Advocacy in your school district
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This document provides tips for music teachers to advocate for their programs within their school districts. It suggests collaborating with other teachers by sharing lesson plans and observing other classes. It also recommends performing at school board and district events, inviting administrators and students to performances, enriching programs by creating clubs and showcasing student work, and sharing successes with local media and administrators to promote the music program.
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SCResume2016
Sarah Carlin is an experienced theatre arts teacher seeking a new teaching position. She has over 15 years of experience developing and teaching theatre arts curricula from grades 4 through 12. She has held director and coordinator roles at several schools in Massachusetts, Ecuador, and Connecticut, where she developed theatre programs, directed productions, and collaborated with other teachers. Her resume demonstrates strong skills in curriculum development, instruction, program management, and working with diverse communities.
Resume - Kevin Schaffter
Kevin Schaffter is a clarinetist who has received master's and bachelor's degrees in clarinet performance from Yale University and Indiana University. He has won several awards for his musicianship and leadership. Schaffter has extensive teaching experience, including as a clarinet teacher at Yale and for various programs. He is the founder and director of MusAid, a nonprofit that supports music schools internationally.
Hickory Hills Arts Academy Spring 2010
Hickory Hills Arts Academy underwent a transformation to focus on arts integration, becoming one of the first "Schools of Choice" in its district with this specialty. It has beautiful new art studios and galleries, and partners with local arts organizations to provide training to help teachers integrate arts into all subjects. The school is recognized nationally for its approach and students score higher in creativity and engagement than those in schools with less arts focus.
Student+information+form 1
Erin Salamon, also known as Nelson, has provided tutoring, private music lessons, and small group instruction in various subjects. She has experience in sales, office work, musical performances, and ministry. Her professional goals are to start her own education program and use music to help students with special needs.
KIPP Performing Resume
This document provides a summary of Suellen Kipp's experience and qualifications. She has over 30 years of experience as a professional pianist and accompanist for university singers, choruses, and musical theatre. She has also directed and produced award-winning middle and high school show choirs. Additionally, she has experience as a teacher, curriculum developer, event planner, and public speaker focused on child advocacy. She holds a Master's degree in Educational Leadership and Administration and a Master's in Liberal Studies.
An activity to enjoy
Alexandra Oborina has had a lifelong passion for singing, graduating from a music school in Russia and participating in several competitions. She has sung in choirs across multiple countries in Europe, recorded for television and radio, and participated in international choir competitions. More recently, Oborina pursued her dream of conducting by leading a children's music class for nine months, gaining experience in leadership, time management, and teamwork through the role. She continues sharing her love of music through live performances.
Working Together: Creating Music Stories About Places
The Creating Music Stories modules were developed by Sandra Kirkwood for use with Indigenous and other Australian children. Further music modules are available on the Tracking the Milky Way website (http://trackingthemilkyway.com/) and Music Health Australia (www.musichealth.com.au). Gunawirra Services supported the development of the "Creating Music Stories" modules.
Twentieth century modern dance
Modern dance originated in the early 1900s in the United States as a rebellion against restrictive classical ballet. It uses loose, improvised movements to interpret emotions and tell stories through dance rather than rigid steps. Pioneers like Martha Graham, Ruth St. Denis, Isadora Duncan, and Loie Fuller helped establish modern dance by incorporating elements from other cultures and using gravity, lighting, and costumes to enhance performances. While initially controversial, modern dance became more widely accepted and influenced other styles, making it one of the most popular professional dance forms today.
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SCResume2016
Sarah Carlin is an experienced theatre arts teacher seeking a new teaching position. She has over 15 years of experience developing and teaching theatre arts curricula from grades 4 through 12. She has held director and coordinator roles at several schools in Massachusetts, Ecuador, and Connecticut, where she developed theatre programs, directed productions, and collaborated with other teachers. Her resume demonstrates strong skills in curriculum development, instruction, program management, and working with diverse communities.
Resume - Kevin Schaffter
Kevin Schaffter is a clarinetist who has received master's and bachelor's degrees in clarinet performance from Yale University and Indiana University. He has won several awards for his musicianship and leadership. Schaffter has extensive teaching experience, including as a clarinet teacher at Yale and for various programs. He is the founder and director of MusAid, a nonprofit that supports music schools internationally.
