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.

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.

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.

Learn the basics of designing your own creativity-boosting challenge for learners of all types. Noah Scalin explains why Creativity as a Practice and how this mindset shift has transformed how he works. He introduces Creative Sprint, a tool designed to help anyone develop a creative practice. Then, he demonstrates a simple activity you can do right away that requires no special materials and only a few minutes of time. 

Virginia’s dance arts instructional programs reinforce Virginia’s 21st Century Workplace Readiness Skills.

The Dance Arts Standards of Learning (SOL) are intentionally and directly aligned with the skills outlined in the Profile of a Virginia Graduate. This document demonstrates conatins statements taken directly from the 2020 Dance Arts SOL document and re-organized to show alignment to the “5 Cs”.

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.

The purpose of this resource is to support school and division administrators in observations and coaching conversations for dance arts teachers in Virginia public schools. The strategies listed support effective instruction connected to skills and concepts of the 2020 Dance Arts Standards of Learning.

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

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.