New Mexico State Standards for Arts Education: Grade 8

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 kinesthetic awareness.

D.1A.1. Identify major muscles and bones of the body and demonstrate appropriate skeletal alignment, balance, flexibility and strength.

D.1A.2. Create and perform original sequences that demonstrate knowledge 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, memorize and perform for peers, movement studies that utilize spatial patterns, individually and in groups.

D.1B.3. Identify the vocabulary of time (speed, rhythmic pattern, stillness, duration) and apply with increasing complexity.

D.1B.4. Demonstrate a broader range of movement qualities with respect to energy, e.g., sharp, smooth, shaky, sudden, sustained, swinging, twisting, collapsing and percussive.

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

D.2A.2. 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; e.g., dance and art (relating concepts of line or pattern to both disciplines).

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

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

D.3B.2. Create a dance project that integrates other subject matter (relationships, current events, social issues, 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 movement sequences that explore the choreographic principles of unity, variety, contrast, repetition, harmony, abstraction, emphasis and balance.

D.4A.2. Choreograph using a variety of compositional forms (ABA, canon, rondo, chance dance and narrative).

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 choreography (live and/or recorded) and discuss, analyze, and evaluate choreographic choices using appropriate dance vocabulary (see glossary).

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 movements, music and costume 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.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. Demonstrate through discussion the ways that technology influences dance and movement.

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 the larger community.

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 maintaining a steady beat.

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

M.1A.2. Demonstrate proper instrumental playing techniques (i.e. breath control, bow control, stick control, embouchure, articulation, vibrato, correct fingerings, 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, and expressiveness.

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 various families of instruments and treble and bass voices.

M.1B.1. Study and emulate tone quality of appropriate models in singing and instrumental playing.

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

M.1C.1. Read and perform rhythms in simple and compound meter in solo/ensemble situations.

M.1C.2. Identify simple and compound meter (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.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 music can 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 personal tastes influence the music people perform, purchase, or listen to.

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. Compare and contrast music elements to elements of other arts disciplines (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. 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.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. Apply learned musical elements (i.e. rhythm, melody, form, timbre, tempo, dynamics, etc.) to compose or improvise music.

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.

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

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

M.5B.1. Identify traditional orchestral families (i.e. strings, woodwinds, brass, percussion, etc.) and other traditional folk/cultural instruments (i.e. guitar, accordion, recorder, dulcimers, etc.)

M.5B.2. Identify qualities unique to soprano, alto, tenor, and bass voices.

M.5B.3. Classify different types of ensembles when presented aurally (i.e. percussion ensemble, woodwind quintet, string quartet, brass ensemble, vocal trio, etc.)

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

M.5C.1. Develop a list of criteria of what constitutes a good musical performance as applied to different genre/styles of music.

M.5C.2. Using appropriate terminology, make critical judgments about your own performance and/or the performance of others.

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. Describe how folk music from various cultures is used as the basis for formal compositions.

M.6A.2. Identify representative music of the diverse cultures found in New Mexico.

M.6A.3. Compare and contrast music from different eras.

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. Trace the development of various instruments (i.e. wind, brass, string, percussion, keyboard.)

M.7A.2. Understand how an instrument/voice functions and produces a characteristic tone.

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

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

T.1A.1. Utilize acting skills to study human behavior and conflict resolution.

T.1A.2. Interpret the meaning of scripted scenes and plays.

T.1A.3. Create dialogue and action that create a story line with a beginning, middle, and end.

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

T.1B.1. Define and analyze character relationships in improvised and scripted scenes.

T.1B.2. Analyze and describe character behaviors and motivations.

T.1B.3. Participate in improvisation and scene work focused on artistic choices.

T.1C. Interact as characters in an ensemble.

T.1C.1. Apply various acting skills (memory and sensory recall, concentration and motivation) to create believable characters that function in an ensemble.

T.1C.2. Cooperate and abide by group decisions.

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

T.1D.1. Using available resources, develop and implement technical elements (e.g. sets, costumes, lighting, sound) needed to enhance the meaning of a scene or play.

T.1D.2. Develop basic design concepts to create a set for formal and informal scenes.

T.1E. Demonstrate the directing process (e.g. research, plan, collaborate, audition, cast, block, and direct).

T.1E.1. Utilize the directing process (research, plan, collaborate, audition, cast, block, & direct) in dramatizations.

T.1E.2. Lead small groups in designing, planning, and rehearsing a variety of dramatizations.

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

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

T.2A.1. Develop and defend character choices in relation to other actors' interpretations of their characters.

T.2A.2. Identify the physical, emotional, and social dimensions of characters in improvisations.

T.2B. Interact as the invented characters within an ensemble.

T.2B.1. Collaborate with others to create and evaluate improvised and scripted scenes.

T.2B.2. Demonstrate the ability to stay in character for longer classroom dramatizations.

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 and compare characteristics of different art forms as they relate to theatre arts.

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

T.3A.2. Design and construct a set, using available materials, based on line, color, space, shape, texture, and principals of visual arts.

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

T.3B.1. Apply the transfer of knowledge between the arts and other content areas to dramatic presentations.

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

T.4A. Using appropriate vocabulary, describe and make connections between various technical aspects of theatre.

T.4A.1. Explain the functions and interrelated nature of technical aspects of theatre (e.g. set/scenery, lighting, costumes, props, and make-up).

T.4A.2. Integrate theatre arts vocabulary in the development of dramatic presentations.

