4th Grade Art Lesson Ideas - Pinterest http://www.pinterest.com/theresamcgee/4th-grade-art-lesson-ideas/ Making the Connection http://educationcloset.com/tag/arts-integration-lesson-plan/ Yaneo.org http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=5&ved=0CEAQFjAE&url=http%3A%2F%2Fwww.yaneo.org%2Fwhat%2Fattachments%2F_lesson-plans%2FYA-LP_Rhythm-Terry-Boyarsky.pdf&ei=GwkMU6P6DsbuyAGAxIHIDQ&usg=AFQjCNHbMOB2qqCK3p4OWMk76YCKnTXqFw&sig2=ztQWgeWBHOPxmt-Ih7rqCg Cool blog spot with ideas http://facaartroom.blogspot.com/p/4th-grade-art.html Amazing site and direct connection to common core standards http://artsintegration.com/portal/ A school in Maryland helped build this site full of arts integration ideas and lessons http://www.edutopia.org/stw-arts-integration-resources-lesson-plans Integrating drama into your lessons http://education.byu.edu/arts/lessons/drama Strategies for arts integration http://www.scholastic.com/teachers/collection/strategies-arts-integration
Sunday, March 30, 2014
Web Pages and links for Art Integration
This website / link, http://www.incredibleart.org/lessons/elem/integration.html
The following items contain elementary art by
integration links:
Life Sized
Renaissance Clothing ; Integration of Art
and Drama ; Italian
Renaissance Art Drama Italian Renaissance Art Drama 2 ; Impressionist Art
& Drama ; Indiana
Artists 1880-1905 ; Movement
and Rhythm in Modern Art ; Dress-up to the
Olde Masters ; Pitchy Patch
Puppet ; Elements
of Art Introduction ; Dress-up
to the Olde Masters ; Living Paintings
http://docisto.info/view.php?id=www.mstm.us/pdf/curriculum/2nd_Grade_Language_Arts_Lesson_Plans.pdf&k=language arts lesson plans
http://www.folkloremusic.com/page4.html
Resources for teachers: Jim's free eBook... MEDIEVAL TIMES: Ontario Curriculum Resource Book contains 35 curriculum based lessons and 70 fun classroom activities. To download this book, go to... www.lulu.com and enter the title... the author Jim Arnold.
To get the free
eBook from Jim Arnold, click on the link or website is right below: http://www.lulu.com/shop/search.ep?keyWords=jim+arnold&type=Not+Service&sitesearch=lulu.com&q=
This site offers short lessons in
math, science and language through musical activities: http://www.philtulga.com/resources.htmlThe following links / website will connect you to information about most musical instruments: http://www.music.indiana.edu/music_resources/instr.html
At the following website, you learn about the different families and different types of instruments: http://DataDragon.com/education/instruments/
On this following
website, you will see popular musical instruments, play their music, or have
fun learning about their origins: http://www.Lehigh.EDU/zoellner/encyclopedia.html
Thursday, March 27, 2014
Treasha Weatherspoon –ELA
Respons to AlishaMarch 16, 2014 at 9:16 AM
I visited the site that you suggested and agree 110percnt! i think that the students would love takign te photos and writing a poem about them. I am currenlty thinking of ways to integreate this into my classroom.
I also love how this website broke down the idea of arts integration into student friendly language. There was a great article i found on how art integrations is linked to student acievement, check it out if you have timehttp://www.artseveryday.org/uploadedFiles/Cultural_Organizations/How%20Arts%20Integration%20Supports%20Student%20Learning.pdf
Treasha Weatherspoon -ELa
Response to Kate Thurston LaRoach at 9:13 AM
By your request I visited the website and I FELL in LOVEE! I love the use of the music side of arts to integrate into my classroom!. Throughout this whole process, I have only really looked at ways to integrate arts ‘(painting,drawing ect) into my classroom! This website forced me to think of ways to incorporate music untl my class! I have thought of a lesson where my kids would take a part of the story that we are reading in our Hunger Games book, and write a piece of music that connects to the way that they feel after reading the part that they selected in the Hunger Games. I was also intrigued by the many opportunities for professional development that they had for teachers. Overall great site!.
