Theater students will watch a video of their prior performance and evaluate the performance using a rubric and reflective questions.
This activity was created as a result of the Arts COS Resource Development Summit.
Advanced Theatre students will determine subtext to explore the inner thoughts of their character.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will use a piece of visual art to write original dialogue.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will use a text's illustrations to gain information about the character's culture.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will be able to interpret the mood of a piece of art by describing the setting of the piece and the colors used within.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will create a 16-count dance that communicates and describes a character in a story. Students will base their dance on a character's traits.
This activity was created as a result of the Arts COS Resource Development Summit.
In this exercise, each student will cross from Stage Right to Center Stage. The teacher will guide the students in their crosses by providing different justifications (reasons for moving from one space to another). This exercise will reinforce stage directions and the awareness that there must be a reason for all movement on the stage.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will use what they have learned about recycling and reusing to complete this STEAM (Science, Technology, Engineering, Arts, and Mathematics) activity. Students will use recycled items to create something new.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will use what they know about severe weather and the see-think-wonder strategy to participate in this Arts Integration lesson.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will use the character lineup strategy in collaborative groups to retell the story of the Three Little Pigs. Each group will be assigned a different character or emotion and then compare the differences between each group. Students will use five elements to express their character or emotion.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will view images of paintings and photographs. They will distinguish between the images by identifying each image as either a photograph or a painting. Students will view a YouTube video that describes how artists use the grid method to create photorealistic artwork. Students will explore the grid method technique using the provided worksheet.
This activity was created as a result of the Arts COS Resource Development Summit.
Essential Question: How does collaboration expand the creative process?
The students will investigate, plan, and make a mural. The students will collaborate on how to create a mural to be displayed within the school for all students and faculty to view as a way to show and demonstrate their school spirit.
This activity was created as a result of the Arts COS Resource Development Summit.
This activity is designed to allow students to make connections to their own lives, to help them use background knowledge, and to help them understand that reading comprehension is just as important when singing or playing an instrument as it is when reading a story or text.
This activity was created as a result of the Arts COS Resource Development Summit.
This activity is designed to help students make connections between music and their own lives. They will use their background knowledge to design movement that expresses their feeling about the song.
This activity is designed to be used following the activity Wild Things: A Song Study.
This activity was created as a result of the Arts COS Resource Development Summit.
This activity is designed to be used after Wild Things - Movement Poem. It requires your students to understand and learn the lyrics but also to be able to play several accompaniments using un-pitched percussion instruments.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will learn that some art has a purpose other than being art. Many common everyday items can be considered art based on the manner in which they are designed. Students will make a glass dish, using previous instruction on design and learn the basics of glass fusing. During the lesson, students will also learn the need to practice safe working practices so as not to place themselves or others in danger. Lastly, students will learn about the transference of energy or heat in objects and how that energy can impact their final form.
This activity was created as a result of the Arts COS Resource Development Summit.
This learning activity should be completed at the end of a geometry unit or after a lesson on symmetry. The teacher will pose a real-world problem that requires the students to create a design for a stained glass window. Using virtual manipulatives, students will work collaboratively to design a symmetrical stained glass window that has at least one line of symmetry.
This activity was created as a result of the Arts COS Resource Development Summit.
This learning activity should be done at the end of a lesson on factors and multiples. The teacher will pose a real-world problem that requires the students to create multiple designs for a tabletop using all the factors of 24. Using virtual manipulatives, students will work individually to create multiple designs for a table using all the factors of 24.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will collect recyclable materials from around the school's campus and create artwork depicting a landform. The students will create a model of a physical feature of Earth such as mountains, valleys, plains, deserts, lakes, rivers, or oceans. This learning activity should be used at the end of a unit on Earth's systems.
This activity was created as a result of the Arts COS Resource Development Summit.
In order to create music to the story Brown Bear, Brown Bear, What Do You See by Bill Martin, Jr., the students will:
This activity was created as a result of the Arts COS Resource Development Summit.
Students will do a series of quick warm-up activities lasting approximately 5 to 10 minutes to prepare for their work in theatre class. They will stretch their muscles, do vocal warm-ups, and practice mental focus in order to prepare their bodies and minds for their work in the class.
This activity was created as a result of the Arts COS Resource Development Summit.
The students will play a game called Hitchhiker. The game brings to life different character traits. The students will experiment with various vocal and physical choices by taking on different character traits through this improvisation exercise.
This activity was created as a result of the Arts COS Resource Development Summit.
The teacher will introduce three types of artwork to students: portraits, landscapes, and still lifes. After explaining the characteristics of each form of artwork, the students will sort famous works of art into three categories based on the subject matter.
