Students will watch a short clip about Rondo Form. Working in groups of three, students will compose rhythm patterns and arrange them in Rondo Form. Each group will perform their piece for 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.
Students explore how body language can show a story (i.e. how someone is feeling, character traits, etc.). This warm-up helps students take note of how their bodies move and respond to different given circumstances. This exercise also helps students to begin thinking about how to physically portray something as abstract as a feeling. Students will move around the room and be instructed to sit in different chairs in different ways. The teacher will provide all of the different ways to sit. Students will then be asked to use the chair as a different object (hat, cane, suitcase, phone, shield, etc.)
This activity was created as a result of the Arts COS Resource Development Summit.
Students will watch Pixar Short Films and describe the characters, settings, and/or events in the films.
Students will determine the theme of the short films and describe how the theme was portrayed in the film.
Students will describe and explain how messages are created and portrayed through media arts productions.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will respond to a work of art by writing a narrative. Teachers will need a way to display the work of art to the entire class--either through digital resources or a printed version.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will perform a simple circle dance to the tune "Mary Had A Little Lamb" in three tempos, andante, largo, and allegro.
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.
Proficent Theatre students will use Stanislavski's Method to analyze a script and character. Using a simplified chart, students will explore the character's objective, possible tactics, obstacles, stakes, subtext, and the Magic If.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will construct hanging mobiles in the style of Alexander Calder using coat hangers and assorted materials while exploring the principles of balanced and unbalanced forces.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will create audio recordings of short poems and will select movements to express the ideas and descriptions included in the poems.
This activity was created as a result of the Arts COS Resource Development Summit.
This activity should be completed after teaching a lesson on animal adaptations and camouflage. Students will choose an animal and create an artwork by using a series of patterned dots to "camouflage" or blend their animal into the landscape. After completing their artwork, students will examine their artwork and demonstrate their scientific knowledge by answering reflection questions in their science journal.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will each research a different aspect of a specific tribe of Native Americans and combine their ideas to create a work of art/design.
Students will work in groups to brainstorm, research, and plan a mural to represent the culture of a specific tribe of Native Americans.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will view images of Native American Pottery and Chinese Ming Dynasty Pottery. Students will collaborate to create a Venn Diagram to compare and contrast the pottery of Native Americans and the Chinese Ming Dynasty. Students will compare and contrast the pottery using the elements of design and principals of art. Students will work collaboratively in small groups to brainstorm a design for a vase inspired by each culture. Student groups will write a reflection comparing and contrasting the pottery of the two cultures.
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 create a digital slideshow with a soundtrack that contains contrasting themes. The students will experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will collect and organize pictures into contrasting themes. (For example, a student would download pictures from the Internet of dogs that are sitting and dogs that are running.) Then, they will find and download two music pieces to be used as soundtracks for the pictures. The students will use the pictures and music to create a digital slideshow in an AB form and also in an ABA form. (PC users can use free software such as Shotcut and Mac users can use a similar software such as iMovie). Finally, the students will add an additional set of pictures and music track that are different from the other two themes to create a third theme. (For example, a student would add pictures of cats.) With these three themes, the student will create a slideshow in ABACABA (rondo) form.
This activity was created as a result of the Arts COS Resource Development Summit2.
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.
In this activity, students collaborate to plan a piece of art which reflects personal and cultural significance. Students work together to produce a cyanotype silhouette print using light-sensitive chemicals. During the cyanotype process, students will trace the chemical reaction backwards to identify the activation energy and how energy transfers. Students then write an explanation of the selection process for each item in their group's artistic composition.
This activity was created as a result of the ALEX Resource Development Summit.
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.
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 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 compose a song in rondo form. They will collaborate with a group of peers in the creating of the song. They will then perform the song for their class.
This activity was created as a result of the Arts COS Resource Development Summit.
The teacher will introduce students to the word syllable and demonstrate to students how to count syllables in words using the digital tool. Next, the teacher will read a haiku poem to students and have the students count the syllables in the haiku using the strategy demonstrated in the video clip. Lastly, the teacher and students will read a variety of haiku poems, with the teacher encouraging the students to identify the syllable pattern in each poem using non-locomotor movements. The students will use mental math to calculate the number of syllables present in each line of a haiku poem and describe how this pattern supplies rhythm in a haiku.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will choose a haiku to create a sound story. They will add rhythm instruments to represent important words in the haiku. The students will perform their haiku and sound story accompaniment for the class.
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.
Students will practice using pantomime skills by creating inanimate objects. Students will work in small groups and in pairs to create various objects. The object ideas will be provided by the teacher. Students will have to quickly transition from one object to the next without overthinking. Students will have the opportunity to observe and comment on this exercise.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will demonstrate their knowledge of human body systems by creating a work of art that displays the included organs and their functions.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will analyze visual art from Jacob Lawrence's The Migration Series using the digital resource and make connections to The Great Migration of the 1920s.
This activity was created as a result of the Arts COS Resource Development Summit.
In this activity, students will study the music of the 1960s to identify social, economic, and political conditions that affected the citizens of the United States during the Vietnam War. Students will ;explain how a piece of music can affect the social, cultural, or historical background of an era.&
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.
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.
School-based music ensembles perform concerts at various times during the school year. In this activity, students will create a program for an upcoming concert by one of their school's ensembles. Students will compare and contrast how the elements of music and expressive qualities are used within the music selected for performance to contribute to the overall structure and intent of the concert. In creating the program document, students will also address the specific purpose of the concert, interests of the audience, and the educational experience of the event.
This activity was created as a result of the Arts COS Resource Development Summit.
In this activity, students will sequence the life cycle of a plant. After reading the story students will work in small groups to put the life cycle in order using sequence cards and then add movement to their life cycle.
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 listen to music of various tempos including andante, allegro, and largo. They will aurally identify the three different tempos using body movement.
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.
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.
