Students will experiment with and compose rhythmic grooves to use with their warm-up exercises. Using an online tool, students will create their own backing tracks to put the “fun” back in fundamentals!

Students will learn the basics of rhythmic literacy by correlating the number of syllables in a word to a rhythmic value. Students will select their favorite food that has toppings (pizza, ice cream sundae, cake, cookie, or sandwich) and create rhythmic patterns using words with varying numbers of syllables.

Students will understand that information passes from generation to generation through the ancient tradition of storytelling. Students will recognize that puppetry is a visual expression of storytelling used by many cultures for entertainment, community gatherings, to convey information and to encourage understanding and/or empathy. Students will create a shadow puppet and perform a short puppet show based on a folk tale, tall tale, or poem.

Students will learn about stop-motion, animation, GIF art. Students will look at contemporary artists who create artistic stop-motion GIFs. Students will then design their own stop-motion GIFs based on an aspect of their personal identities.  

This plan will introduce beginning choral students to the basics of sight reading using solfege. Students will find success through the application of solfege by understanding why and how it impacts them as independent musicians. 

This plan will introduce the foundational skills and methods to develop successful sight-reading through guided practice. These methods provide students with the awareness and confidence to become capable and independent at the sight-reading process.

This plan combines rote learning with a simplified, one-line tab staff to introduce tablature. Elements of passive learning are included (major and minor scales, triads, common rhythmic figures, etc.) that can be referenced later when pedagogically appropriate. The plan is meant to eventually function as a flexible warm-up that can be expanded according to the ambitions of the instructor.

Much of what we know about ancient cultures comes from their artwork. What would can we learn about our students through their artwork? Students will create a two-dimensional work of art that is inspired by Greek pottery that also communicates a story.

Students will listen to three contrasting listening examples to describe how music makes them feel. They will use these emotions to create a collaborative short story, then assign movement to each part of that story. Students will perform their creative movement piece as a class.

Students will develop listening skills and identify differences in forte and piano dynamics. The teacher will tell an imaginative story to accompany a piece of music such as, Haydn’s “Surprise Symphony.” Students will respond to music with movement, as they reenact the story.

Students will be introduced to diatonic chords for major and minor keys, learn about primary chord progressions and circle of fifth progressions, and apply their understanding in the creation of new music. Visual references are provided to aid student understanding.

In this lesson, students will explore how two strong dancers create original choreography to express themselves and to share their cultural backgrounds. Students will compare and contrast two performances to determine how personality and culture can be reflected in movement.  They will create short movement phrases to express some aspect of their own personality strength.

This instructional plan teaches young students how to demonstrate leadership in a chamber music setting. This outline can be used to develop efficient rehearsal strategies with the proper resources for younger students to have consistent, meaningful rehearsals in the classroom with minimal teacher assistance.

This plan will provide the instructor with an outline and resources to direct students through the formation of a student virtual performance portfolio. Students will use their virtual performance portfolio to collect both individual and ensemble performing artifacts throughout the year to evaluate and critique performances, formulate and justify personal responses to music, and monitor individual practice and progress toward goals.

This lesson focuses on identifying and discussing the symbolism used in theatrical works. The culmination of the lesson is applying symbolism to a devised performance piece.

Students will learn the symbols representing Virginia (flag, flower and bird). Students will create a personal symbol. Students will create their own song/chant about a symbol or flag they created.

One of the most important functions of sound design is sound amplification. In this lesson, students will learn about basic audio equipment, to include cables, microphones, and the sound system. Students will also demonstrate how to set up a simple sound system.

This plan will provide the teacher and student with the resources to engage in kind and constructive feedback. Students will use music terminology to evaluate, define, and provide feedback to peer performances.

In this lesson, Kindergarten students will begin to explore the art form of dance as a means of expression to communicate feelings and ideas similar to the way spoken and written language are used.  They will observe young children dancing and interpret the possible meanings of these performances.

The teacher will lead students through a sequence of vocal exercises, highlighting major categories in order to deepen intent on specific skill development. Using your own favorite vocal warm-up exercises, encourage students to consider the benefits and intentions behind each warm-up exercise. Students will engage their creative process in generating new warm-up exercises to share with their peers.