Teachers can pick from 12 different ways to approach choreography with their students. Studetns will get an opportunity to explore the creative process with their fellow dancers.
This is a fun and creative way to explore the 12 Days of Christmas. This lesson reinforces numerical order, repetition within a song, and group effort. It's also very cute to see the creative ways the students â€œbecomeâ€ the 12 Days of Christmas. Composition with instruments is also involved.
This article from 1914 covers the Paris Opera House perfromance of dancers from the Imperial Theatres of Moscow and St. Petersburg. It contains quotes from Serge Diaghileff.
Understanding that musical themes are the same even if they are played in different styles can help students understand that numbers maintain their same value even if they appear in different forms.
This article contains a collection of beautiful sketchbook pages to help students studying a range of high school Art qualifications, including GCSE, A Level and IB Visual Art. The collection includes sketchbooks completed by students as well as artist sketchbooks. Pages have been selected to demonstrate different sketchbook presentation techniques as well as to indicate the variety of layout styles possible. Descriptions underneath each image provide tips and guidance, outlining the successful aspects of each page.
This unit gives students a broad range of songs that familiarize them with different cultures, lifestyles, and periods of history.
This integrated lesson, focusing on United States History, incorporates learning about the Wild West and the western outlaw Billy the Kid through the music of Aaron Copland. The lesson provides musical reflection and each movement of Copland’s ballet Billy the Kid work and opportunity to experience deep listening for the elements of Dynamics, Articulation, Rhythm and Tempo (DART).
Students learn how classical music and art combine to make an exciting tool for creative write and art expression. Students will develop the skill to write more expressively using descriptive words and phrases such as adjectives, adverbs, metaphors, and similes in order to make their writing come alive, and be more visual and engaging.
Students will listen to Copland's Appalachian Spring while listening to a reading of Heartland by Diane Siebert. They will then write their own poems and create accompanying artwork.
This lesson will contrast Aaron Copland's Appalachian Spring (classical) and Stephane Furic's Crossing Brooklyn Ferry (jazz), and the role the poems Crossing Brooklyn Ferry by Walt Whitman and The Bridge by Hart Crane, bring to the music.
The artist depicts contemporary versions of Abraham and Isaac in an allegory for the May 4, 1970, tragedy at Kent State University. A poignant visualization of humankind's struggle between ideology and paternal love, it mirrors the conflict that led to the death of four students at the hands of the Ohio National Guard. Though Abraham looks poised to strike his son, the artist emphasized that Genesis 22 ends without tragedy, as Isaac is spared.
Students will consider the choices artists make when creating works of art that include people. They will consider style, medium, background, color, technique, and composition; compare images of women as represented by different artists; learn about where artists get their sources and inspiration.
In this lesson, students observe and discuss realistic and abstract portraits, and compare and contrast the differences. Students will then create a whimsical, abstract self-portrait in the style of Cubist artist, Pablo Picasso.
Students will consider the ways that artists respond to political and social events and ideas; think about sources of inspiration; learn about symbols and think about what they represent.
Students will consider the choices artists make with regard to painting, focusing on color, shape, composition, proportion, balance, style, and scale; learn how to discuss and compare nonrepresentational works of art; think about their relationship as a viewer to works of art and will consider how an abstract work can evoke a sense of atmosphere or place.
Students will consider the choices artists make with regard to painting. They will focus on line, material, scale, and the artistic process; learn how to discuss, compare, and think critically about nonrepresentational, or abstract, paintings; think about the use of line in painting.
Students will consider how and why artists use everyday objects as subject matter; consider the choices artists make when creating works of art, exploring subject matter and sources of inspiration, medium, and style; make connections between consumer culture and art; learn about the technique of screen-printing.
In this lesson, students will demonstrate basic understand of acting for musicals by selecting lyrics to memorize and dividing it into moments.
Students will demonstrate an understanding of â€œThe Fourth Wallâ€ principles by performing a content-less scene where they will visualize, and/or break, the Fourth Wall.
Students will use the San Francisco Symphony's Kids website to choose music that supports the events and people associated with the history of Oklahoma, such as Native Americans explorers and exploration; Civil War; Trail of Tears; Land Run; and farmers, and ranchers. Students will write two or three sentences to explain and support their selection of music. In small groups, students will create a statue or tableau depicting one of the events. Students will perform a tableau for the class with their musical selection as a background.
Students will discover how the love of music connected two important figures in world history: Benjamin Franklin, an American founding father, and Wolfgang Amadeus Mozart, an Austrian composer. Additionally, students will begin to understand pitch, and how each note is calibrated to create its own unique sound.
This lesson site moves into more advanced seventh chords, their construction and inversions. Audio and visual examples are given to reinforce instruction.
Students will discover the differences in musical tempo between fast and slow. Students will learn to use the
correct musical terms to describe the tempo of each piece. Students will use streamers and their bodies to
show at what tempo each piece is played.
Students will discover how to read music notes in the treble clef and then will learn to perform simple songs on
xylophones, through reading the story Freddy the Frog and the Thump in the Night by Sharon Burch.
This article is a supplement to the primary lesson from the New York Times lessons.
Using whisper songs from Burundi, Mbira melodies from Zimbabwe, and Pygmy music from the central rainforest students will employ combinations of singing, improvisation, and composition to experiment with styles of music and performance.
In this unit of instruction, students will develop an appreciation for the role of music in the social societies of the Kpelle people in Liberia, the Tuareg people from the Sahara, and the Anlo-Ewe people from Ghana through listening examples, storytelling, reenactments, and instrument making.
This six- lesson unit is designed to expose the learner to spirituals and to encourage their
understanding of the importance of spirituals to the African American community during slave
times and the Civil Rights Movement.