Discussion 4a
o Marlo~ I like how you think! I was also encouraged to use BAM when I started with CCSD 16 years ago and yet I do not see or hear alot of teachers acting like they are using it. I think your point that if everything and most people agree that BAM and UbD are effective, then we should be able to do it more regularly.
Stephen Covey wrote in his 7 Habits of HIghly Effective People that Habit 2 is to Begin with the End in Mind. He wrote, "Sometimes people find themselves achieving victories that are empty--successes that have come at the expense of things that were far more valuable to them. If your ladder is not leaning against the right wall, every step you take gets you to the wrong place faster." He states that to "Begin with the End in Mind means to begin each day, task, or project with a clear vision of your desired direction and destination, and then continue by flexing your proactive muscles to make things happen." This is what I think my students deserve so I am trying to give the preparation the time it needs to have effective units.
Discussion 4b
o Kathyrn ~ I liked the way you summed up UbD. I particularly appreciated your statement "the end goal of UbD is understanding and the ability to transfer learnings – to appropriately connect, make sense of, and use discrete knowledge and skills in context. Evidence of understanding is revealed through performance – when learners transfer knowledge and skills effectively, using one or more “facets” (explain, interpret, apply, shift perspective, empathize, and self-assess)." I always feel a sense of success when my students can connect one bit of learning to another situation. For instance a student was trying to solve an equation and another student explained it to her using symmetry from a geometry lesson.
I agree that planning with units is best done backwards just as with most trips. Once you know where you are headed, you can plan where to stop and what to see along they way with your eye always on the final destination. I have finally begun to put together the assessment I plan to use before I begin planning the lessons and activities to achieve the goal of the assessment.
Discussion 3c
o Math ~ Amanda LaTurner
Emmanuela, I will look at both of your viewed videos. Iwas thinking about using the Golden Ratio in one of my integrated lessons. It is good to have some ideas challenged. We need to challenge statements of students at times to give them the opportunity to "construct viable arguements and critique thereasoning of others".
Discussion 3b
• Math ~ Amanda LaTurner
I have visited this site a few times since becoming a part of Cadre 2 with PDAE grant. There are not alot of integrating math and an art lessons. I found two that I really enjoyed. I have used the Mandala lesson in my room this year and my class enjoyed it. Other teachers have visited the room and thought the artwork was wonderful. Another math teacher wants to use the lesson later this year. The other lesson I plan on using integrates music notation with fractions. I appreciate relative completeness of each of the lessons. There are handouts, assessments with rubrics, and many times videos to help with the teaching of the art curriculum.
One idea I had while viewing the site was to encourage students to use technology as a way of showing understanding. I can see many different creations made using different programs. Students could the xylophone site to share rhythms and/or melodies. They could create a flip book showing how different beats could combine to make a measure.
• Another idea would be to include performance as part of the assessment or as a part of the lesson. It might be good to allow groups to share with one another rather than have everyone do it in front of the whole class. This would encourage everyone (even those less comfortable in the limelight) to participate.
The music lesson could be a good one to help students learn to give constructive and precise critique. They could evaluate the counts of a piece as well as the feel of the offering. Sometimes students get hung up on a product as being nice or saying "I liked it" rather than identifying what was pleasant, unnerving, surprising, or soothing.
Discussion 3a
o Math ~ Amanda LaTurner
Marlo, I am glad you visited other sections of the site. I get so focused on the lessons and ideas for teachers that I miss some excellent insights. I will definitely go back and look into the other parts. I agree that the more we can include parents, the better the results for everyone. As students move from elementary to middle to high school, family involvement can fall off dramatically. As teachers we need to get even more creative with ways to stay in touch. I have gotten good success with a nightly emails to parents about the day's activities, content covered, homework assigned, and upcoming events (like tests). Our Family Nights have had mixed attendance depending on what else in happening in the community.
