Content Standards and Benchmarks
Adopted April 1997 as part of 6NMAC3.2
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Performance Standards
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October 1998
Performance Standards are located after the
Benchmark and begin with a numeral (i.e., 1, 2, 3, etc.).
Arts in education in dance, music, theatre, and
visual arts consists of experience, explorations, and
expressions that develop and integrate all aspects of our intelligence. The arts are essential to a basic education
and the right of every student in
Unifying Concepts in
Arts Education
Learning in the visual and performing arts is
grounded in production and performance.
Learning in, about, and through the visual and
performing arts develops imaginative, critical and reflective thinking, as well
as problem-solving skills.
Learning in, about, and through the visual and
performing arts incorporates an understanding of cultural and historical
contexts.
Arts Guiding
Principles
There are many routes to
competence in the arts disciplines.
Students may work in different arts at different times as their
abilities develop at different rates. Students work towards comprehensive
competence from the very beginning, preparing in the lower grades for deeper
and more rigorous work each succeeding year.
Content Standard 1: Learn
and develop the essential skills and technical demands unique to dance, music,
theatre/drama, and visual arts.
Content Standard 2: Use
dance, music, theatre/drama, and visual arts to express ideas.
Content Standard
3: Integrate understanding of
visual and performing arts by seeking connections and parallels among arts
disciplines as well as all other content areas.
Content Standard 4:
Demonstrate an understanding of the dynamics of the creative process.
Content Standard 5:
Observe, discuss, analyze, and make critical judgments about artistic works.
Content Standard 6:
Show increased awareness of diverse peoples and cultures through visual and
performing arts.
Content Standard 7:
Demonstrate knowledge about how technology and invention have historically
influenced artists and offered new possibilities for expression.
Content 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.
_________________________________________________________________1
Visual Arts
A. Show skill, confidence, and sensitivity in
applying knowledge of art media and techniques to the production of artwork.
Demonstrate an
increasing level of competence in using the elements and principles of art to
create art works for public exhibition.
B. 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.
C.
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.
D. 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.
__________________________________________________________________2
Visual Arts
A. 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.
Review and assess the
use of design principles and elements in art.
__________________________________________________________________3
Visual Arts
A. 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.
B. Examine how specific works are created and how
they relate to historical and cultural contexts.
Include in portfolio
form examples that demonstrate an understanding of art based on
cross-discipline learning.
A. 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.
Investigate, analyze,
and reflect on various writings, viewpoints and opinions about art.
__________________________________________________________________5
Visual Arts
A. 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.
Examine and analyze works
of art and artifacts from diverse world cultures and place them in a cultural and
historical context, using appropriate vocabulary.
__________________________________________________________________6
Visual Arts
A. 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.
B. 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.
__________________________________________________________________7
Visual Arts
A. Demonstrate effective visual communication
using current arts-related technology.
Develop commencement
portfolios and skills of analysis that show proficiency in one or more mediums
including skill in using computers and other electronic media.
__________________________________________________________________8
Visual Arts
A. Exhibit studio work in community-based
exhibits.
Develop commencement
portfolios and skills of analysis that show proficiency in one or more media
including skill in using computers and other electronic media.
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Benchmarks |
A
statement of what all students should know and be able to do in a content
area by the end of designated grades or levels. The grade groupings used for
this purpose are kindergarten-grade 4; grade 5-grade 8; and grade 9-grade 12
checkpoints for evaluating progress towards achieving the content standards. |
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Content
Standards |
A
broad description of the knowledge and skills students should acquire in a
particular subject area. |
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Performance
Standards |
Concrete
examples and explicit definitions of what students have to know and be able
to do to demonstrate that such students are proficient in the skills and
knowledge framed in the content standards:
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