This activity was created as a result of the Arts COS Resource Development Summit.
This is a warm-up activity to prepare the students to begin to make physical choices and communicate physically, while thinking quickly.
"What are you doing" is a good introduction game to warm up the students physically.
This activity was created as a result of the Arts COS Resource Development Summit.
The teacher will read Perfect Square by Michael Hall or use the digital tool to show the book being read aloud. The students will work with a partner to explore art materials and change a "perfect square" of construction paper into a new work of art.
This activity was created as a result of the Arts COS Resource Development Summit.
The teacher will read My Many Colored Days by Dr. Seuss or use an online video to show the book being read aloud. The students will color printouts of each animal in the story and use color to show their mood on a person-shaped printout. Students will cut and glue the printouts to craft sticks to create stick puppets, then use the stick puppets to retell the story to a partner.
This activity was created as a result of the Arts COS Resource Development Summit.
The teacher will read Mouse Paint by Ellen Stoll Walsh or use an online video to show the book being read aloud. The students will practice mixing primary paint colors to make secondary paint colors. Then, students will use cotton balls to create mouse footprint shapes from secondary paint colors.
This activity was created as a result of the Arts COS Resource Development Summit.
The teacher will read Lines that Wiggle by Candace Whitman or use the digital tool to show the book being read aloud. As the book is being read aloud, students will use ribbon to create the different types of lines shown in the illustrations of the book. After reading the book, students will use art materials to create at least three different styles of lines.
This activity was created as a result of the Arts COS Resource Development Summit.
The teacher will read When Clay Sings by Byrd Baylor or use the digital tool to show the book being read aloud. After reading the book, the teacher will lead a discussion about the images that were shown in the illustrations of the book. Then, students will create three-dimensional clay art to show their personal interests.
This activity was created as a result of the Arts COS Resource Development Summit.
Many people find the hardest part of composing music is getting started. This lesson will describe an engaging activity where students will use a die to select the rhythmic values of their next musical composition. First, rhythmic values of notes/rests are assigned to the six numbers of a typical six-sided die. Next, the students will access a virtual die (or use a real one) and roll it. Then, they will draw the note/rest value on staff paper (or use digital notation software) using standard notation. The student or teacher will then decide on a time signature and the student will add bar lines to the string of note/rest values. Finally, the student will perform the rhythm on an instrument (musical instrument or body percussion).
This activity was created as a result of the Arts COS Resource Development Summit.
Many people find the hardest part of composing music is getting started. This lesson will describe an engaging activity where students will use dice to select the notes of a melody for their next musical composition. First, the teacher assigns the letter names of a pentatonic scale to the six numbers of a typical six-sided die (the sixth pitch should be the octave above the first pitch). Next, the students will access a virtual die (or use a real one) and roll it. Then, they will draw the corresponding pitch on staff paper (or use digital notation software) using standard notation. Finally, the student will perform the melody on any available instrument (including singing).
This lesson can be used on its own or build upon the lesson titled Composing with Dice - Rhythm.
This activity was created as a result of the Arts COS Resource Development Summit.
In this activity, students will watch a video to introduce them to the Red Mason Bee. During the video, they will gather evidence about the lifestyle, life cycle, growth, and reproduction of the Red Mason Bee. Students will then create a bee hotel to encourage Red Mason Bees to pollinate in their area.
This activity was created as a result of the Arts COS Resource Development Summit.
Similarity and contrast are essential to the aesthetic experience. In this lesson, students will organize pictures based on contrasting themes. Since many people are visually oriented, working with pictures is an effective way to gain an understanding of form before working with sound.
The students will experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will collect and organize pictures with common and contrasting themes. (For example, a student would download pictures from the Internet of dogs that are sitting and dogs that are running.) Then, the students will create a digital slideshow of the pictures in an AB form and in an ABA form. (PC users can use free software such as Shotcut and Mac users can use a similar software program such as iMovie). Finally, the students will download an additional set of pictures unrelated to the other two to create a third theme. (For example, a student would add pictures of cats.) With these three themes, the student can create a slideshow in ABACABA (rondo) form.
This activity was created as a result of the DLCS COS Resource Development Summit.
Students will learn about music tempos andante, allegro, and largo using an online presentation lesson connecting the tempos to the speed of animals. They will then choose their own animal to represent each tempo, draw a picture, and explain their choice.
This activity was created as a result of the Arts COS Resource Development Summit.
In this learning activity, students will watch a video to review right, acute, and obtuse angles. Students will create various angles using strips of construction paper. Finally, students will measure their newly created angles with a protractor.
This activity was created as a result of the Arts COS Resource Development Summit.