I am anxious to visit the student section. It would be very interesting to assign the poll and look at the results, I think I would probably get some very positive student responses to including more art into my academics.
I have found that I am providing more opportunities for students to show mastery using a variety of media, beyond pencil and paper. The more I close my eyes and jump instead of fear that the curriculum will suffer, the more I am pleasantly surprised at the mastery shown. I can see an increase it the depth of explanations when I let go of the reins a bit. So far I am more comfortable letting go during reviews than content presentation.
Discussion 4c
• Math ~ Amanda LaTurner
I enjoyed watching some of the videos on You Tube. The videos by Grant Wiggins and Jay McTighe were insightful. The video entitled Authentic Education was good at explaining Understanding by Design. I appreciated the effort to break it down into clear steps with some good examples. The entire concept is not new but it puts forth an effective way to put the concept in practice. I have always liked and tried to use the BAM (Backward Assessment Model) but the Understanding by Design model clarifies the flow better.
One of my favorite scenes in a book is in Alice in Wonderland. Alice comes to a fork in the road and looks both ways wondering which way to go. Then she looks up to see the Cheshire Cat in a tree. She asks the cat for direction and he asks her, “Where do you want to go?” Of course Alice answers that she doesn’t know. What the cat says next is a key to life. He says, “If you don’t know where you are going, then it doesn’t matter which way you go.” As teachers we are given standards and the responsibility to teach them. However, if we don’t take time to examine what is success at mastering those standards, we can go off in some unnecessary paths. We have worked with teachers who love an activity so much that they try to contrive a way for it to fit into their program. They are also usually the ones who say there isn’t time to get everything covered. Do our lessons match the goals we have set? I think that using Understanding by Design will help us meet that challenge. If a student is asked why are you doing _____ and can answer in such a way that the _____ ties into the Big Idea or Essential Question, then we are on the right path.
If you want to laugh out loud, watch the Robot Discussion. I would so like to say some of those things!
Discussion 5c
• Math ~ Amanda LaTurner
I typed in Integrating Math with the Arts and found many good sites. One of the sites I liked was www.edutopia.org. It clarified some key concepts about integration and why it could be helpful to the learning process. Some good quotes are: The products created are naturally richer and more extensive than from a "traditional" approach. The importance of shifting our focus from products to processes can be found within the Common Core Math Practices -- most of which are aligned with the Artist's Habits of Mind. I appreciated the comment that almost everyone has one art form (visual art, music, dance or drama) with which they connect and use to make sense of the world. By weaving the arts into and through our content in naturally aligned ways, we are providing relevance to student learning, and giving them an opportunity to connect their world to our classrooms. The emphasis on process-based learning and using access points that are relevant to every child makes teaching and learning an equitable opportunity for everyone in the classroom. By using Arts Integration, teachers and leaders can ensure that students are learning in a way that meets their own unique cultural, social, emotional and intellectual needs. When studying any piece of art, composition, drama or dance, one must be able to analyze the components that create the whole. Additionally, the ability to synthesize these parts into a whole work is critical to making meaning for each audience member. Common Core Reading and Math Standards have both identified the need for this critical practice, and many teachers are struggling with implementing it in the classroom. Arts Integration may be a pathway to providing those opportunities.
This site lead me to www.educationcloset.com which has a multitude of lessons plans, many of which included a good integration component.
