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.

Students work to create a soundtrack of songs that represent their community and their shared values. Songs curated in the list will include narrative justification for their selection.

Students will use a digital composition tool to create a melody with specific parameters, based on grade level goals and standards. The teacher prepares a poem with a rhythm on one note, and students will create a melodic-variation to share with others.

Students will demonstrate their musical interests by creating a playlist using a platform of their choice. Students should analyze and evaluate music choices. Students will then share across an in-house, local, or global digital musical community to share and discuss their musical interests. Students will participate in analytical and evaluative discussions with the musical community.

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.