N.M. Code R. § 6.64.13.10 - COMPETENCIES FOR ENTRY-LEVEL PERFORMING ARTS EDUCATION TEACHERS
A. COMPETENCIES FOR
ENTRY-LEVEL DANCE TEACHERS:
(1) The teacher
will demonstrate content knowledge and understanding of dance history, skills
and technical demands specific to dance through proficiency in the fundamentals
and pedagogy of at least two of the following: ballet, world culture such as
flamenco and Native American, folk, jazz, modern, tap, social, musical theatre,
interpretative/improvisation, mixability/inclusive for physically or mentally
challenged dancers, evolutionary or new forms of dance.
(2) The teacher will demonstrate in-depth
knowledge of the unique meaning and function of dance in the creative
development of all students. The teacher will develop learning environments
that promote kinesthetic awareness, promote confidence, emotional stability and
social development through movement.
(3) The teacher will design lessons that
integrate dance with the humanities and all other art forms.
(4) The teacher will demonstrate an
understanding of the purposes and dynamics of the creative process by:
(a) designing lessons that encourage students
to express abstract ideas through movement;
(b) creating opportunities for personal
expression through improvisational movement;
(c) creating opportunities for all students
to learn the basic principles and elements of choreography;
(d) demonstrate abilities to observe,
discuss, analyze and make informed critical judgments about artistic works;
and
(e) modeling and using dance
vocabulary.
(5) The
teacher will design lessons that teach the fundamentals of aesthetic inquiry,
and create an environment in which students are able to reflect on their own
and others' creative dance presentations
(6) The teacher will demonstrate competence
with the technological tools for art creation and pedagogy appropriate to their
discipline. The teacher will design lessons that incorporate:
(a) video technology;
(b) computer technology;
(c) sound, lighting and other stagecraft;
and
(d) wardrobe, costuming and
makeup.
(7) The teacher
will demonstrate abilities to interact with and engage communities in dance by:
(a) organizing and promoting
performances;
(b) considering the
legal and logistical aspects of planning educational class trips;
(c) assuming financial responsibilities for
activities and performances; and
(d) organizing community support of
activities and performances.
B. COMPETENCIES FOR ENTRY-LEVEL MUSIC
TEACHERS:
(1) The teacher implements a
balanced curriculum of which the primary goal is to promote the understanding,
participation, and applications of music.
(2) The teacher demonstrates content
knowledge, skills and:
(a) technical demands
specific to music history, theory and aural skills;
(b) technical demands specific to performance
including wind, percussion, string instruments, keyboard, and voice;
and
(c) technical demands in
conducting appropriate assessment methodology and strategies.
(3) The teacher demonstrates an
in-depth knowledge of the unique meaning and function of the arts in the
creative development of all students. The teacher will:
(a) identify various categories of
music;
(b) understand musical
form;
(c) critically evaluate
compositions and performances; and
(d) exercise aesthetic and pedagogical
judgment in selecting music for use in the classroom.
(4) The teacher demonstrates an integrated
knowledge of the connections among arts disciplines as well as other content
areas.
(5) The teacher demonstrates
an understanding of the purposes and dynamics of the creative processes in
music: arranging, composing, and improvising.
(6) The teacher demonstrates abilities to
observe, discuss, analyze and make informed critical judgments about artistic
works in music. He or she will critically evaluate compositions and
performances and will create experiences based on aesthetic and experiential
philosophies of music education.
(7) The teacher demonstrates knowledge,
understanding, and sensitivity of diverse cultures through music.
(8) The teacher demonstrates competence with
the technological tools for creation and pedagogy appropriate to music
including notation/sequencing software, electronic music hardware, sound
reinforcement/recording.
(9) The
teacher demonstrates the ability to interact with and engage the community in
music by:
(a) organizing and promotion of
concerts;
(b) organizing community
support (such as community arts and band booster organizations);
(c) legal and logistical consideration of
educational class trips; and
(d)
exercising financial responsibility in each of the above activities.
(10) The teacher demonstrates
knowledge and understanding of life-enrichment, career opportunities, and
economic impact of the arts.
C. COMPETENCIES FOR ENTRY-LEVEL THEATRE
TEACHERS:
(1) The teacher demonstrates content
knowledge, skills and technical demands specific to theatre by implementing a
curriculum that includes:
(a) scriptwriting,
including collaboration with actors and playwrights in refining scripts to
clarify story and meaning to an audience;
(b) comparing and demonstrating various
classical and contemporary cultural acting techniques and methods;
(c) effectively communicating directorial
choices to a small ensemble for improvised or scripted scenes; and
(d) evaluating the validity and practicality
of the information to assist in making artistic choices for informal and formal
productions.
(2) The
teacher demonstrates an in-depth knowledge of the unique meaning and function
of theatre in the creative development of all students through:
(a) making connections between dramatic
themes and the human experience;
(b) analyzing the physical, emotional, and
social dimensions of characters found in dramatic texts from various genre and
media.
(3) The teacher
demonstrates an integrated knowledge of visual and performing arts and the
connections and parallels among art's disciplines as well as other content
areas through:
(a) illustrating the
integration of several art's media;
(b) describing and comparing the basic
nature, materials, elements and means of communication among the
arts;
(c) determining how the
non-dramatic art forms enhance the expression of ideas; and
(d) developing designs that use visual and
aural elements.
(4) The
teacher demonstrates an understanding of the purposes and dynamics of the
creative process through:
(a) creating and
sustaining characters that communicate with audiences in an ensemble;
(b) comparing perceived artistic intent with
the final aesthetic achievement.
(5) The teacher demonstrates abilities to
observe, discuss, analyze and make informed critical judgments about artistic
works through:
(a) analyzing and critiquing
the whole and the parts of dramatic performances;
(b) evaluating their own and others
collaborative efforts and artistic choices in informal and formal
productions.
(6) The
teacher demonstrates knowledge, understanding, and sensitivity of diverse
peoples and cultures through theater arts by:
(a) identifying and comparing the lives,
works and influences of representative theatre artists in various cultures and
historical periods;
(b) analyzing a
variety of dramatic texts from cultural and historical perspectives to
determine production requirements.
(7) The teacher demonstrates competence with
technological tools for art creation and pedagogy appropriate to theatre by
applying technical knowledge and skills through:
(a) applying computer technology and
available software;
(b) accessing
technological support; and
(c)
utilizing distance learning and electronic communication.
(8) The teacher demonstrates the ability to
interact with and engage the community in the arts by effectively developing
and communicating criteria for selection of text, interpretation and visual and
aural artistic choices.
(9) The
teacher demonstrates knowledge and understanding of life-enrichment, career
opportunities, and economic impact of the arts.
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