Music! Its Role and Importance in Our Lives

New Mexico Correlations

New Mexico General Music Education Standards
Grades 9–12

Standard 1:Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual arts.
Standard 2:Use dance, music, theatre/drama, and visual arts to express ideas.
Standard 3:Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all the other content areas.
Standard 4:Demonstrate an understanding of the dynamics of the creative process.
Standard 5:Observe, discuss, analyze, and make critical judgments about artistic works.
Standard 6:Show increased awareness of diverse peoples and cultures through visual and performing arts.
Standard 7:Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.
Standard 8:Contribute to communities by sharing expertise in dance, music, theatre/drama, and visual arts and by participating in the activities of cultural institutions.


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Music! Its Role and Importance In Our Lives © 2005

New Mexico Music Standards Grades 9-12

STANDARD

DEFINITION

STUDENT EDITION
PAGE NUMBER
Standard 1:Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual arts.
Achievement Standard, Proficient: Students
1APerform expressively with appropriate dynamics, phrasing, and interpretation.16, 77, 111, 132, 133, 184, 189, 213, 260, 298, 314, 356, 377, 384, 401, 420, 456, 486
1BDemonstrate an understanding of simple and compound meters.77, 84, 151
1C1Define and perform simple and compound meters.19, 33, 80, 91, 99, 163, 420, 424
1C2Define and perform shifting and mixed meters.16, 65
1DExplore music theory, history, and appreciation.5, 19, 25, 31, 33, 53, 132, 139, 148, 157, 158, 184, 203, 215, 228, 231, 235, 251, 252, 260, 271, 308, 312, 321, 323, 345, 374, 392, 415, 416, 419
Standard 2:Use dance, music, theatre/drama, and visual arts to express ideas.
2A1Prepare 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.--
Standard 3:Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all the other content areas.
3A1Prepare projects in other disciplines (social studies, literature, mathematics, science) each of which will concentrate on elements common to music and the other discipline.21, 47, 73, 95, 117, 143, 167, 192, 221, 234, 254, 284, 317, 329, 379, 407, 435, 459, 511, 527
Standard 4:Demonstrate an understanding of the dynamics of the creative process.
4A1Develop a piece built on an earlier improvisation.53 (MIDI), 86, 151
4A2Create a piece in which there is no repetition and discuss its merits.--
4A3Create a piece in which there is no contrast and discuss its merits.--
4A4Based on these exercises, discuss the role of unity in musical composition and create a piece that pays attention to all of these elements.151, 246, 313, 450, 452
4A5Discuss possible sources of inspirations for compositions.17, 18, 157, 170, 171, 190, 322, 453, 469, 478
4A6Read the biographies of composers.45, 82, 90, 175, 181, 259, 277, 285, 300, 329, 369, 395, 405, 413, 425, 426, 439, 443, 478, 483, 497
4A7Learn about commissioned works, especially for New Mexico performance groups-operas, symphonies, etc.188
4BDemonstrate understanding of principles of repetition, contrast, and unity as compositional elements.19, 31, 35, 44, 110, 151, 202, 246, 251, 377, 401 (MIDI), 405, 411, 418, 421, 425, 441, 450, 452, 454
4CExplain how the roles of composers, performers, and others combine to produce a successful presentation.124, 201, 336, 345, 358, 524
Standard 5:Observe, discuss, analyze, and make critical judgments about artistic works
5A1Discuss objective aesthetic criteria and apply them to a professional performance.66, 67, 411, 463, 483, 496, 502, 523
5A2Relate objective aesthetic criteria to classroom performance.. 70, 127, 277, 502, 508
5A3Discuss subjective aesthetic criteria and apply them to professional and classroom performance.10, 69
5A4Explore subjective differences in aesthetic judgments, making sure that value judgments—good or bad—are not considered as aesthetic judgments. 9, 10
5BAnalyze and explain the aesthetic qualities of a piece of music, how meaning is derived, and how music can evoke feelings and emotions.35, 56, 71, 255, 258, 281, 298, 304, 312, 325, 328, 331, 364, 419, 442, 465, 476
Standard 6:Show increased awareness of diverse peoples and cultures through visual and performing arts.
6A1Explore ways in which different composers have incorporated styles of their cultures in their works.15, 103, 322, 443, 445, 488
6A2Perform music of different cultures, recognizing stylistic differences.17, 19, 139, 282, 334, 519
6B1Develop a series of projects which show how folk music of other cultures has become a part of composed music, e.g., Bartok, Granados, Albéniz, etc. 14, 15, 16, 17
6C1Explore cultural performances, soloists, and groups in New Mexico62
6C2Identify other occupations involving music.38, 544-552
Standard 7:Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.
7A1Experiment with combinations of electronic and acoustic instruments.27 (MIDI), 500 (MIDI), 505
7A2Use appropriate software to study analysis of great pieces of music.399
Standard 8:Contribute to communities by sharing expertise in dance, music, theatre/drama, and visual arts and by participating in the activities of cultural institutions.
8A1Plan and prepare programs that can be taken to service clubs, local events, other schools, etc.--
8A2Attend and evaluate concerts in the community. --

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