This instructional plan combined Music SOL 2.3b and WIDA English Language Development Standards. The lesson includes several activity options. Note: Some images may not appear in the "Overview". To view all images in this instructional plan, click "download" at the bottom of the overview.
VDOE Fine Arts
This Collection is comprised of various resources created by the Virginia Department of Learning Fine Arts team.
This sample instructional plan incorporates WIDA Key Language Uses to support English language development in conjunction with Music 5 content instruction addressing SOL 5.6c.*Note: Some images may not appear in "View Resource." To see all images in this instructional plan, click "download" at the bottom of the overview.
Student-Designed Themed Virtual Art Exhibition. Students will design a virtual exhibition based on a theme of concept and develop criteria for curating works to include in the exhibition.
Multimedia Summative Portfolios. 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.
Algorithms Unplugged. The teacher can facilitate a paper weaving project where students create and follow a pattern while exploring and understanding the connections between coding, computing, and fiber-arts.
Art Critique with Digital White Boards. Student artists can use digital white board technology as a place to post images of their artwork for feedback from peers and teachers.
Ask the Artist. Facilitated by the teacher, students can collaborate on developing an online form to be shared alongside works of art being displayed.
Students experiment with vocal ensemble groupings to create their own Google Arts and Culture: Blob Opera. Students work individually or collaboratively to create and record their own Blob Opera. Students then explore historical and cultural aspects of music using the Blob Opera “on tour”. Students listen to the various selections of traditional and classic songs in the public domain from each location, and compare and contrast the musical styles using music terminology.
Using predetermined musical elements, either rhythmic or melodic, students compose a “music composition code” in small groups. Laying the individual lines of “musical composition code” on the ground, students add directional arrows to direct performers to the next line of “code” to create a larger musical composition.
Collaborative Art Process Documentation. The teacher can facilitate a collaborative class project, or group project, where students work together over time to make a product like a mural, sculpture, public art, or installation.
Students learn to add music note values, and create compositions in 4/4, common time. Using traditional music notation students may choose to compose for voice or drums. This ruler composition activity uses a familiar math visual to help students see the length or duration of musical notes. Final compositions can be emailed to the teacher for review.
Exercise Creative Thinking with Digital Art Games. Interactive visual arts games like Tate Paint can allow students to explore digital tools for artmaking with a series of creative prompts to start with such as weather, food, natural world, and experiments.
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.
Digital Mood Board. Students can create a digital “mood board” of ideas and inspirations for personal works of art based on a common theme or idea.
Online chord looping stations and drum machines such as those found on One Motion allow students the opportunity to engage in music creation in a way that is accessible to them without a large theoretical music background. Students can use their intuition and their ears to create music in innovative ways online.
Global Art Collaboration. Facilitated by the teacher, students connect with classrooms in other parts of the world to collaborate on a digital work of art in a cloud-based digital art platform.
Students use a digital collaboration board to share their “wonderings” about the songs they are listening to in class. The teacher selects 3-4 songs from various cultures. Students add sticky notes to the collaboration board using appropriate music terminology, and share their musical preferences in a respectful manner. Students can have the ability to like or comment on each other’s posts and engage in meaningful conversations in small groups after sharing their wonderings digitally.
Collaborative boards allow students to share ideas and engage with each other via an online platform. When students are learning about the creative process of music creation and composition, students can use an online collaborative board to share lyrics and co-create a song together.