I found this quote but I am not sure which web site gave it. It summed up the main points of Arts Integration well. Arts Integration seems to be hidden from view because teachers are nervous about their own artistic abilities, and also their ability to effectively facilitate a lesson that includes authentic arts standards. Yet Arts Integration strategies have a variety of levels, and many can be implemented quite quickly in classrooms. The keys to using Arts Integration successfully are:
o Collaboration between arts and classroom teachers to find naturally-aligned objectives
o Using an arts area in which the classroom teacher is comfortable (for many, this starts with visual arts)
o Creating a lesson that truly teaches to both standards
o Assessing both areas equitably
Some other sites I liked were:
v www.philtulga.com for music integration.
v Eforexploreblog.com
v www.shoat.net
v www.valleyperformingartscenter.org
Discussion 5b
o Amanda LaTurner ~ Math
I enjoyed looking at the arts website. I, too, like to use children's picture books to either introduce or review a math concept. The Greedy Triangle is great to begin a geometry Unit. No Place for Zero is wonderful to start a conversation about place value. I am going to try a shadow puppet activity to improve problem solving with word problems,
Discusson 5a
o I used an Art Integration lesson to review equivalent fractions, decimals, and percents. IAmanda LaTurner ~ Math
saw similar lessons in several sites. The focus was on the art of Mondrian. The students enjoyed looking for the "essence" of a scence and creating a De Stijl painting. Then they filled out a table calculating the fraction of each color compared to the total squares. The percent and decimal equivalents were also computed. A fun way to accomplish the review and increase their understanding of equivalency.
Discussion 2c
Math ~ Amanda LaTurner
Another good idea the teacher had was to put up frames with the problems written on them. Students worked together on the problems in their seats. They could then go up and slide out the problem to check their answers. I do scavenger hunts all the time. students solve problems placed around the room and then hunt to find the answer. I think I will use the frame idea for a change.
Discussion 2b
• Math ~ Amanda LaTurner
The Annenberg Foundation uses media and telecommunications to advance excellent teaching in American schools. This mandate is carried out chiefly by the funding and broad distribution of educational video programs with coordinated web and print materials for the professional development of K-12 teachers. Annenberglearner.org is one of the most visited websites for free educational materials in the country. One of the things it does very well is highlighting great teaching techniques using various academic contents. The organization of the site makes it fairly easy to navigate and find the information sought. In addition to the videos, there are so many lessons plans to increase the rigor of expectation. The lessons I have watched were excellent in connecting the students with the math because they were set in a real-world. Students of multiple abilities could work together with each feeling comfortable in participating.
I think our PDAE group is doing a better job integrating the academic with the art. The Annenberg site has some integration and some enhancement but most of the lessons I observed were mostly academic.
I watched Insights into Algebra: Workshop 1: Variables and Patterns of Change. The video covered two activities, both of which I plan to use. Although the class was a group of high school students, I am comfortable that my 6th graders would be able to work through the problems. The first lesson was about Pool Tiles. The problem began with a given pool area. Studnets then decided what dimensions the pool could have and how many tiles would be needed to frame it. The problem continued to grow. I appreciate the statement that said students need to connect with the content using informal language before requiring the formal language.
The second lesson was Cups and Chips. It allowed students to see mathematical expressions using chips (round plastic tokens, red for negative and yellow for positive) and cups (up for positve and turned down for negative). I thought I could use visual art integration by building on the concept of balance. Anyone teaching math in MS or HS would benefit from this video.
Discussion 2a
o Math ~ Amanda LaTurner
I totally relate to your statement: "The students are learning much more then just math, they are using speaking and listening skills, social skills, and economic skills. I think this is important, it shows that you do not just use one skill at a time in the real world." Some students get so caught up in finding the "right answer", that they forget what the answer means and why it is necessary. It is interesting that some students who are missing some calculation skills may be able to excell at the connections to the real world.
Discussion 1c
• Math~ Amanda LaTurner
I watched Learning Math: Number and Operations; Video 9: Fractions, Percents, and Ratios.
The video began with the students creating models to investigate multiplying fractions, They created arrays in a similar way to multiplying whole numbers.
The video then worked with percents as ratios (out of 100) and went on to create proportions to solve percent problems.
