Students will practice sight-reading individually or in groups using sight-reading software. Students can be placed into groups based on sight-reading skill, and instructors can quickly change the rigor of examples. Sight-reading guidelines from different adjudicated events can be entered into the program so the examples align to these standards. Students can easily receive feedback, and track progress towards sight-reading goals.

Teachers encourage student leadership and ownership of learning by training students rehearsing in sectionals. Student leaders use mobile applications to establish the tempo with a metronome and establish pitch with a tuning or pitch pipe app.

Tracking Self-Assessment Over Time. Students use interactive digital tools to document progress over time. A common rubric can be used for self-assessment and reflection, based on teacher-established criteria and/or personal learning goals set by the student.

Video Conference With Professional Artists. Use video conferencing tools to engage with and interview professional artists about their creative processes and career pathway.

Students can explore new musical genres and cultural traditions with music and movement using Carnegie Hall’s Musical Explorers Map. This interactive map includes audio and visual examples featuring different artists from around the world. Students are able to independently explore historical and cultural aspects of music, or a teacher can utilize the provided lesson plans for a more in-depth unit.

Students practice rhythm literacy skills using a slide deck. The students practice moving the pictures around the squares to make new rhythms.

Students will use digital  research skills to Find Basic Information (F.B.I.) about a composer.  Through Classic for Kids: Composer Explorer, students will learn about a specific composer, or composers from a specific geographic area, culture, genre, or time period.

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”.

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.

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.

 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.

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.

Students will feel like a real DJ as they explore and record basic beatboxing sounds. Students create a homemade “DJ Board” and use a music editing program to make their sounds come to life.