Browse Standards

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

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

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

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

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

2. 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.

Distinguish between actions and elements in performing and observing movement.

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.

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

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

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

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

Know basic dance steps, positions and patterns.

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.

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

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

Know how rhythms can be expressed in movement.

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

Demonstrate how movement choices communicate abstract ideas in dance.

1. Compare and contrast social rules and roles of the culture studied with the student?s own culture:

a. Research, write, and illustrate a mural called "What is a culture?" including: events, ceremonies, value/systems - definitions of justice, beliefs and attitudes regarding nature, role of women, money and other technologies, elders, children.

b. Research and debate the future development of linguistic, gestural, and/or other behavioral taboos in the language and cmovement choices communicate abstract ideas in dance.

2. Include all learners to the extent possible.

Communicate through dance a contemporary social theme.

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

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

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

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

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

Distinguish between actions and elements in performing and observing movement.

1. Access, analyze, and synthesize information about a topic related to te phrases. Distinguish and explain through movement the difference between actions and elements of dance.

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

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

Know basic dance steps, positions and patterns.

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.

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

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

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.

Know how rhythms can be expressed in movement.

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

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

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

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

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

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

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

4. Demonstrate projection while performing dance skills.

Explain and apply appropriate skeletal alignment.

1. Understand appropriate skeletal alignment.

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

Show technical refinement through self-evaluation and correction.

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

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

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

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

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

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

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

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

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

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.).

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

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.).

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

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.

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

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

2. Effectively communicate how lifestyle choices affect the dancer.

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

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

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

Recognize challenges facing professional performers in maintaining healthy lifestyles.

1. Describe healthy lifestyle choices which dancers can make.

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

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

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

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

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

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

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.

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

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.

Work cooperatively in a small group to create choreography (creation of a structured dance sequence.)

1. 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.).

Develop and revise a dance over time.

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

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

1. Use improvisation to generate movement for choreography.

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

Be able to recognize and imitate a choreographic style.

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

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

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

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

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

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

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

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

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.

Demonstrate constructive criticism in discussions of dance performances.

Recognize and discuss a variety of rhythmic patterns, accents, and phrasing.

1. Include all students to the extent possible.

Interpret a dance based on personal experience.

1. Include all students to the extent possible.

Compare and contrast how meaning is communicated in dances.

Develop a set of aesthetic criteria for evaluating dances.

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

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

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

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

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

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.

Demonstrate understanding in contemporary theatrical forms of dance.

1. Discuss contemporary theatrical forms of dance.

Understand the traditions and techniques of classical dance.

1. Discuss the teaching and techniques of classical dance.

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

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

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

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

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

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.

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

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

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

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

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

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

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

Explore and identify dance resources in the local community.

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?)

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

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

1. Present a dance to a community audience.

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

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

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

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

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

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

Explore through movement simple rhythm patterns.

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

2. Match movement to given sound cues.

3. Demonstrate ability to combine beat and rhythm patterns.

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

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

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

Improvise, compose, and/or arrange simple rhythmic and harmonic accompaniments;

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

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

1. Combine sound gestures with movement.

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

Explore complex combinations of beat and rhythm patterns through movement.

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

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

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

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.

Perform expressively with appropriate dynamics, phrasing and interpretation.

Demonstrate an understanding of simple and compound meters.

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

1. Define and perform simple and compound meters.

2. Define and perform shifting and mixed meters.

Explore music theory, history, and appreciation.

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

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

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

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

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

1. Listen to several musical radio/TV commercials.

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

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

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

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

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

Identify terms common to the various art forms.

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

Improvise accompaniments to poetry, dramatizations, dance, etc.

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

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

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

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

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.

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

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.

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

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

Improvise completion of a given rhythmic or melodic phrase.

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

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

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

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

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

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

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

Discuss improvisations in relation to what makes them successful; and

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

Compose short melodies and accompaniments.

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

Define the significance of improvisation in performance and the compositional process;

1. Develop a piece built on an earlier improvisation.

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

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

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

5. Discuss possible sources of inspiration for compositions.

6. Read the biographies of composers.

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

Demonstrate understanding of principles of repetition, contrast, and unity as compositional elements; and

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

Identify simple music forms when presented aurally.

