Sculptures Come to Life. The teacher can facilitate a sculpture project where students make an object using paper mache, modeling clay or cardboard.

After learning about the elements of dance, various dance styles, dance technique, or a dance step, students plan and create their own dance video tutorial.

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.

Introduce students to the Fibonacci Series, also known as the Golden Ratio, a phenomenon in nature that has fascinated mathematicians, scientists, designers, and artists. Students will be invited to apply it to creating choreography. In the sequence, each number is the sum of the two numbers that precede it so that it begins 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, and so on forever.

Students can use the water cycle (Science SOL 3.9) as inspiration for choreography.

 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 museum or using other reputable interactive online art or culture experience.

Participate in a local, state-wide, national, or worldwide dance event such as Dance for Kindness or National Dance Day. Students will learn the choreography and create videos of the performance. If possible, the teacher can connect with other dance groups who are also participating in the dance event and set up a video conference so that students can form deeper connections. For example, a dance teacher in Virginia can connect their students with a dance teacher’s class in Mexico. Students can also write letters to their peers around the world. Finally, the teacher, students, and other participants will submit their video submissions to the event coordinator so that they can make a worldwide dance montage.

Use digital applications to allow students to explore bone and muscle anatomy in interactive, three-dimensional views.

Students will collaboratively create a digital whiteboard that resembles a “detective wall” to investigate and make connections about a specific style of dance.

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.

Fast forward to the year 2050. What will dance look like in the future?

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.

Distance Learning with Museums. Distance learning allows students to engage with museums and galleries through virtual instruction.

Virtual performances of student work allow students to present to new audiences in new ways.

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 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.

Dancers document performances and creative processes with video, photos, and reflections of learning, then create digital portfolios to store, organize, maintain, and share their work with appropriate audiences and for auditions.

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?”

Using a digital recording platform, create a short video or audio recording to send to a neighboring school of something students have been working on. Issue a challenge to the other school to send a video or audio recording in return.  Students provide feedback to others, and practice performance and audience etiquette on a digital platform.