Hickory Hills Arts Academy Spring 2010
Hickory Hills Arts Academy underwent a transformation to focus on arts integration, becoming one of the first "Schools of Choice" in its district with this specialty. It has beautiful new art studios and galleries, and partners with local arts organizations to provide training to help teachers integrate arts into all subjects. The school is recognized nationally for its approach and students score higher in creativity and engagement than those in schools with less arts focus.
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Erin Salamon, also known as Nelson, has provided tutoring, private music lessons, and small group instruction in various subjects. She has experience in sales, office work, musical performances, and ministry. Her professional goals are to start her own education program and use music to help students with special needs.
KIPP Performing Resume
This document provides a summary of Suellen Kipp's experience and qualifications. She has over 30 years of experience as a professional pianist and accompanist for university singers, choruses, and musical theatre. She has also directed and produced award-winning middle and high school show choirs. Additionally, she has experience as a teacher, curriculum developer, event planner, and public speaker focused on child advocacy. She holds a Master's degree in Educational Leadership and Administration and a Master's in Liberal Studies.
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Alexandra Oborina has had a lifelong passion for singing, graduating from a music school in Russia and participating in several competitions. She has sung in choirs across multiple countries in Europe, recorded for television and radio, and participated in international choir competitions. More recently, Oborina pursued her dream of conducting by leading a children's music class for nine months, gaining experience in leadership, time management, and teamwork through the role. She continues sharing her love of music through live performances.
Working Together: Creating Music Stories About Places
The Creating Music Stories modules were developed by Sandra Kirkwood for use with Indigenous and other Australian children. Further music modules are available on the Tracking the Milky Way website (http://trackingthemilkyway.com/) and Music Health Australia (www.musichealth.com.au). Gunawirra Services supported the development of the "Creating Music Stories" modules.
Twentieth century modern dance
Modern dance originated in the early 1900s in the United States as a rebellion against restrictive classical ballet. It uses loose, improvised movements to interpret emotions and tell stories through dance rather than rigid steps. Pioneers like Martha Graham, Ruth St. Denis, Isadora Duncan, and Loie Fuller helped establish modern dance by incorporating elements from other cultures and using gravity, lighting, and costumes to enhance performances. While initially controversial, modern dance became more widely accepted and influenced other styles, making it one of the most popular professional dance forms today.
DANCE RESUME 2016:17
Rachel D. Repinz is a dance student at SUNY College at Buffalo State pursuing a Bachelor of Arts in Arts & Letters with a focus on Dance and Design. She has received extensive training in various dance styles and currently studies at Buffalo State. Rachel has experience teaching and choreographing dance. She is active on campus as the Secretary for the Buffalo State Dance Association and as a dancer for the Buffalo State Dance Company.
Chicago Public Schools -- All City Regional Performance Announcement
You're Invited!
All-City Regional Performance Day
Help us celebrate the incredible talent of CPS students! All CPS families and staff are encouraged to attend a FREE performance of the All-City Regional Student Ensembles in music, dance, and theatre. Bring the whole family to this wonderful event!
When: Saturday, February 9, 2013 from 2pm—5pm (House opens at 1:30pm; seats available on a first-come, first-seated basis)
Where: Choose one of three Regional sites to attend (all take place in the school auditorium):
· Carl Schurz High School, 3601 N. Milwaukee Ave. (North/Northwest Site)
· Thomas Kelly High School, 4136 S. California Ave. (Southwest Site)
· Harold Washington Elementary, 9130 S. University Ave. (South/Far South Site)
No tickets or RSVP required!
Ensembles and performances vary by site. See the attached document for more details.
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This document provides information about the cultural exchange program between the Indian states of Telangana and Haryana. It summarizes some of the key cultural aspects of Telangana, including festivals like Bonalu and Bathukamma, folk dances like Lambadi and Gusadi, and the musical instrument Adivasi Nagara. The document also briefly discusses Telangana's textiles, cuisine, and biodiversity. The cultural exchange program aims to share Telangana's rich cultural traditions with people from Haryana state.