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

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

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

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

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

Identify aural instrumental and voice classifications.

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

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

Compare and evaluate various musical works.

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.

Discuss criteria for making musical judgments.

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

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

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

2. Relate objective aesthetic criteria to classroom performance.

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

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

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

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

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

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

Explore the cultural context of music being studied.

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

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

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

Compare and contrast western and non-western music.

1. Listen to music from various cultures , recognizing differences from that of student?s own culture. Discuss how such differences may have come about.

Compare and contrast folk music with traditional and contemporary music

1. Perform music that illustrates particular historical and environmental contexts.

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

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

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

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

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

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

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

2. Identify other occupations involving music.

Examine how various instruments have evolved.

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

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

Use appropriate music software.

1. Play musical games which foster notational and compositional skills.

Trace and discuss the evolution and use of various instruments.

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

Discuss evolution and role of various ensembles.

1. Study the symphony orchestra, opera, chamber music ensembles as they existed in 1750 (or at the time of the American Revolution, or other given date) and compare them to their modern counterparts.

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

1. Listen to examples of music made on synthesizers.

2. Experiment with tape loops.

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

1. Experiment with combinations of electronic and acoustic instruments.

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

Model appropriate audience behavior at live concert performances.

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

Participate in appropriate school programs.

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

Share and develop cultural experiences.

1. Plan and perform a program around the holidays.

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

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

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

Attend appropriate musical events.

1. Explore resources for locating concerts and distribute information.

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

3. Invite local artists to perform.

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

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

2. Attend and evaluate concerts in the community.

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

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

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

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

Select characters, environments, and situations for dramatizations.

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

Improvise dialogue to tell stories.

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

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.

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

Interact as characters in an ensemble.

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

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

Analyze and describe character behaviors and motivations.

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

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

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

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

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

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

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

Demonstrate artistic discipline to achieve an ensemble.

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

Describe visual, aural, and kinetic elements in theatre, dramatic media

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

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

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

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

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

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

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

Illustrate the integration of several arts media.

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

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

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

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

1. Explain the roles of the playwrights, actors, designers and directors in their function as creative or interpretive artists and discuss how students have implemented their knowledge in each of those roles in classroom dramatizations.

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

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

Justify selection of texts, interpretation of texts, and artistic choices for production;

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

Explain the roles and interrelated responsibilities of the various personnel involved in theatrical production; and

1. Discuss the relationships and responsibilities of all personnel in the production staff hierarchy.

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

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

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

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

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

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

Express and compare personal reactions to dramatic performances.

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

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

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

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

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

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

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

1. Analyze and evaluate others' critical comments about personal work and demonstrate an ability to decide and explain which points are most appropriate to further development of the work.

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

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

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

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

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.

Explore similarities between life and theatre.

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

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

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

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

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

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

Use various technologies to create works of art.

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

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

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

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

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

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

1. Describe how computers have impacted technical design for the live theatre.

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

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

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

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

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

Demonstrate appropriate audience behavior.

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

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.

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

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

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

Attend and evaluate theatre productions in the school or community.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. Complete, discuss and display one's own original works of art.

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

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

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

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

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

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.

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

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

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

Explore similarities and differences between characteristics of the visual arts and other arts disciplines.

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

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

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

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

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

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

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

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

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

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

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

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

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

Examine how specific works are created and how they relate to historical and cultural contexts.

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

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

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

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

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

Develop appropriate methods of reflection and evaluation of art work.

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

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

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

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

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

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

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

1. Discuss specific instances in which culture influences art.

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

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

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).

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

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

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

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

Understand how personal experiences influence the development of specific artworks.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Compare and describe artwork of various eras and cultures; and

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

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

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

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

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

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

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

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

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

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

Use various technologies to create works of art.

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

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

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

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

Demonstrate effective visual communication using current arts-related technology.

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

Identify and describe visual arts in various artistic settings.

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

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

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

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

Contribute to community culture by exhibiting art work.

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

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

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

Exhibit studio work in community-based exhibits.

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