Fine Arts
| Fine Arts Week 3 | |
| K-5 Music | K-5 Visual Arts |
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File Submission (if applicable)
Parent Instructions
Your child can make his or her own musical instrument: a shaker! This hands-on activity involves just a few household items, takes about 10 minutes. See the student instructions for materials and procedures. After your child makes the shaker, encourage them to play along with a favorite song. Extend learning by watching the video about the science of sound!
Student Instructions
Make your own shaker! You will need: Toilet rolls (1 per shaker). Paint them beforehand for colored shakers. Duct or electrical tape (the thin kind) Milk bottle caps (2 per shaker) Sharpie markers Dried beans, rice, coffee beans or similar to make the shaking sound Paints if desired, although they aren’t really necessary How to: Attach a milk bottle cap on to the end of a toilet roll with electrical (or duct) tape. Fill your toilet roll with the dried beans or uncooked rice. Tape another lid on to the other end of the toilet roll enclosing the beans (or rice). Make patterns by adding extra stripes of tape in another color. Want to learn more about sound? Watch the video!
Learning Opportunity Objective
Students will explore the process of of building a musical instrument. Students will play an instrument, improvising accompaniments to familiar songs.
Comments
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Resource
Parent Instructions
You will be learning about an Environmental Artist named Andy Goldsworthy and creating a found object piece of art out of nature items. Read PDF with your student and explore any media sources with them. Take a walk with your family to gather items in nature, or take a cell phone with a camera with you to create art in a specific location in your neighborhood.
Student Instructions
Spend time with your family collecting nature objects in order to learn about the artist Andy Goldsworthy. Or spend time on your own in your own backyard creating art with natural objects.
Learning Opportunity Objective
I can create a work of art with found objects, so that I can learn about new ways to create and display artwork.
Comments
This lesson is geared to k-5 students with minimal art supplies. There are three different (optional) clips embedded in the PDF that show the artist at work. One video is credited to "Mrs. Goggi's Art Atelier" and is not an instructional video created by me.
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| Fine Arts Week 3 | ||
| 6- 12 Band | 6-8 Choir | 6-12 Orchestra |
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Parent Instructions
See pdf.
Student Instructions
See pdf.
Learning Opportunity Objective
Students will continue to develop superior habits on their instrument through the performance of fundamental exercises and band literature.
Comments
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Resource
File Submission (if applicable)
Parent Instructions
Welcome to Choral Music Madness - Week 3! Choral Music Madness is set up bracket-style, just like NCAA's March Madness. This week, students continue to view/listen to music in the link provided from four categories, 2 songs per category. After students have listened to each song, they will cast their vote as which song is their favorite per category. Once students have voted on their favorite songs for the initial round, we will move in to the "Sweet 16" round. The "Madness" bracket will be updated weekly.
Student Instructions
Welcome to Choral Music Madness - Week 3! Choral Music Madness is set up bracket-style, just like NCAA's March Madness. This week, you continue to view/listen to music in the link provided from four categories, 2 songs per category. After you have listened to each song, cast your vote as which song is your favorite per category.
Learning Opportunity Objective
Respond - Support an interpretation of a musical work that reflects the creators’/performers’ expressive intent.
Comments
If you are not able to view the videos on the Google form link, you can view the videos in the link below. The videos will be at the top of this linked page. https://ams.bartlettschools.org/apps/pages/index.jsp?uREC_ID=435522&type=u&pREC_ID=606894
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File Submission (if applicable)
Parent Instructions
Use the attached PDF to guide your student in their practice. The orchestra directors have compiled this collection of activities to enhance your student's practice time while at home. The hope is that students continue to adhere to their program's practice expectations, and complete one activity a day to submit to their director to stay in contact and receive feedback. The PDF outlines how students should submit their participation as well as how they will receive feedback from their director.
Student Instructions
Check the attached PDF each day during your practice time to see what activity you should complete. Some can be completed quickly while others will take practice to accomplish. Submit your proof of participation to your teacher and you will receive feedback.
Learning Opportunity Objective
Students will have the opportunity to participate in multiple short activities each day to supplement their ongoing at-home practice.
Comments
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| Fine Arts Week 3 | ||
| 6-8 Visual Arts | 9-12 Choir | 9 - 12 Visual Arts |
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Parent Instructions
We want our students creating art during this time that is personally meaningful to them and the world around them. The attached document contains week 2 of our art challenge. Have your student explore the prompts and choose a few that are interesting to them.
Student Instructions
Students, simply click on the attachment and choose a few prompts that are interesting to you. Feel free to use whatever materials you have at home and think of these prompts as a guide. You can tweak these to fit your interests. Don't want to crate a drawing with pencil but love to paint? Paint away! Be sure to share your results with your art teachers so we can see what you are creating! If you choose the virtual field trip prompt you may want to click the "Virtual Field Trip Links" attachment for some suggestions.
Learning Opportunity Objective
I can think creatively by problem solving and creating personally meaningful artwork.
