This document contains a sample list of fine arts careers by discipline, links and resources for exploring fine arts careers, and resources for workbased learning in fine arts courses.
VDOE Fine Arts
This Collection is comprised of various resources created by the Virginia Department of Learning Fine Arts team.
Students will explore with watercolor techniques and collage to design their own character for a book cover. Through an artist study on artist Eric Carle, students will observe and identify shapes in animals and use their painted papers for a collage.
Students will identify that creating a product, packaging, or place is the job of an artist using a creative design process to develop the very best solution. Students will use the iterative design process to develop ideas and create a new and innovative product, package, or place design.
This instructional plan serves as a resource to provide the instructor with a plan to instruct beginning string players of violin, viola, cello, and double bass (hereafter referred to as “bass”) in proper instrument posture and left-hand position. This plan provides the instructor with outcomes achievable through SOL-correlated lesson content.
This instructional plan will provide the teacher with the outline and resources needed to instruct beginning string players of violin, viola, cello, and double bass (hereafter referred to as “bass”) in proper bow hold development.
This instructional plan will provide the instructor with the outline and resources to guide students in the composition of original music. Composition incorporates different aspects of music education including creativity, critical thinking, and the application of musical techniques.
Students will demonstrate knowledge of rhythmic literacy by playing Disappearing Rhythms. Students will identify and perform simple rhythms, and improve audition skills, as well as accuracy and fluency of rhythmic music literacy, through repetition in a fast-paced environment.
Students will learn about artists who create assemblages using found objects. After learning about colors and spatial relationships in composition, students will create an assemblage using found household objects in the color of their choice.
This plan will provide the instructor with an outline and resources to direct students through a variety of listening exercises. Students can use listening exercises to analyze music, identify important elements, and critique performances.
This plan provides teachers with the resources to guide students through the analysis of musical time periods which will provide insight into history with a lens through the fine arts. This analysis helps students make connections with contemporaries and world events, in turn, enabling students to perform music with greater depth and style.
Students will learn about history and music history through listening, analyzing, and performing works in their instrumental class. Students will gain insight into history through a Fine Arts lens, enabling them to make connections with contemporaries and world events.
Students will use their creative writing power to explore what a composer/performer might have been trying to say or make their audience feel in a piece of music. Students will use creative writing prompts to explore musical elements, using appropriate music terminology.
This plan will outline the process and resources needed to introduce and improve improvisation in an instrumental classroom. Improvisation is important for encouraging creativity and expression while providing a supportive environment that is free of judgment and criticism.
Students select an instrument and identify instrument’s origins, composers and musicians who feature this instrument, and styles of music where this instruments is featured. Students will also identify the parts and sound science of the instrument.
Students will compose short melodic phrases using commonly found household items, such as a rock to create “Melodies that Rock.” Students will explore music contour in relationship to high and low notes, and melodic patterns and motion.
Students will learn that a mistake is an opportunity to be an artist. Students will first close their eyes and make an unwanted mark on their paper, then use a variety of art supplies to turn that “mistake” into a work of art. By problem-solving, students will explore solutions that may take the form of animals, objects, places, or non-representative art.
This instructional plan provides the teacher with an outline and resources to guide music students through the process of selecting and pursuing a career path in the 21st century workplace, enabling students to understand music as a field of knowledge.
The music room just became a working professional music studio and live performance venue, complete with a full complement of composers, performers, audio engineers, promoters, stage managers, and a stage crew! Students will work collaboratively to develop understandings of the many careers associated with the performing arts, while composing and premiering an original music work.
Students will look at the difference between abstract, non-representational, and representational work before creating their own piece of art. The work of art they create will be a depiction of their own emotions while listening to different types (genres) of music. Students will choose from available media and create a work based on their own emotional response to the musical selections.
Students will research and plan for creating art while learning to visualize landscapes three-dimensionally. Students will explore and experiment with three-dimensional paper techniques and depict elements in foreground, middle ground and background.