Karen's English CV
Karen Clausen's CV summarizes her education and qualifications. She has a Master's Degree in Musicology and English from Aarhus University, as well as a Bachelor's Degree in the same subjects. She has experience teaching music in Denmark, South Africa, Tanzania, and Australia. Currently, she works as a choir conductor and coordinator in Aarhus, Denmark. She is passionate about teaching music to people of all ages.
Performing Resume
Rebekah Pitts Cockrell is seeking opportunities to perform and share her love of the arts. She has a background in show choir directing, vocal directing, choreographing, and private dance lessons. Her experience includes directing the BYU-Idaho show choir, choreographing for a musical at Hollywood Kids Academy, and various solo and group performances in shows and musicals.
Resume 2
Jennifer Bridges Langley has over 25 years of experience in music ministry and education. She holds a Master of Music degree and is seeking a full-time position as a Director of Music Ministries to utilize her skills in teaching music and fostering spiritual growth. Her background includes directing choirs and a youth choir, teaching private voice lessons, and working with various church music programs.
My Resume
Salvadore Crano Jr. is a certified music teacher with over 20 years of experience teaching instrumental, vocal, and general music to elementary, middle, and high school students. He has extensive experience as a band director, choir director, and general music teacher. Crano is currently the head band director at Harding Middle School where he directs the band, jazz band, and organizes fundraisers and trips.
Dance as a teaching strategy in Holland KA2
The document discusses music and dance activities at a school, including regular music and dance lessons in the classroom and gym, performances on stage three times a year, an annual musical where the oldest children perform divided into singing, playing instruments, and stage design groups, a "play instruments project" where children learn to play instruments and make them, and a theater day where children dance and sing in a real theater.
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The document discusses the lack of diversity in public school choirs in Chicago and Tucson. It provides examples of specific elementary, middle, and high schools and summarizes responses from students and teachers about their experiences and perspectives on choir. Minority high school students provide reasons for not joining choir, such as a lack of singing ability, not reading music, music being boring, lack of friends in choir, or inability to afford trips. The document raises the issue of a lack of diversity in choirs and questions potential solutions.
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Bayan
The document discusses the bayan, a Russian folk musical instrument that was created over 2,000 years ago. The bayan is a keyboard instrument that consists of many intricate parts sometimes made from expensive woods, making its construction a long and difficult process. It can be used as a solo instrument or in ensembles and orchestras, and was historically very popular in Russian villages where it accompanied festivals, dances, and parties, with many folk songs and melodies composed specifically for the bayan.
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This document discusses the benefits of integrating the arts into kindergarten English language teaching. It defines the arts as including four disciplines: visual arts, music, dance, and drama. The arts allow children to express themselves creatively and develop skills like independence and self-expression. Some methods for integration include using art activities related to topics, making musical instruments from materials, acting out stories with puppets, and using drama to reinforce learning. Integrating the arts has advantages like appealing to multiple intelligences and building self-esteem. While it requires preparation and resources, it makes learning more fun and effective.
BVSW Performing Arts, 9th Grade Presentation
This document provides information about various performing arts and academic programs offered at a school, including band, choir, orchestra, drama, debate, and forensics. It outlines the courses, performance and competition opportunities, honors groups, trips, and benefits of participation in these programs such as scholarship opportunities, resume building, and developing life skills. Research is also cited showing performing arts students tend to score higher on standardized tests.
Stephen Halleck Resume 03-21-2016
Stephen Halleck seeks a position leading a church music program or teaching in a Christian school. He has over 10 years of experience directing bands, choirs, and musical programs at churches and schools in Virginia and Florida. Halleck holds a B.A. in Music Education from Bob Jones University and an M.A. in Music Education from Shenandoah Conservatory.
Ms. Mounts and Ms. Seel's School Board Presentation
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Arts Curriculum
The document outlines an arts curriculum to help children develop creativity, expression, appreciation of art and culture through experiences in visual art, music, creative movement, and aesthetics using standards from the National Arts Standards and California Visual and Performing Arts Framework. The curriculum provides examples of kindergarten music standards focusing on artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections across subjects.
