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.

Students respond to ear training examples by using an interactive or collaborative slide deck. Examples can be short rhythm or solfege patterns. Students begin by choosing an option that matches the example and advance up to full rhythmic and melodic dictation. Interactive slide decks allow the teacher and student to receive immediate feedback and assessment of learning to track progress towards goals.

Students include both process and product documentation as well as reflections of learning. The portfolio could take the form of a website, slidedeck, interactive PDF and more.

Teachers encourage student leadership and ownership of learning by training students rehearsing in sectionals. Student leaders use mobile applications to establish the tempo with a metronome and establish pitch with a tuning or pitch pipe app.

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.

With the onset of the global Covid-19 pandemic, dancers and choreographers found themselves confined to their homes and unable to meet and work together in common spaces. Creative solutions for dance rehearsal and performance were developed over the months of quarantine as dance companies found ways for their members to collaborate in the virtual world. Dancers rehearsed at home and recorded their performances. Choreographers created and directed from afar, instead of in-person. These adjustments resulted in innovative solutions such as the use of the split-screen, remixing digital work, or the layering of video performances into one final product.

Students will take segments of their recorded performances to create an acting reel that demonstrates physical and vocal techniques for theatre performance.

Students work together to write a simple story and create characters using clay, while working on theatrical skills outlined in the Theatre Arts Standards of Learning.

Students contribute to a class blog to share the creative processes involved in acting and production.

Students can be introduced to a story and create a scene individually or in small groups. Scenes can be acted out in front of projections of student-created background scenery, and discuss how scenic elements impact the meaning of the performance.

Students will explore available assistive technologies, including how they have been utilized by the professional theatre community to create and present inclusive theatrical productions for those with special physical, mental, visual, auditory, and other sensory needs.

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 practice rhythm literacy skills using a slide deck. The students practice moving the pictures around the squares to make new rhythms.

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.

The teacher directs a short class performance of a story of local, state, or national significance. The performance is recorded and then sent to a similar class in another community, state, or part of the world.