The lesson explores Appalachian music within Virginia, focusing on simulating the acoustical recording process to convey technical challenges and artistic considerations. Modeled after the Bristol Sessions of 1927, conducted by Ralph Peer for the Victor Talking Machine Company, the session primarily used acoustical recording technology prevalent at the time. Performers sang or played instruments into large recording horns, transmitting sound vibrations to a cutting stylus, which etched onto a master disc. Despite limitations in fidelity and dynamic range, the Bristol Sessions captured the essence of early country, blues, and Appalachian music, significantly influencing American popular music's trajectory.

Participants will receive an overview of strategies and resources aligned to media content created by Blue Ridge Public Media for Appalachian music. The resources developed demonstrate instructional strategies related to music, musicians, instruments, styles, and playing techniques paired with the content created. Instructional resources were developed in collaboration with educators.

The purpose of this document is to highlight standard nine of the 2020 Music Standards of Learning for choral music. This standard in all grade levels relates connecting music content, skills, and processes to career options, college opportunities, and the 21st Century workplace. Teachers and curriculum specialists can use this document to plan a sequence of instruction for grades 6-12 that prepares students for career, college, and workplace connections in music education.

Virginia’s dance arts instructional programs reinforce Virginia’s 22 Workplace Readiness Skills These skills are organized around three core areas that promote opportunities and reinforce student understanding of Virginia’s workplace readiness skills: Personal qualities and abilities, interpersonal skills, and professional competencies.

The purpose of this document is to highlight standard nine of the 2020 Dance Arts Standards of Learning. This standard in all grade levels relates connecting dance arts content, skills, and processes to career options, college opportunities, and the 21st Century workplace. Teachers and curriculum specialists can use this document to plan a sequence of instruction for grades K-12 that prepares students for career, college, and workplace connections in dance arts education.

Collaborate with a dance class of the same age group from another country or location through video conferencing media.

After learning about various famous dancers and their contributions to dance history, students select one famous dancer to research more and create a multimedia presentation about their dancer.

Students design, create, and publish dance marketing content such as a video advertisement, email marketing content, and/or community outreach content (a flyer, poster, or QR code) to promote their dance program or a dance performance.

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.

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.

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

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

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 create a dance vlog (video blog or video log) about various dance topics either assigned by the teacher or chosen by students.

Students include both process and product documentation as well as reflections of learning. The portfolio could take the form of a website, slidedeck, interactive PDF and more.

With the onset of the global Covid-19 pandemic, dancers and choreographers found themselves confined to their homes and unable to meet and work together in common spaces. Creative solutions for dance rehearsal and performance were developed over the months of quarantine as dance companies found ways for their members to collaborate in the virtual world. Dancers rehearsed at home and recorded their performances. Choreographers created and directed from afar, instead of in-person. These adjustments resulted in innovative solutions such as the use of the split-screen, remixing digital work, or the layering of video performances into one final product.

Students will take segments of their recorded performances to create an acting reel that demonstrates physical and vocal techniques for theatre performance.

Students work together to write a simple story and create characters using clay, while working on theatrical skills outlined in the Theatre Arts Standards of Learning.