Pavel_Petrov_Curriculum_Vitae
This document contains a biography and resume for Pavel Petrov, a music educator and piano instructor based in Burbank, CA. It summarizes his education, including degrees from the Moscow State Conservatory and USC Thornton School of Music. It also outlines his professional experience teaching piano, music theory, and other subjects at several schools and as a private tutor in Russia, Germany, Japan, and the US. His resume emphasizes his strengths in areas like artistic instruction, curriculum development, and student motivation.
Burhan Sel (Turkey)
This document outlines the goals and process of a project to teach children about different folk music cultures through their traditional instruments. The project aims to:
1) Introduce children to various folk cultures through learning their musical traditions.
2) Teach children how to play folkloric instruments from different countries.
3) Foster cultural exchange and recognition of diverse musical heritages among partner schools in Turkey, Hungary, Ukraine, and Slovakia.
Longandwinding Steves Bit
Formby High School aims to build a strong singing community through strategies implemented both in and out of the classroom. Singing is valued and embedded across the curriculum through a variety of styles including songwriting, world music, and musical performances. The school partners with local organizations and practitioners to provide extracurricular opportunities and strengthen community involvement in singing.
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DANCE RESUME 2016:17
Rachel D. Repinz is a dance student at SUNY College at Buffalo State pursuing a Bachelor of Arts in Arts & Letters with a focus on Dance and Design. She has received extensive training in various dance styles and currently studies at Buffalo State. Rachel has experience teaching and choreographing dance. She is active on campus as the Secretary for the Buffalo State Dance Association and as a dancer for the Buffalo State Dance Company.
Chicago Public Schools -- All City Regional Performance Announcement
You're Invited!
All-City Regional Performance Day
Help us celebrate the incredible talent of CPS students! All CPS families and staff are encouraged to attend a FREE performance of the All-City Regional Student Ensembles in music, dance, and theatre. Bring the whole family to this wonderful event!
When: Saturday, February 9, 2013 from 2pm—5pm (House opens at 1:30pm; seats available on a first-come, first-seated basis)
Where: Choose one of three Regional sites to attend (all take place in the school auditorium):
· Carl Schurz High School, 3601 N. Milwaukee Ave. (North/Northwest Site)
· Thomas Kelly High School, 4136 S. California Ave. (Southwest Site)
· Harold Washington Elementary, 9130 S. University Ave. (South/Far South Site)
No tickets or RSVP required!
Ensembles and performances vary by site. See the attached document for more details.
Young Audiences of Northern Caliornia
A quick way to see some of the wonderful teaching artists we work with here at Young Audiences of Northern California. Stop by www.ya-nc.org to learn more!
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The document outlines the aesthetics program at Canberra Primary School, which aims to develop students' appreciation and lifelong involvement in the arts. The program includes instrumental ensemble classes to develop teamwork, confidence, and musicality. Students compose and arrange music, displaying creativity and passion. The school is proud of its biannual musical productions. The program seeks to continue extending arts exposure and appreciation through various school activities and events, and enhance the aesthetics curriculum.
Stimulating Curriculum & Instructional Materials Development Using Supple...
This document discusses the benefits of arts education for students. It argues that arts education helps develop students' self-esteem, enhances their capacity to learn and achieve, fosters critical and creative thinking skills, and provides individual lifelong benefits. The document also explores how arts education is compatible with multiple intelligences and literacies and can integrate different academic disciplines.
Telangana culture-and-tradition
This document provides information about the cultural exchange program between the Indian states of Telangana and Haryana. It summarizes some of the key cultural aspects of Telangana, including festivals like Bonalu and Bathukamma, folk dances like Lambadi and Gusadi, and the musical instrument Adivasi Nagara. The document also briefly discusses Telangana's textiles, cuisine, and biodiversity. The cultural exchange program aims to share Telangana's rich cultural traditions with people from Haryana state.
Karen's English CV
Karen Clausen's CV summarizes her education and qualifications. She has a Master's Degree in Musicology and English from Aarhus University, as well as a Bachelor's Degree in the same subjects. She has experience teaching music in Denmark, South Africa, Tanzania, and Australia. Currently, she works as a choir conductor and coordinator in Aarhus, Denmark. She is passionate about teaching music to people of all ages.