T.4B. Collaborate to develop improvised and scripted scenes and evaluate effectiveness of student contributions.

T.4B.1. Employ the use of different tones, moods, and characterization in the creation of suspense.

T.4B.2. Lead small groups in planning and rehearsing scenes to be scripted using social, group, and consensus skills.

T.4C. Creates written dramatic scenes based on original or recognized interdisciplinary prompts, personal experiences, and historical events.

T.4C.1. Analyze how culture, location, and era are reflected in written scenes and plays.

T.4C.2. Refine, write, critique, and/or produce original scenes and/or one act plays.

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

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

T.5A.1. Attend and evaluate theatre productions in the school or community.

T.5A.2. Describe sensory impressions and emotional reactions to various works of art and justify preferences.

T.5A.3. Express and compare personal reactions and audience reaction to a variety of art forms.

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

T.5B.1. Assess the relationship between an audience and a dramatic presentation.

T.5C. Articulate and support meanings constructed from one's own and other dramatic performances.

T.5C.1. Critique the ideas, meanings, themes, moods, and emotions expressed in classroom dramatizations or formal theatrical productions.

T.5C.2. Apply descriptive vocabulary and creative thinking in the critiquing process.

T.5C.3. Utilize student-developed criteria for evaluation of dramatic presentations.

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

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

T.6A.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.

T.6A.2. Critique theatrical material from various cultures.

T.6B. Explore similarities between life and theatre.

T.6B.1. Assess the emotional and social impact of theatre arts on one's own life.

T.6B.2. Analyze the functions of the performing arts in the community and other cultures.

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

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

T.6C.2. Analyze how culture affects the content and production elements of a dramatic presentation.

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 choices in theatre, TV, film, video, and other electronic media.

T.7A.1. Assess careers in the theatre (e.g. actor, director, stage manager, producer, set designer, costume designer, production/marketing, agent).

T.7A.2. Explain knowledge, skills and discipline needed to pursue careers and vocational opportunities in various theatrical media.

T.7A.3. Discuss a variety of theatrical works, playwrights and performing artists in various cultures throughout history.

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

T.7B.1. Debate the advantage and/or disadvantage of video, film, and technology on dramatic presentations.

T.7B.2. Interpret a variety of theatre works in their contexts in cultures, times, and places.

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. Develop scenes and technical aspects to perform for an audience.

T.8A.1. Apply various acting skills (e.g. memorization, concentration, and motivation) to create believable characters.

T.8A.2. Design and construct a set, using available materials, with consideration for the performance space.

T.8A.3. Create lighting and sound elements that set a mood for an audience in formal and informal dramatic presentations.

T.8A.4. Use time effectively to brainstorm, experiment, plan, and rehearse.

T.8A.5. Evaluate staging choices to convey the meaning in scripted scenes.

NM.V. Visual Arts

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

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

V.1A.1. Demonstrate understanding and knowledgeable application of the principles of design.

V.1A.2. Experiment with elements of art in a variety of media and unique/new situations.

V.1B. Explore and understand the use of art materials and techniques.

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

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

V.1C.1. Compare the use of principles of design and elements of art in different works of art.

V.1C.2. Engage in problem-solving activities that demonstrate unique and selective application of the principles of design and elements of art.

V.1D. Know appropriate health and safety issues and use materials safely and responsibly.

V.1D.1. Apply information about proper use of art materials.

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

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

V.2A. Apply art concepts to communicate ideas about self, communities, cultures and the world.

V.2A.1. Communicate ideas and points of view to others through specific works of art.

V.2A.2. Connect personal experience and knowledge of local and global communities as inspiration for expression in visual art.

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

V.2B.1. Explore a variety of ideas, images, themes, symbols, and events through art.

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

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

V.3A.1. Seek similarities of ideas, images, themes, symbols, and events in specific works of visual art and works in other arts disciplines.

V.3A.2. Analyze and apply concepts used across arts disciplines such as texture, repetition, contrast, balance, symmetry and pattern.

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

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

V.3B.2. Analyze art concepts such as texture, repetition, contrast, balance, symmetry and pattern within other content areas.

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

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

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

V.4A.2. Analyze personal reaction to art in different media.

V.4A.3. Demonstrate how the use of media can convey meanings (softness of pastels and watercolors, texture of collage, sparseness of wire, etc).

V.4B. Explore the influence of introspection, reflection, personal experiences, imagination and the dynamics of culture to works of art.

V.4B.1. Examine specific instances in which culture influences art.

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

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

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

V.5A.1. Select and arrange the elements of art to express moods and feelings in one's own art and the art of others.

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

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

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

V.5B.2. Use historic, cultural, and visual art concepts and information to explain the meaning of a piece of art.

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

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

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

V.6A.2. Experiment with creating art that reflects cultural and historical influences.

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

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

V.6B.2. Demonstrate art creation or selection that reflects a particular period within a specific culture.

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

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

V.7A.1. Explain the impact of invention on a variety of arts related careers.

V.7A.2. Select various technologies to create works of art.

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

V.7B.1. Select the appropriate type of technology use to achieve a desired outcome.

V.7B.2. Incorporate the use of at least one means of electronic technology in creating an original work of art.

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. Examine art in various community settings.

V.8A.1. Examine art in different contexts including museum, gallery, public settings, etc.

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

V.8B. Create an exhibit incorporating a variety of original art using different media.

V.8B.1. Participate in at least two art exhibits by providing original art.

V.8B.2. Arrange, as part of a team, an art exhibit (assist with arrangements, display, or decision making).