Students use digital research skills to Find Basic Information (F.B.I.) about a …
Students use digital research skills to Find Basic Information (F.B.I.) about a composer on websites such as Classic for Kids: Composer Explorer. Students learn about a specific composer, or composers from a specific geographic area, culture, genre, or time period. After gathering information, students write and produce a news program or podcast based on their research.
Students use aural skills to dictate various rhythmic, melodic and/or rhythmic-melodic patterns …
Students use aural skills to dictate various rhythmic, melodic and/or rhythmic-melodic patterns performed by a teacher. Students should be encouraged to perform their transcription to analyze and compare with the teacher given “prototype”. Based on trial and error, students can reflect and revise their answers many times until they are ready to finalize their student “copy”.
Students explore the connection between music and art by listening to a …
Students explore the connection between music and art by listening to a painting created by the artist V. Kandinsky, using Google arts and Culture: Play a Kandinsky. Students use problem solving skills to explore what Kandinsky might have heard when painting “Yellow-Red-Blue” and bring to life his theory on synesthesia and abstract art. Students explore Kandinsky’s theories on color and sound and the relationship between shapes. After exploring the Kandinsky painting, students create their own paintings in the style of Kandinsky, and explain the color and sound relationships that exist in their original work.
Students use NYU Music Experience Design Lab: Groove Pizza to create drum …
Students use NYU Music Experience Design Lab: Groove Pizza to create drum and unpitched instrument rhythms with math-inspired concepts. Students create grooves using math concepts like shapes, angles and patterns. The circular rhythm app allows students to begin exploration with “specials” pizza presets and add/remove “toppings” to adjust the groove. Final student creations can be shared as a link, downloaded as a .wav or .midi file, and converted to external music notation software.
Students work to create a new original composition using ‘samples'’ or snippets …
Students work to create a new original composition using ‘samples'’ or snippets of other students' work. Students create a consent form to collect permission from the original creators of each sample. After choosing which instrument to perform the finished composition on, and practicing, students perform the finished product for the class. A possible extension could be to include opportunities for student collaboration in the form of revisions and edits.
Sculptures Come to Life. The teacher can facilitate a sculpture project where students …
Sculptures Come to Life. The teacher can facilitate a sculpture project where students make an object using paper mache, modeling clay or cardboard.
Students as Art Gallery Curators. Students can collect images of art work on …
Students as Art Gallery Curators. Students can collect images of art work on sites approved by the teacher, which adhere to copyright and acceptable use guidelines. Images can be collected based on a theme identified by the student, or by the teacher based on lesson/unit objectives. Students can upload images and identifying information to a digital gallery for viewing by classmates, parents, and other community members or partners.
Virtual Art Discussions. Students can respond to a style or collection of artwork …
Virtual Art Discussions. Students can respond to a style or collection of artwork using discussion tools in the school’s Learning Management System (LMS).
Virtual Field Trips. The teacher will facilitate a virtual field trip with a …
Virtual Field Trips. The teacher will facilitate a virtual field trip with a museum or using other reputable interactive online art or culture experience.
Students use assistive technology to visually represent the aural concepts of note …
Students use assistive technology to visually represent the aural concepts of note length and volume as it pertains to wind band articulation. Use any application and audio recording device that visually shows sound waves. Students can see the difference and generate their own patterns to more thoroughly understand the differences and similarities of different articulations.
Performing ensembles evaluate their own performance recording based on a specific set …
Performing ensembles evaluate their own performance recording based on a specific set of criteria. Students analyze and critique their performance using appropriate music terminology. Students can answer a survey to collect data and immediately compile results, or can share their responses in a collaborative document or learning management system.
Using resources available, advocate for and explore areas of music including copyright, …
Using resources available, advocate for and explore areas of music including copyright, public domain, fair use and Creative Commons. Create scenarios asking what is acceptable use of recording and using music, photocopying and sampling.
Students explore copyright and intellectual property standards as they relate to music, …
Students explore copyright and intellectual property standards as they relate to music, music technology, and digital citizenship. Students will identify and apply their knowledge of copyright law and licensure to select appropriate licenses for an original work. Students then analyze copyrighted material and understand how to obtain appropriate permission to use the material.
Students use creativity, critical thinking skills, and collaboration to research, develop, and …
Students use creativity, critical thinking skills, and collaboration to research, develop, and produce podcasts that inform and educate listeners on various musical topics. Students brainstorm ideas for their podcast topic, and conduct research on their selected topic. Students then write an outline and script for a podcast. Finally, students learn how to record their script like a podcast, and share it with others.
Students submit audio or video of themselves performing a certain passage from …
Students submit audio or video of themselves performing a certain passage from their ensemble music, a specific exercise from their method book, or a scale/skill/technique. Once the audio/video has been uploaded, the teacher can provide written or spoken feedback. Students have the option to provide a self-assessment to monitor and track practice and progress towards goals.
Digital Portfolio Slide Deck of Personal Artwork Series. Students can use digital presentation …
Digital Portfolio Slide Deck of Personal Artwork Series. Students can use digital presentation software to share the process and result of a series of original works of art.
Students use appropriate technology to enrich understanding of music, musicians and composers …
Students use appropriate technology to enrich understanding of music, musicians and composers of music literature being studied. Students can create a research product such as write program notes or create a podcast.
Multimedia Artist Statements. Middle School students have learned a variety of methods for …
Multimedia Artist Statements. Middle School students have learned a variety of methods for communication and when given a choice of format for personal expression can demonstrate their knowledge effectively. Students can present artist statements in the form of writing, audio recording, video recording, presentation, and more, allowing students flexibility and choice in expressing what they learned and what they did in the creation of an art project.
Students identify a specific advocacy message regarding music programs. Students create or …
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?”
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
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Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.