Performing Resume
Rebekah Pitts Cockrell is seeking opportunities to perform and share her love of the arts. She has a background in show choir directing, vocal directing, choreographing, and private dance lessons. Her experience includes directing the BYU-Idaho show choir, choreographing for a musical at Hollywood Kids Academy, and various solo and group performances in shows and musicals.
Resume 2
Jennifer Bridges Langley has over 25 years of experience in music ministry and education. She holds a Master of Music degree and is seeking a full-time position as a Director of Music Ministries to utilize her skills in teaching music and fostering spiritual growth. Her background includes directing choirs and a youth choir, teaching private voice lessons, and working with various church music programs.
My Resume
Salvadore Crano Jr. is a certified music teacher with over 20 years of experience teaching instrumental, vocal, and general music to elementary, middle, and high school students. He has extensive experience as a band director, choir director, and general music teacher. Crano is currently the head band director at Harding Middle School where he directs the band, jazz band, and organizes fundraisers and trips.
Dance as a teaching strategy in Holland KA2
The document discusses music and dance activities at a school, including regular music and dance lessons in the classroom and gym, performances on stage three times a year, an annual musical where the oldest children perform divided into singing, playing instruments, and stage design groups, a "play instruments project" where children learn to play instruments and make them, and a theater day where children dance and sing in a real theater.
love pp presentation
The document discusses the lack of diversity in public school choirs in Chicago and Tucson. It provides examples of specific elementary, middle, and high schools and summarizes responses from students and teachers about their experiences and perspectives on choir. Minority high school students provide reasons for not joining choir, such as a lack of singing ability, not reading music, music being boring, lack of friends in choir, or inability to afford trips. The document raises the issue of a lack of diversity in choirs and questions potential solutions.
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Bayan
The document discusses the bayan, a Russian folk musical instrument that was created over 2,000 years ago. The bayan is a keyboard instrument that consists of many intricate parts sometimes made from expensive woods, making its construction a long and difficult process. It can be used as a solo instrument or in ensembles and orchestras, and was historically very popular in Russian villages where it accompanied festivals, dances, and parties, with many folk songs and melodies composed specifically for the bayan.
Benefits of the_arts_in_kindergarten ( English as foreign language)
This document discusses the benefits of integrating the arts into kindergarten English language teaching. It defines the arts as including four disciplines: visual arts, music, dance, and drama. The arts allow children to express themselves creatively and develop skills like independence and self-expression. Some methods for integration include using art activities related to topics, making musical instruments from materials, acting out stories with puppets, and using drama to reinforce learning. Integrating the arts has advantages like appealing to multiple intelligences and building self-esteem. While it requires preparation and resources, it makes learning more fun and effective.
BVSW Performing Arts, 9th Grade Presentation
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Stephen Halleck Resume 03-21-2016
Stephen Halleck seeks a position leading a church music program or teaching in a Christian school. He has over 10 years of experience directing bands, choirs, and musical programs at churches and schools in Virginia and Florida. Halleck holds a B.A. in Music Education from Bob Jones University and an M.A. in Music Education from Shenandoah Conservatory.
Ms. Mounts and Ms. Seel's School Board Presentation
The KQES Arts Program provides a creative environment for students in pre-K through 7th grade to learn fine arts and performing arts. The program includes music, dance, and art lessons that are based on Virginia SOLs. It aims to develop students' skills, foster creativity, and boost confidence. Students have opportunities to express themselves through the arts, learn about different cultures, and showcase their work within the school and local community.
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Similar to Advocacy in your school district
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The document outlines an arts curriculum to help children develop creativity, expression, appreciation of art and culture through experiences in visual art, music, creative movement, and aesthetics using standards from the National Arts Standards and California Visual and Performing Arts Framework. The curriculum provides examples of kindergarten music standards focusing on artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections across subjects.
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This document contains a biography and resume for Pavel Petrov, a music educator and piano instructor based in Burbank, CA. It summarizes his education, including degrees from the Moscow State Conservatory and USC Thornton School of Music. It also outlines his professional experience teaching piano, music theory, and other subjects at several schools and as a private tutor in Russia, Germany, Japan, and the US. His resume emphasizes his strengths in areas like artistic instruction, curriculum development, and student motivation.
