N.M. Admin. Code § 6.64.13.10

Current through Register Vol. 35, No. 21, November 5, 2024

Section 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.

N.M. Admin. Code § 6.64.13.10

6.64.13.10 NMAC - N, 07-01-02