Students compose and notate short melodies using their names.
Students compose and notate short 4/4, 3/4, and 6/8 rhythms across multiple class periods.
Students compose and notate short rhythms in 4/4, 3/4, and 6/8 meters across multiple class periods.
The document provides overview information about the importance of arts education and its implementation in K12 schools.
In these lessons students will explore the paintings of Horace Pippin and Wayne Thiebaud and the mobiles of Alexander Calder to discover and practice math and visual art concepts. Background and biographical information about the work of art and artist, guided looking with class discussion, and activities with worksheets using mathematical formulas and studio art provide the framework for each lesson.
Students create and perform melodic contours.
This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.
Date of this Version
Spring 2019
Document Type
Portfolio
Citation
Chavez, Lizbeth and Martinez, Karen. "Creative He(arts)." After school club lesson plans. University of Nebraska-Lincoln, 2019.
Comments
Copyright 2019 by Lizbeth Chavez and Karen Martinez under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.
Abstract
The goal of the club is for students to explore different areas in the visual arts–including drawing, painting, printmaking, and pottery– and gain knowledge about a variety of materials and skills. By the end of club, students will have expanded their knowledge in art history and have learned about the components, elements, and principles of art. At the same time, the projects planned will allow students to apply what they learn to their own creativity and ideas.
Lights, camera, action, and a bit of mystery! In this lesson, students use mystery props in a skit bag to create and perform in short, impromptu skits.
Students will engage in visual and written activities that will support their creative process of choreographing a solo dance composition. The lesson includes motifs and the movement components -- body, effort, shape, and space (BESS elements from Laban Movement Analysis).
Students play an identification game of hot and cold using their voices and dynamics.
The goal of this unit is to introduce students to the basic elements of art (color, line, shape, form, and texture) and to show students how artists use these elements in different ways in their work. In the unit, students will answer questions as they look carefully at paintings and sculpture to identify the elements and analyze how they are used by different artists.
Students explore expressive qualities in music through listening, singing, and moving.
Students create movements to represent long and short rhythmic patterns and compose patterns using non-traditional notation.
Students explore phrases in poetry and in song.
Students explore expressive qualities through various string techniques.
Students listen to and describe sounds.
How can we identify the tempo of music through movement? Students demonstrate the expressive quality of tempo through movement.
Students explore healthy posture through storytelling and observation.
Gratitude Tree
A Copyrighted Activity Re-Posted with Permission from Gretchen Miller MA, ATR-BC, CTC-S www.gretchenmiller.wordpress.com
Objectives:
The participants will:
1. Reflect on the blessings they have in their lives
2. Create art elements using line, color and symmetry with nature as their inspiration
Audience:
This activity can be enjoyed by all age groups.