The next portion showed the Fibinaci Sequence using the nautalus and a pineapple. Students measured the rectangles created and found that there was a constant ratio between the length and width of the rectangles.
Lastly, the video showed this ratio creates the Golden Rectangle or Golden Section. Several pictures of buildings allowed students to see that ratio in structures throughout time. The author pointed out that the Golden Rectangle is comforting because people see what they think they ought to see.
This was primarily a math content lesson. It could become an integrated lesson be including an art standard about form. The product could be to create a building incorporating the Golden Rectangle. It would be interesting to allow 2D as well as 3D products.
Dicussion 1b
o Math ~ Amanda LaTurner
I liked this video also. Anytime we can connect the math content to real life is a plus for students. Many need a reason to know this is ....
Perhaps we could have students learn about enlarging or shrinking in art and connect that to the math of similarity. They could use grid paper. One year I passed out cards from an I Spy game. The students decided on a new scale and redrew the image. Most went much bigger, but a couple shrank the image. They were very proud of their artifact. When I taught the lesson the art was merely an enhancement. If I had added the art objective, it may have been more meaningful.
Discussion 1
o Math ~ Amanda LaTurner
Kimberly, I don't about you but I was disappointed to see almost no arts integration in any of the videos I watched! There were some good and a few great lesson connecting our content to the real-world which I aprreciated. However, I can get lessons for my content all over the place. I was hoping that these videos were chosen to show us integration with the arts.
I don't mind working to get the connections but I was hoping for a more direct connection without having to feel like I was contriving for arts' sake.
I did appreciate the visual components to all the lessons.
Wednesday, March 26, 2014
Katie Sinksen
Harmon Elementary School
Website Search
Lesson 5
1.
Deep Space Sparkle- Arts Integration for kids-Patty Palmer and I teach art
to 400 elementary school kids in Goleta, California. I've been blogging about
my life as an art teacher and sharing my art lessons since 2008. Have fun
looking around
2.
Synonym and Antonym games
http://www.teachingideas.co.uk/english/contents_synonyms.htmym
Games
3.
Florida Center for Reading research- Great
Center ideas!
4.
Math Talks- Taking Deeper lhttp://mathsolutions.com/common-core-support/math-talk/evels
of thinking to a new stage.
5.
Fractions and Art
6.
Musical Fractions Lesson
7.
Place Value and Picasso
8.
Zondle- Great website to teach a concept and let
students try and interactive game.
9.
Reflex Math- Wow amazing new website to teach
math facts and use technology
10.
Youtube videos
Multiple Intelligence Sites
http://www.lauracandler.com/free/misurvey
Tuesday, March 18, 2014
Blog Post
By
Marlo Demarest
1.
www.nga.gov This is the National Gallery of Art web
site. There is an interactive art
section with 15 different options from sea-saws to a 3-D twirler. These are interactive pictures that students
can create for free using this program.
There are lesson activities, teaching packets with full lesson plans and
videos. The one lesson that I looked at
was Counting on Art : Calder’s Balancing Acts (Fibonacci Sequence – grades 5-8)
I love this because it is very specific for teachers who need help with the art
concepts. Everything is included;
standards, materials, warm-up questions, background on the artist, guided
practice, a slide show, activity and even an extension J
2.
www.Incredibleart.org This site provides an endless amount of items
you could use to enhance your lessons.
There is a list of links attached to each subject you may be inquiring
about. i.e. Architecture with art &
math. There are a lot of websites that
this site can connect you to so that you can teach the architecture piece if
you didn’t know where to start. There is
a teacher tool box on this site which includes Brain research, resources for
special education, instruction ideas and even information on flipped
classrooms.
Sunday, March 16, 2014
art integration website
http://www.philtulga.com/resources.html
Here is an resource that I found that incorporates art integration in language arts math and science.
Here is an resource that I found that incorporates art integration in language arts math and science.
