Music! Its Role and Importance in Our LivesNew Mexico CorrelationsNew 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. |
Glencoe/McGraw-Hill 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 | 1A | Perform 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 | 1B | Demonstrate an understanding of simple and compound meters. | 77, 84, 151 | 1C1 | Define and perform simple and compound meters. | 19, 33, 80, 91, 99, 163, 420, 424 | 1C2 | Define and perform shifting and mixed meters. | 16, 65 | 1D | Explore 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. | 2A1 | 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. | -- | 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. | 3A1 | Prepare 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. | 4A1 | Develop a piece built on an earlier improvisation. | 53 (MIDI), 86, 151 | 4A2 | Create a piece in which there is no repetition and discuss
its merits. | -- | 4A3 | Create a piece in which there is no contrast and discuss its merits. | -- | 4A4 | Based 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 | 4A5 | Discuss possible sources of inspirations for compositions. | 17, 18, 157, 170, 171, 190, 322, 453, 469, 478 | 4A6 | Read 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 | 4A7 | Learn about commissioned works, especially for New Mexico performance
groups-operas, symphonies, etc. | 188 | 4B | Demonstrate 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 | 4C | Explain 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 | 5A1 | Discuss objective aesthetic criteria and apply them to a
professional performance. | 66, 67, 411, 463, 483, 496, 502, 523 | 5A2 | Relate objective aesthetic criteria to classroom performance.. | 70, 127, 277, 502, 508 | 5A3 | Discuss subjective aesthetic criteria and apply them to professional and
classroom performance. | 10, 69 | 5A4 | Explore subjective differences in aesthetic judgments, making sure that
value judgments—good or bad—are not considered as aesthetic
judgments. | 9, 10 | 5B | Analyze 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. | 6A1 | Explore ways in which different composers have incorporated
styles of their cultures in their works. | 15, 103, 322, 443, 445, 488 | 6A2 | Perform music of different cultures, recognizing stylistic
differences. | 17, 19, 139, 282, 334, 519 | 6B1 | Develop 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 | 6C1 | Explore cultural performances, soloists, and groups in New
Mexico | 62 | 6C2 | Identify 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. | 7A1 | Experiment with combinations of electronic and acoustic instruments. | 27 (MIDI), 500 (MIDI), 505 | 7A2 | Use 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. | 8A1 | Plan and prepare programs that can be taken to service clubs, local events,
other schools, etc. | -- | 8A2 | Attend and evaluate concerts in the community. | -- |
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