Students identify a specific advocacy message regarding music programs. Students create or remix a short video/audio clip to support that advocacy message. Examples may include “Join Music” “Come To Our Concert,” and “Why Music?”

Using a digital recording platform, create a short video or audio recording to send to a neighboring school of something students have been working on. Issue a challenge to the other school to send a video or audio recording in return.  Students provide feedback to others, and practice performance and audience etiquette on a digital platform.

This game provides accountability and some fun when it comes to rehearsing your ensemble. Using a digital whiteboard or slidedeck, create a Battleship board game that represents each instrument group (can be applied to Band, Orchestra or Choir). Students then take turns “firing” at different sections. Teachers and students are encouraged to provide feedback to sections after each “hit” or “miss” to encourage growth and improvement.

Personalize Learning with Video Demonstrations of Art Techniques. Video clips of art techniques covered in class allow students to pause, repeat, and access content on demand as needed for review, remediation, make-up work, and/or enrichment.

Using teacher-suggested resources, students will select music from appropriate and credible digital sources to plan a concert for a performing ensemble.

Students actively listen to a practice or performance track to practice and improve their individual part. Students are able to listen and learn the various sections of the song, and develop a deeper understanding for how their individual part fits into the larger ensemble sound. Practice and performance tracks can be stored on a students’ learning management system for student practice.

Share Art Knowledge with Short Video Commercials. Student artists can use short video “commercials” to create and share messages about topics of interest related to course content, art advocacy, to highlight student artwork, or advertise student art exhibitions.

Think Critically about Art using Digital Discussions. Students develop critical thinking skills by engaging with artistic works and in describing, analyzing, interpreting, and evaluating works of self and others.

Engage with Global Arts and Cultural Connections using Interactive Digital Experiences. Interactive digital arts and cultural experiences allow students to examine and explore a variety of artistic and cultural perspectives on art, artmaking, and art exhibition. Virtual exhibitions from around the world can be explored on museum websites as virtual tours and virtual galleries.

Students use video/audio recording software to review and critique the performance and practice of their peers. Students provide feedback to one another, building community while demonstrating an understanding of music performance, technique, terminology, and technology.

Identifying Copyright Infringement in Art. Students will research prominent cases of infringement, fair use, and appropriation of images in the arts.

Students explore copyright and intellectual property standards as they relate to music, music technology, and digital citizenship. Students research copyright laws, investigate the trends of copyright throughout history, and make connections to how copyright laws impact music as a creator, performer and consumer. Students can also collaborate to propose their own “Copyright Act'' for the future based on current trends and predictions for future technology.

Students exercise creative thinking skills including, but not limited to, identifying and testing solutions, developing multiple solutions to problems, and participating in an interactive design process through the use of music applications. Students will create and explore interactive experiences designed to facilitate learning in a game-like environment.

Tracking Self-Assessment Over Time. Students use interactive digital tools to document progress over time. A common rubric can be used for self-assessment and reflection, based on teacher-established criteria and/or personal learning goals set by the student.

Video Conference With Professional Artists. Use video conferencing tools to engage with and interview professional artists about their creative processes and career pathway.

Students can explore new musical genres and cultural traditions with music and movement using Carnegie Hall’s Musical Explorers Map. This interactive map includes audio and visual examples featuring different artists from around the world. Students are able to independently explore historical and cultural aspects of music, or a teacher can utilize the provided lesson plans for a more in-depth unit.

Students will use digital  research skills to Find Basic Information (F.B.I.) about a composer.  Through Classic for Kids: Composer Explorer, students will learn about a specific composer, or composers from a specific geographic area, culture, genre, or time period.

K-2 Visual Arts Digital Learning Integration. The teacher can facilitate a project where students create drawings of landscapes from observation, then a final project based on landscapes of the area where students live using any media or techniques of the teacher’s choosing.

This interactive Instrument Bingo introduces students to the sounds of the instruments in an orchestra. Similar to traditional bingo, each card contains the picture and name of an instrument. 

Interview with an Artist. Using a video conferencing platform, facilitated by the teacher, students can meet a local artist. The artist can discuss their creative process and give a tour of their studio, show what they are currently working on, and ask questions to the artist.