Saturday, March 15, 2014
Dear Fellow Bloggers
Okay, so that sort of worked. Here are some visual arts websites that you may find helpful:
Sincerely yours,
Dikka Rian
Okay, so that sort of worked. Here are some visual arts websites that you may find helpful:
http://www.getty.edu/
This site has lesson
plans and resources for teachers. Some of their lessons relate to
the collection at the museum, others are more versatile. It is pretty
interesting.
This
one is about an exhibit with images by Maria Sybilla Merian, a 17th
century artist and explorer who was also a naturalist. Her
discoveries that she documented in her paintings showed the full life
cycles of insects for the first time. Prior to her work people were
unaware of the metamorphosis that insects go through. She is a good
artist to use for the Enduring Idea of Life Cycles.
This
is a site with a dictionary of art terms that could be very helpful
for folks not too familiar with art and artists. There are sections
or links to various modern art styles as well as to resources.
This is also about
modern art styles with time lines and links to artists. I liked the
brief biographical essays with options for more information.
After you find the
name of an artist and want either more information or more images of
his/her work, try this site. You need to start with a name, or title
of a work of art. There are awesome links to museum collections all
over the world.
This is my all time
favorite art history research site. It covers art from pre-history to
contemporary times, world wide cultures and includes research links.
There is a section on photography. You need some art background to
navigate it if you are looking for something specific. There is a
search box on the home age that I thought would allow me to search
for topics within the website. But it sent me back out to Google so
that was a disappointment.
I think that the best way to find visual artists for a specific topic, theme or enduring idea is to do a general web search, for example, "Mural artists" or "Installation artists" and then you will get probably more information than you want. Once you get to that stage, narrow it down, "Mexican muralists" or "art installations 2000 - 2014" and then you will get some names that you can put into the artcyclopedia or arthistoryresources...
Sincerely yours,
Dikka Rian
Here is a test blog comment from Dikka. I have been utterly frustrated by trying to get onto this Blog site and having the buttons not work, the Google account deny me access, etc etc. So here I finally am.I will look up my favorite website URLs which I saved elsewhere and post them for you all...maybe they will be beneficial for someone.
Friday, March 14, 2014
Strategies for Visual Arts Integration
I visited several sites that I found to have some really interesting resources for Arts Integration.
http://www.scholastic.com/teachers/collection/strategies-arts-integration
This site caught my attention after reading the first line:
"The reason why arts integration holds so much potential for the classroom is the power of art to engage students in experiential learning, which is the process for making meaning directly from the learning experience as opposed to academic learning, the study of a subject without the direct learning from experiencing that subject. But there is a distinction between classrooms that use arts as a resource and classrooms that fully integrate art in the planning and implementation of curriculum."
They nailed exactly what we have been trying to get at! The site provides some good examples of art integrated lessons and units as well as some strategies on how to get started with Arts Integration in your classroom. We are all obviously familiar with Scholastic and it was nice to see their contribution.
http://artsintegration.perpich.mn.gov/
The Perpich Arts Integration Project is based out of Minnesota and is striving to promote Arts Integration in K-12 classrooms. They focus on professional development, workshops, creating integrated curriculum and aligning standards. It is interesting to see how another group goes about pursuing the same goal. They have a section of a few examples of integrated units spanning K-12. I particularly liked one on Scale and Proportion in Math and Art. Students created a sculpture and then used proportions to increase it's scale. They also feature a video library where you are able to see some of their work with Arts Integration in action.
http://www.faae.org/resources-for-educators
I also viewed the website for the Florida Alliance for Arts Education. Under the resources for educators section, I was able to find several Arts Integrated lesson and units that they have put together. The lesson format was not the UBD that we have been using, but it does feature the same backwards planning technique and use of essential questions. It was nice to see how they adapted a slightly different approach than the one that we have been utilizing. The site was also interesting. It looks like they have some great professional development opportunities for their teachers.