Comments
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Resource
File Submission (if applicable)
Parent Instructions
Parents have students complete the work. If you have any questions contact [email protected]
Student Instructions
April 1-3 go to musictheory.net, click on exercises, choose note identification, practice till you can get 20 correct. April 6-10 go to musictheory.net, click on exercises, choose Key signature identification, practice till you can get 20 correct. April 13-17 go to musictheory.net, click on exercises, choose interval identification, practice till you can get 20 correct. April 20-24 go to musictheory.net, click on exercises, choose scale identification, practice till you can get 20 correct. Any questions or concerns contact your teacher. Mr. Whited [email protected]
Learning Opportunity Objective
HS3.IM.R1.B Analyze and explain how context and the manipulation of musical elements influence response to music
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Resource
Parent Instructions
For the month of April students will engage in a "drawing a day" challenge! Each day of the month students will draw a different object or scene according to the prompt in the graphic that is attached to this form. Students can email their art teacher for feedback on their progress, and on the final drawing. All students are invited to share their work on Instagram using the hashtag #bcsstudentdrawings!!
Student Instructions
Attention awesome art students! For the month of April, we will engage in a "drawing-a day" challenge! On the graphic you will see a prompt for each day of April. You can start on number 6. Your drawing can be as simple as a doodle or as complex as you want. You can certainly email your teacher and show them you work each day for feedback, and you can also post your drawing on Instagram using the hashtag #bcsstudentdrawings .We can't wait to see what you will come up with!
Learning Opportunity Objective
Drawing is an essential skill in Visual Art, and this 30 day challenge will strengthen students skills in drawings as well as develop a daily habit of drawing practice.
Comments
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| HS Theatre / Forensics Week 3 |
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| Daily 8 Count | One Minute Monologue |
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File Submission (if applicable)
Parent Instructions
Your student can go to the website www.daily8count.com/home. Click the "Weekly Combination" button. Enter student's e-mail address and name to receive the weekly password. Enter the password and watch the daily video. Students can learn each day's musical theatre dance combination. At the end of the week, students can submit a video of themselves performing the entire weekly combination on their class Edmodo page.
Student Instructions
Get your body moving with musical theatre dance! These are weekly easy, basic musical theatre dance combinations that will teach you basic moves that would be great practice for audition prep! Visit the website www.daily8count.com/home. Click the "Weekly Combination" button. Enter your e-mail address and name to receive the weekly password. Enter the password and watch the daily video. Students can learn each day's musical theatre dance combination. At the end of the week, students can submit a video of themselves performing the entire weekly combination on their class Edmodo page. If you want to share your video on social media, use the hashtag #bcsdaily8count There is a new combination every week, so this can be an ongoing activity!
Learning Opportunity Objective
Develop and refine artistic techniques and work for performance.
Comments
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File Submission (if applicable)
Parent Instructions
Encourage students to complete this week's activities. Students should submit a typed draft of their responses to the class Edmodo page. Students can additionally choose to record themselves or a family member performing the monologue or duet scene.
Student Instructions
See PDF link for week 3 instructions If you choose to, you can also record yourself performing the monologue or duet scene.
Learning Opportunity Objective
Synthesize and relate knowledge and personal experiences to artistic endeavors.
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| Fine Arts Week 3 | |
| HS Guitar | HS Media Arts |
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Resource
Parent Instructions
Parents have students complete the work. If you have any questions contact [email protected]
Student Instructions
April 1-3 go to musictheory.net, click on exercises, choose note identification, practice till you can get 20 correct. April 6-10 go to musictheory.net, click on exercises, choose Key signature identification, practice till you can get 20 correct. April 13-17 go to musictheory.net, click on exercises, choose interval identification, practice till you can get 20 correct. April 20-24 go to musictheory.net, click on exercises, choose scale identification, practice till you can get 20 correct. Any questions or concerns contact your teacher. Mr. Whited [email protected] or Mr. Neal [email protected]
Learning Opportunity Objective
HS3.IM.R1.B Analyze and explain how context and the manipulation of musical elements influence response to music
Comments
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Resource
Because of embedded YT links, you may have to access this from your phones https://www.studiobinder.com/blog/how-to-create-powerful-opening-shots-its-easier-than-you-think/ https://www.rogerebert.com/opening-shots
File Submission (if applicable)
Parent Instructions
Parent Instructions: Please have your student submit questions and/or responses by email to their instructor: David Kiser [email protected] James Steinbrecher [email protected]
Student Instructions
Student Instructions: Using your working title for the story subject, "Your Life Now", create your first shot. Set it up and take a picture. Things to think about: • The Camera – use a cell phone, school issued computer or digital camera. Use image composition – frame size, camera angle, rule of thirds • Subject – is the subject a person, animal, insect or is the subject a view from a person (what they are looking at) • Setting – is the subject of the shot inside or outside, is the camera inside or outside • Symbolism – what information/emotion are you wanting to convey to the audience Submission: Send a picture of the opening shot to your teacher via email. Next Week: Closing Shot
Learning Opportunity Objective
Create the opening shot for your "my life now" movie.
Comments
The articles provided will give you insight on how other filmmakers viewed their opening shot.
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