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.

Facilitated by a teacher, students can digitally exchange a recording of an individual or ensemble performance with students in another school, state, or country. When students receive the recording from the other class, they can respond to questions about the performance, such as a “Hear-Think-Wonder”.

The teacher can direct a short class performance of a dance of local, state, or national significance. The performance is recorded then sent to a similar class in another community, state, or part of the world. The exchange school will send a performance back. When students receive the recording from the other class, they can respond to what they “see, think, and wonder” about the work they have viewed.

Students work individually or collaboratively to explore vocal range, high and low sounds, and vowel sounds using Google Arts and Culture: Blob Opera. Students explore how each voice part sounds and interacts with others. After exploration is complete, students can use the tool to create and record their own Blob Opera.

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.

Students create a listening map while actively listening and reacting to music. Students develop a deeper understanding of music literacy terms through making connections to visual images.

Local Art Collaboration. Facilitated by the teacher, students connect with a high school art class to collaborate within a cloud-based platform on a digital work of art. Each student has the opportunity to contribute to the work of art. During the process, students will learn from each other and gain insights into new perspectives. Students will have the opportunity to video chat with fellow collaborators when possible, and give each other feedback. At the end of the collaboration, the classes can share their artwork in a digital gallery, along with artist statements describing their ideas and process.

 Local Art Collaboration. Facilitated by the teacher, students connect with a high school art class to collaborate within a cloud-based platform on a digital work of art. Each student has the opportunity to contribute to the work of art.

The teacher can facilitate a class period where students rotate to different stations to explore a media more in depth, and include a digital art station in the rotation.

With the guidance and collaboration of an educator, students explore music composition using digital music notation software. This digital tool allows students to easily compose with traditional music notation. Students have the ability to drag and drop notes and rhythms on the staff, and can easily make changes to their compositions. Students are able to hear their composition with playback features, and receive immediate feedback on their rhythmic and melodic choices.

Video Artist Statement. With support from a teacher, young artists can share information about their art making process and product on video.

Through Carnegie Hall Listening Adventures, students participate in an interactive digital experience to learn instrument families and specific instruments of the orchestra. Using Benjamin Britten’s Young Person’s Guide to the Orchestra, students follow a safari theme to find instruments, listen for correct pitches, and classify instruments based on physical characteristics as well as sound.

In a multimedia summative portfolio, Students include both process and product documentation as well as reflections of learning.

Students will connect with students in other performing arts groups from around the world.

Students can create short video “commercials” to communicate messages about topics of interest related to course content, advocacy, to highlight student work, or advertise upcoming performances.  

Video clips of dance fundamentals covered in class allow students to pause, repeat, and access content on demand as needed for review, remediation, make-up work, and/or enrichment.

Video clips of performance and/or production 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. Students can assist in the development of technique videos by identifying skills they are strong at demonstrating, recording a short “how-to” video, and adding it to a class library of learning media.

Students will develop a technological task management system to stay organized through a fictional or real production process.

Students will use multimedia tools to conduct data analysis related to school productions.