I really enjoyed seeing how other groups are approaching Arts Integration. I find it very helpful in my expanding my own understanding of what we are doing. It is nice to see how different paths can get us all to the same destination.
http://www.scholastic.com/teachers/collection/strategies-arts-integration
This site caught my attention after reading the first line:
"The reason why arts integration holds so much potential for the classroom is the power of art to engage students in experiential learning, which is the process for making meaning directly from the learning experience as opposed to academic learning, the study of a subject without the direct learning from experiencing that subject. But there is a distinction between classrooms that use arts as a resource and classrooms that fully integrate art in the planning and implementation of curriculum."
They nailed exactly what we have been trying to get at! The site provides some good examples of art integrated lessons and units as well as some strategies on how to get started with Arts Integration in your classroom. We are all obviously familiar with Scholastic and it was nice to see their contribution.
http://artsintegration.perpich.mn.gov/
The Perpich Arts Integration Project is based out of Minnesota and is striving to promote Arts Integration in K-12 classrooms. They focus on professional development, workshops, creating integrated curriculum and aligning standards. It is interesting to see how another group goes about pursuing the same goal. They have a section of a few examples of integrated units spanning K-12. I particularly liked one on Scale and Proportion in Math and Art. Students created a sculpture and then used proportions to increase it's scale. They also feature a video library where you are able to see some of their work with Arts Integration in action.
http://www.faae.org/resources-for-educators
I also viewed the website for the Florida Alliance for Arts Education. Under the resources for educators section, I was able to find several Arts Integrated lesson and units that they have put together. The lesson format was not the UBD that we have been using, but it does feature the same backwards planning technique and use of essential questions. It was nice to see how they adapted a slightly different approach than the one that we have been utilizing. The site was also interesting. It looks like they have some great professional development opportunities for their teachers.
I really enjoyed seeing how other groups are approaching Arts Integration. I find it very helpful in my expanding my own understanding of what we are doing. It is nice to see how different paths can get us all to the same destination.
Tuesday, March 4, 2014
Resources for Music Integration
Sorry for the delay. I had some difficulty last Wednesday getting access write my own post on this blog.
The following are not arts-integration web-sites, but are a few resources I think would be useful to use to integrate with music.
http://www.sfskids.org
I spent a lot of time exploring everything I could in this San Francisco Symphony web site for kids. Although not an arts integrated web site, it has lots of interactivity resources for engaging students in classical music rather than merely listening to it. It is divided into five sections:
(1) Discover – Allows student to gather lots of information about composers, instruments, and specific classical music. Con: Not interactive, but present a huge amount of pieces in the music section. This would not be engaging for an entire class to view.
(2) Listen – Great sampling of good quality music, but again not very interactive.
(3) *Play – One of the best parts program, allows student to play one of two games: Star Catcher or Mood Journey. Mood Journey has the student actually select verbal descriptions about how the music makes them feel and the scenery changes accordingly. Star Catcher involves the student moving the rabbit to catch stars while listening to quality classical music. I think Star Catcher could work in the elementary grades as a whole group activity where one student leads the rabbit, as the visual stimulation is very engaging. Some movement good be added as the rest of the class waves arms up and down.
(4) *Perform – It’s called an Instrument Garden, which allows students to choose from a vast variety of orchestra instruments and not only virtually play them but also zoom in on them in detail.
(5) *Conductor – Students follow the star on the screen with their right hand to perform music in 2/4, ¾, or 4/4 time, depending upon the selection chosen.
They also see an eagle conductor the music as they follow (they can also lead the conducting).
