examine various arts careers.

V.8B.2. Demonstrate contributions in school or community sponsored opportunities for art display.