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 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 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.

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 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, public domain, fair use and Creative Commons. Create scenarios asking what is acceptable use of recording and using music, photocopying and sampling.

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 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 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.

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.

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.

The teacher creates a template for a Music Portfolio on a digital platform such as a slide deck. Each student is provided with a copy to edit and add their own work. Students are able to add text, images, and videos to their slide deck to add artifacts throughout the year. Students practice digital citizenship and evaluate their progress over time.

Give students different real-world musician tasks to perform. Students must determine which technology is the best digital tool for the job (e.g. digital metronome, pitch pipe, piano app, digital audio workstation, music notation software, social media platform, web page, boom box, cell phone, mp3 player, web-based meeting software, headphones, microphone, audio interface, laptop)

Students select and use appropriate technology to create appropriate learning goals. With the help of the teacher, the class or ensemble will discuss, designate, and set rehearsal goals and when they will be accomplished or assessed. Create digital calendars or similar technology to set appropriate reminders for students to monitor practice and progress toward these goals and performances.

Personalize Learning with Video Demonstrations of Art Techniques. Video clips of art 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.

Using teacher-suggested resources, students will select music from appropriate and credible digital sources to plan a concert for a performing ensemble.