(6) **Composer – What an amazing tool for teaching students to compose
music! It allows student to select from some famous tunes such as Twinkle, Twinkle Little Star, Ode to Joy, and Copland’s Simple Gifts. This immerses the student in musical notation as they instantly can hear the music as they see the note being played flashes. A whole class could first take turns composing by gradually changing one of these preset tunes, one note at a time. I like this portion the most because allows students to be creative while gradually learning the written language of music simultaneously. (And unlike Finale, it is more user-friendly and engaging for kids.)
http://www.mediacollege.com/audio/tone/dtmf.html
You can download a flash touch-tone keypad simulator here. Used in the Melodies and Math lesson from the Arts Edge web site. (Note: Sue and I agree does not offer sufficient mathematical content to be considered an arts-integrated lesson. Perhaps with some tweaking though, it could work, and then you could have lots of student engagement from this keypad simulator. )
http://www.mightybook.com
Again not an arts-integrated site, but it does have a large number of story songs, such as Woodpecker Knocking, and songs to teach letters to children (“Big Letters are Marching Along,” using the tune from “The Caissons Go Rollin’ Along”.) I like how it promotes reading fluency. It does have an “Art and Music” section that juxtaposes a famous painter’s artwork with a famous classical composer’s music in a slideshow format. But the best part is probably that each song has engaging animation to go with it. I see it as assisting with integrating ELA and Music, especially with K-2.
The following are not arts-integration web-sites, but are a few resources I think would be useful to use to integrate with music.
http://www.sfskids.org
I spent a lot of time exploring everything I could in this San Francisco Symphony web site for kids. Although not an arts integrated web site, it has lots of interactivity resources for engaging students in classical music rather than merely listening to it. It is divided into five sections:
(1) Discover – Allows student to gather lots of information about composers, instruments, and specific classical music. Con: Not interactive, but present a huge amount of pieces in the music section. This would not be engaging for an entire class to view.
(2) Listen – Great sampling of good quality music, but again not very interactive.
(3) *Play – One of the best parts program, allows student to play one of two games: Star Catcher or Mood Journey. Mood Journey has the student actually select verbal descriptions about how the music makes them feel and the scenery changes accordingly. Star Catcher involves the student moving the rabbit to catch stars while listening to quality classical music. I think Star Catcher could work in the elementary grades as a whole group activity where one student leads the rabbit, as the visual stimulation is very engaging. Some movement good be added as the rest of the class waves arms up and down.
(4) *Perform – It’s called an Instrument Garden, which allows students to choose from a vast variety of orchestra instruments and not only virtually play them but also zoom in on them in detail.
(5) *Conductor – Students follow the star on the screen with their right hand to perform music in 2/4, ¾, or 4/4 time, depending upon the selection chosen.
They also see an eagle conductor the music as they follow (they can also lead the conducting).
(6) **Composer – What an amazing tool for teaching students to compose
music! It allows student to select from some famous tunes such as Twinkle, Twinkle Little Star, Ode to Joy, and Copland’s Simple Gifts. This immerses the student in musical notation as they instantly can hear the music as they see the note being played flashes. A whole class could first take turns composing by gradually changing one of these preset tunes, one note at a time. I like this portion the most because allows students to be creative while gradually learning the written language of music simultaneously. (And unlike Finale, it is more user-friendly and engaging for kids.)
http://www.mediacollege.com/audio/tone/dtmf.html
You can download a flash touch-tone keypad simulator here. Used in the Melodies and Math lesson from the Arts Edge web site. (Note: Sue and I agree does not offer sufficient mathematical content to be considered an arts-integrated lesson. Perhaps with some tweaking though, it could work, and then you could have lots of student engagement from this keypad simulator. )
http://www.mightybook.com
Again not an arts-integrated site, but it does have a large number of story songs, such as Woodpecker Knocking, and songs to teach letters to children (“Big Letters are Marching Along,” using the tune from “The Caissons Go Rollin’ Along”.) I like how it promotes reading fluency. It does have an “Art and Music” section that juxtaposes a famous painter’s artwork with a famous classical composer’s music in a slideshow format. But the best part is probably that each song has engaging animation to go with it. I see it as assisting with integrating ELA and Music, especially with K-2.
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