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Brian Wagner is a music teacher seeking a position where he can use music to connect with students and build on their prior knowledge and experiences. He has over 10 years of experience teaching elementary, middle school, and high school general music, orchestra, and performing arts. He is skilled at differentiating instruction and adapting lessons for students of all abilities, including those with special needs. He has presented at numerous conferences on inclusive music teaching strategies.
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Pavel Petrov is a highly trained and experienced music educator and pianist. He has over 15 years of experience teaching piano and music theory to students of all ages. He is dedicated to crafting well-rounded, engaging lessons and tailoring instruction to meet individual student needs. Petrov holds a Doctorate in Music and has performed extensively both as a solo pianist and accompanist throughout the US, Europe, and Asia.
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This document discusses the benefits of using music in the ESL classroom. It provides examples of how music can be used to introduce topics, build vocabulary, teach pronunciation, and make learning fun. Suggested activities include using background music, teaching songs about grammar rules and vocabulary, and having students create their own songs. The document also provides specific suggestions for using music to teach vocabulary and transitions to young students, including alphabet songs, animal songs, and encouraging student-led songs in their native language. Overall, the document advocates for incorporating music into ESL lessons to improve memory, concentration, motivation and make learning more enjoyable.
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The document discusses the reasons for using music in education. It states that music can be used for affective, cognitive, and linguistic reasons. It then provides examples of how music can be used to introduce vocabulary, renew student attention, encourage creativity, improve listening skills, and create a relaxing environment. It also notes some disadvantages like content being abbreviated or losing meaning in translation. Finally, it provides tips for selecting songs and follow-up activities that are appropriate for the students' ages and language levels.
The music in the Teaching Andrea Ulloa
The document discusses the reasons for using music in education. It states that music can be used for affective, cognitive, and linguistic reasons. It then provides examples of how music can be used to introduce vocabulary, renew student attention, encourage creativity, improve listening skills, and create a relaxing environment. It also notes some disadvantages like content being abbreviated or losing meaning in translation. Finally, it provides tips for selecting songs and follow-up activities that are appropriate for the students' ages and language levels.
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This document discusses nurturing students' creativity through creative music making and performance. It talks about how being a student and creating their own musical works can give them ownership and satisfaction in completing complex projects. As teachers, it is important to arouse students' interest and respect their decisions, while providing guidance on executing ideas artistically and maintaining healthy teamwork. The document also discusses maximizing the use of limited resources and thinking in terms of music and sound when creating performances.
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This document provides an overview of Mr. Alzaher's music class. The class meets five times a week to focus on vocal technique, choral technique, and music reading. Students will learn to sing various genres of choral literature and develop musicianship skills. In addition to standard music curriculum, the class aims to develop students' life and career skills like flexibility, initiative, social skills, and leadership. As an example activity, students will analyze songs from different eras in groups and present their findings using technology. The goal is to help students become critical thinkers and informed consumers of music.
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Arts integration and education for the non art classroom
Here is a possible arts integrated lesson plan design:
Title: Portraits of the Gold Rush
Standards:
- VAPA: 1.4, 2.2, 2.5
- Writing: 1.A, 1.B, 1.C, 1.D
- History: 4.3.3
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Advocacy in your school district
- 1. Advocate in your School District You are your best advocate!
- 2. Collaborate Create a shared document with colleagues so that others may share lesson plans, performance ideas, and other ideas that work. Consider observing or guest teaching in another music classroom
- 3. Combine Perform at Board of Education meetings Perform at district functions and Principal meetings Work with junior high or high school music teachers to perform with them at their concerts.
- 4. Invite Ask board members, administrators, and colleagues to your programs Ask high school students to perform for your students through singing, instrumental, or dance
- 5. Enrichment Create a district choir or Orff program Display art work created by students at their performances Create an Orff ensemble in your school Create a recorder, drum, or drama club in your school
- 6. Create An International Arts Festival- music, dance, art, food, clothing A folk dance class A creative movement class A summer music, art, or drama camp for students
- 7. Share Talk about the innovative things your students are doing Get the word out in the local paper Post some reflective comments from your students on your website Collect quotes from guests to share with school administrators