Students will use creative movement to show the chord progressions in the 12 bar blues.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will analyze the painting style of Horace Pippin. They will analyze the painting, School Studies. Then, they will create a painting of a room in their house based on Pippin's "secret number."
Students will review states of matter - solids, liquids, and gases. They will compare states of matter to theme and variations in music. They will listen to Turkish March by Wolfgang Amadeus Mozart and identify the theme and variations.
Students will read about podcasts and how they were created. They will read about how to start a podcast and what equipment is needed to begin. They will choose a podcast to listen to and write and record a script for their own podcast.
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.
Students will review attributes of colors. They will explore different pigments and create two different color wheels. Students will paint self-portraits based on selfies taken in class.
Students will listen to the book What Do You Do With An Idea? by Kobi Yamada. They will sing a song and keep the steady beat with egg shakers. They will act out the story as it is read.
In this classroom resource, students will identify different types of animation. They will sketch and assemble a flipbook to be used in a stop-motion animated film. The film will include still-shot images, audio sound effects, and voiceovers.
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.
Students will compare and contrast two paintings of birds. They will describe the lines they see in each painting.
Students will review haiku poetry and compose a haiku poem. They will demonstrate four watercolor techniques--wet on wet, alcohol, salt, and plastic wrap. They will choose which technique to use for their scroll. They will write their haiku on the completed scroll.
Students will move to a variety of music and prompt from the book My Many Colored Days by Dr. Seuss. One group of students will move while another group is the audience. They will reflect on how the colors represent emotions and identify movements to match the emotions.
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 identify examples of radial symmetry. They will practice making a radial design with a piece of paper. Then, they will trace lines on a styrofoam plate. Using the styrofoam plate and ink, they will make a print. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in on PDF.
Students will listen to and analyze each movement of Antonio Vivaldi's The Four Seasons. They will identify musical elements that represent each season. They will use oil pastels to create a deciduous tree in all four seasons.
Students will perform hip hop moves such as bounce to the beat, step clap, clean it, butterfly, fall back, attitude, raise the roof, DJ, and deodorant. They will perform the moves to a variety of songs with varying tempos. They will strike a pose when the music stops.
Students will investigate how structures can reduce the effects of sunlight on the Earth’s surface. Students will use recycled materials to design a structure to reduce the effects of sunlight. Students will work in small groups to design and construct their structure. Finally, students will test their structures outside in the sun and record their findings.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will analyze a painting including the landscape and weather. They will write a poem describing a specific setting. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.
Students will discuss four time periods of music - Baroque, Classical, Romantic, and Modern. They will list facts about Wolfgang Amadeus Mozart and Ludwig van Beethoven. They will compare and contrast the music of Mozart and Beethoven. They will identify that Mozart and Beethoven are composers of the Classical Period.
Dance
Kindergarten
Creating
Explore
Differentiate between basic locomotor and non-locomotor movements.
Examples: Running, twisting, skipping, falling.
React to stimuli by creating movement that changes at least one of the elements of dance.
Example: Identify elements of movement that are personally difficult to perform and discuss in a journal how this impacts movement choice in choreography.
Plan
Perform an improvisational dance that has a beginning, middle, and end.
Illustrate an idea, feeling, or image through improvised movement.
Revise
Use suggestions from peers or instructors to change movement through structured improvisational activities.
Illustrate a dance movement by drawing a picture or using a symbol.
Performing
Express
Demonstrate movement and stillness using the basic elements of space, including line, shape, levels, and size.
Examples: Join with others to make a circle, then work with others to change it to a square. Create a curved shape on a low level.
Demonstrate tempo changes with movements that match music or sound stimuli.
