Students will analyze works of art by Wassily Kandinsky and Sonia Delaunay. They will name basic lines and shapes. They will follow sequential steps in creating an abstract work of art. They will mix primary colors to create secondary and tertiary colors to paint their work.
In this learning activity, students will create a media collage using images and text boxes on a shared Google Slideshow, letting others in our class learn a little more about each student. The slideshow will include all students and they will have to practice good digital citizenship while completing their slides.
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.
Students will use descriptive words that match textures in a mystery box. They will describe textures in the school environment and artwork. Assessment rubric, letter to parents, and lesson plan included in PDF.
Students will identify tempo and dynamics in Mozart's “Ah vous dirai-je, maman.” They will analyze van Gogh's Starry Night and identify lines and colors. They will discuss the night sky, stars, and constellations. Students will respond to music through scarves. They will create their own Starry Night interpretation.
In this classroom resource, Megan Stilla introduces a free virtual keyboard on the Musicca website. A PDF learning sheet is included for the teacher or students to use as a guide. A link to a version of "Lean On Me" on Youtube is also provided. The PDF guide includes chord notes, guitar, ukulele, and bass guitar notes to be used as an extension.
Similarity and contrast are essential to the aesthetic experience. In this lesson, students will identify, download, and edit, two contrasting pieces of music to experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will identify two pieces of music with contrasting characteristics on Free Music Archive (for example, one work is performed at a fast tempo, while the other at a slow tempo). Then, the students will download the sound files and import them into a digital audio editing software program (for example, Audacity). The student will use the editing features in the software to create a 60-second soundtrack that demonstrates AB form and one that demonstrates ABA form. Finally, the students will import an additional piece of music. With these three pieces of music, the students will create a soundtrack in ABACABA (rondo) form that is 60 seconds long.
This activity was created as a result of the Arts COS Resource Development Summit2.
Students will compare and contrast colors in paintings. They will create two paintings - one with a broad palette (12+ colors) and one with a narrow palette (4 or fewer colors). Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.
Students will define tempo markings largo, moderato, and presto. They will demonstrate the different tempos by moving around the room. They will identify the tempo in a variety of music.
The information provided in this classroom resource is about how to play, identify, and write using musical scales. It covers major, minor, pentatonic, blues, chromatic, whole tone, and modal scales. It includes audio examples and links to exercises.
Students will use Google Chrome Music Lab - Song Maker to create a Rondo Form piece. The students may explore different sounds and patterns to create their favorite Rondo Form. When they are satisfied with their piece, they will email the link to the teacher or post in Google Classroom.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will learn how to assemble a Hollywood flat. Students will learn the names of all pieces that comprise a flat, they will learn how to arrive at their measurements for all pieces, practice cutting the pieces, assemble all pieces together with predrills, impact drills, screws, and glue. At the end of the activity, students should understand all parts of the flat and also how to build it from the ground up.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will analyze shapes, lines, and color in art. They will write a story with an introduction, climax, and conclusion to describe the painting. Students will share their stories with the class. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.
Students will read about Jazz Music. The article includes the birthplace of Jazz, common Jazz musicians, and some Jazz elements. They will listen to Jazz music and explain what they like about it. There are three suggested activities for more information.
Students will demonstrate their knowledge of animals with bioluminescent characteristics by collaboratively creating a sea animal out of glow in the dark slime. Students will then display their sea animal for the class and explain why their animal uses bioluminescence to survive.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will read Kay Haring's picture book, Keith Haring: The Boy Who Just Kept Drawing. Students will answer questions from the text. Students will identify break dancing as his inspiration. The students will watch a few minutes of a Break Dancing video from YouTube. They will draw their own dancing figure using motion lines to illustrate movement.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will create a dance to show musical phrasing of the song "You Are My Sunshine."
This activity was created as a result of the Arts COS Resource Development Summit.
Students will review the Tempo words Presto and Largo. Worksheets are provided to show the difference between Largo and Presto. Students will create different movements to express fast and slow. Then, they will move to different pieces of music. Finally, students will describe the difference between Largo and Presto. Demonstration videos are provided.
Students will analyze the painting A Centennial of Independence by Henri Rousseau. They will draw a scene of a team doing an outdoor activity. They will use crayons or colored pencils to draw their scenes.
In this lesson, students will discover how hula dance tells a story through rhythmic patterns and gestures. Students will gather information about the history of hula. Students will observe hula movements and identify the meanings of gestures. They will work in groups to choreograph an original hula dance that tells a story. They will perform their dance for the class.
This activity is designed to assess whether students are able to read the pitches on the treble clef staff. The digital resource contains games that students can play to give you the opportunity to observe their ability to read the pitches. You will also be able to assess students' ability to play the notes they are reading on an ORFF instrument.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will experiment to identify how vibrations cause sound. A student worksheet is provided.
Students will explore ancient Roman history. They will discuss and analyze different stories and images of statues. They will create a statue and write a narrative about the sculpture.
Students will watch a video about break dancing. They will observe items in their home and around their community that move. They will have a dance party, move to suggested motions, and react to various tempos in different songs.
The teacher will begin the activity with a read-aloud of A House for Hermit Crab by Eric Carle. Next, the teacher will allow students to use the text features, specifically illustrations, in the picture book to describe the plot of the story. Then, the teacher will lead students on a "nature walk" around the school to collect items to create an imaginary house. Lastly, the students will design an imaginary home using the natural objects found on their walk while individually following sequential steps.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will create paintings based on feelings. Students will review colors and lines. They will compare and contrast the paintings and identify different visual qualities.
Students will analyze music by describing the dynamics, pitch, and duration. They will move to show emotion in the music. They will use finger paints to express their emotion while listening to music.
In this activity, students will identify patterns, such as AB, ABA, AABA. They will provide examples seen in the classroom and the community. They will create a movement pattern using one of these forms. While listening to music, they will identify the form and choreograph a movement to represent each section.
Students will use quarter notes to compose a four-beat melodic pattern using Mi, So, and La. The students will compose a melodic pattern using a modified staff. The students will perform their composition for the class.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will analyze the painting, Tropical Forest with Monkeys, by Henri Rousseau. Students will paint an imaginary jungle with animals.
Students will watch, listen to, and analyze Peter and the Wolf by Sergei Prokofiev. They will discuss opinions and write an opinion piece about a decision Peter made in the story. They will share their opinion with the class.
Students will use PowToon or Microsoft Photo Story to create a narrated summary of a previously written persuasive essay. They will share their presentations with the class. This unit includes four lessons.
Students studying ensemble building will work together using mirroring and flocking to learn how to lead and follow without verbal communication.
This activity was created as a result of the Arts COS Resource Development Summit.
