Students will learn about digital media production tools while viewing a high-quality video recorded performance. Students will be able to view a high quality performance, while also learning ways to record and save performances for distribution.
Students will use a recording platform to layer tracks and produce a small ensemble piece as the only performer. This process encourages individual accountability and emphasizes the importance of ensemble performance skills.
Students will learn and perform a backing track as an ensemble, then improvise over that ensemble-recorded backing track.
One of the key elements of any video is the sound that we hear along with it. In this lesson, students will use video editing software and/or a digital audio workstation (DAW) to record a soundtrack to a film.
Students integrate the use of a digital audio workstation (DAW) to understand musical theory including timbre (layering), composition (creative thinking), and voicing. Students learn various DAWs in order to use a variety of technologies within a design process by creating new, useful, or imaginative musical creations.
Students will collaborate to produce a music video of an assigned piece. Using a digital audio workstation (DAW), students record themself on their individual part. Students create individual visual storyboards for the music video then collaborate as an ensemble to make a master storyboard. Using the student storyboard ideas, the teacher and students film and edit the video to align with the audio and create a final music video.
Students will tour online museums to examine instruments from other cultures. Students will use research from museum tours and understanding of sound to design an original instrument following engineering design principles.
Students will collaborate with a penpal from another school to create a new piece of music together. Using a collaborative-friendly music platform, students will brainstorm and create a composition project.
Students create a four-measure rhythm composition using an interactive slide deck. Teachers can provide different guidelines and rhythmic components (time signature, note/rest value) in the interactive slide deck for different grade levels and/or student musical ability. Students then perform their rhythm composition on a digital instrument of their choice from a variety of sources (e.g. Makey Makey bongos, Music K-8 boomwhackers, etc.). Students compare and contrast digital and traditional methods for creating music.
Students will work to create categories and tags for songs that can be used by music streaming platforms to assist listeners in finding songs that are similar to other songs. Students will work to curate a playlist for the class that includes songs that exhibit similar musical traits to the other songs within the playlist. Student groups then share the finished playlist with the class and how the playlist has been sorted to create similiarities between songs.
Students need to know that their voice matters to this world and that they can create music that will enhance their community. This project is designed to allow students to engage in small groups to create an original piece of music. It will comprise elements of composition, improvisation, music theory, musical notation, and performance while working within a group setting. Students will use a digital audio workstation to record, edit, and remix their song.
Students will engage in visual and written activities that will support their creative process of choreographing a solo dance composition. The lesson includes motifs and the movement components -- body, effort, shape, and space (BESS elements from Laban Movement Analysis).
Students will observe the painting "The Abduction of Europa" by Rembrandt Harmensz. Van Rijn. They will then form groups to create a "tableau vivant" (living picture) inspired by Rembrandt's "The Abduction of Europa." Students will choose a character in the painting and create a scenario about what they think happened and what the character said before and after the scene. Each group will then collaborate and perform their tableau vivant for the class.
Students will examine primary sources in order to draw conclusions about the influence of Greek art and philosophy on the French Revolution. Students will compare the goals of the French Revolution to those of Neoclassical artists. Students will understand how visual language and style reflects underlying values in society by writing an analysis of the narrative in a work of art.
Students play an identification game of hot and cold using their voices and dynamics.
A digital scrum board that you can use in any content area! This is a project management resource.
Who were the ancient Egyptians? Explore objects from ancient Egypt to discover how the Egyptians lived and what they believed in this Interactive Exploration featuring works of art from the VMFA's collection.
This resource consists of background information on Egyptian geography and climate, Egyptian life and society, role of the pharaoh, the purposes of ancient art, the role of scribes, hieroglyphics, the afterlife and mummification, Nubia (Egypt's southern neighbor), comparisons/contrasts to art from other parts of Africa, and a discussion on the legacy of Egyptian art (Egyptomania).
Woven throughout the informational narrative are several different types of looking, thinking and learning activities, all of which call on students' observation and critical thinking skills as they closely examine selected art and artifacts. Reflection questions that encourage deep thinking are featured, along with clickable popups on images that further explain Egyptian art and society. Activities like "Look At This," "What's the Story," "Be the Scribe," will bring student engagement, reflection, and critical and creative thinking to any ancient Egypt lesson!
A digital scrum board that you can use in any content area! This is a project management resource.
A digital scrum board that you can use in any content area! This is a project management resource.
A digital scrum board that you can use in any content area! This is a project management resource.
In creating collaboration events for learners to work together, this process provides for the learners to follow. This process also helps learners set goals while creating learner agency.