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.