Fine Arts
| Fine Arts Week 4 | |
| K-5 Music | K-5 Visual Arts |
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Parent Instructions
Using the link provided, read about and discuss Italian composer Antonio Vivaldi (1678-1741) with your student. Listen to The Four Seasons: Spring, using the sound map provided in the pdf. Extensions include information about the Baroque period and various Italian composers, such as Guido of Arezzo, who created the musical staff.
Student Instructions
Using the link provided, learn about an Italian composer named Antonio Vivaldi, who played the violin and was known as the “Red Priest.” 🧐 Antonio Vivaldi: Poetry and Sound Effects in Vivaldi's Spring Concerto Vivaldi based each of his The Four Seasons concertos on a set of sonnets -- poems. The music in each of the Four Seasons describes exactly what's going on in the poems. "Spring" includes birds, brooks, breezes and thunderstorms. See how many of those you can hear in Vivaldi's music! Using the pdf map, pay attention to the instruments you hear and the images that pop into your head as you listen to “Spring.” You can find the beat, move to the music, identify rhythm patterns, describe how instrument families are used, and create multi leveled body percussion accompaniment.
Learning Opportunity Objective
GM.R2. Students can interpret intent and meaning in artistic work (identify expressive qualities in a piece of music, such as how tempo, dynamics, instruments can affect the mood of the piece) GM.R3. Students can apply criteria to evaluate artistic work (discuss the performance using music vocabulary)
Comments
The website, www.classicsforkids.com has a tremendous amount of information and interactives available for you and your student, including note name games and a musical term list with definitions and examples. Vocabulary Essentials: Bar, Beat, Brass, Conductor, Ensemble, Percussion, String, Tempo, Woodwind
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File Submission (if applicable)
Parent Instructions
Book can be found at: https://www.youtube.com/watch?v=rPmLZLp-oec Paper building references: https://4.bp.blogspot.com/-Y5Mbw4yGuGs/Vv6yOSr42_I/AAAAAAAAAjI/5iSjOvJq_b4b6ocUZYvbD8PpyBaQOAy9A/s1600/3-D%2BPaper%2BSculpture.jpg Suggested materials- colored paper, assorted markers and/or crayons, scissors, glue Students will read “Go Away Big Green Monster” by Ed Emberly and use basic geometric shapes and paper building skills to construct original monsters based on a student-selected adjective.
Student Instructions
Share: Please share your creations and a short description of your monster and your adjective with your family and your art teacher (via SeeSaw, Artsonia, etc…)! We want to see your creations!
Learning Opportunity Objective
I can make art or design with different materials to explore for questions and curiosity.
Comments
Cross curricular objectives ELA- I can describe the relationship between illustrations and the story in which they appear Math- I can recognize and draw geometric shapes.
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| Fine Arts Week 4 | ||
| 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
Parent Instructions
Welcome to Choral Music Madness - Week 4! 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. Next week, we will move in to the "Sweet 16" round. The "Madness" bracket will be updated weekly.
Student Instructions
Welcome to Choral Music Madness - Week 4! 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. Next week, we move in to the "Sweet 16" round.
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 4 | ||
| 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 3 of our art challenge. Have your students 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 create a drawing but want to film a movie trailer inspired by the prompt? Go for it! Be sure to share your results with your art teachers so we can see what you are creating!
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
Comments
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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 4 |
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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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Resource
Parent Instructions
Review Week 4 Challenge instructions.
Student Instructions
See Week 4 Challenge instructions. You will research and choose a famous painting to recreate. Examples are shown in the link. The painting can be a portrait, abstract, landscape, or anything you’d like to choose. You will gather materials and people, pets, etc. to recreate it. You will not use a digital medium like Photoshop to create it – rather it must be real people, pets, places, and things. This will make it as close to live theatre and theatre design as possible.You will take a photo of your creation – or if you’re in it you will need someone to take the picture for you. You will save an image of the original painting, take a photo of your recreation of the painting, and then create an image of them side by side. You will submit the image with the painting and your photo via your class's Edmodo page.
Learning Opportunity Objective
Generate and conceptualize artistic ideas and work.
Comments
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| Fine Arts Week 4 | |
| HS Guitar | HS Media Arts |
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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] 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
Examples of final shots: https://filmschoolrejects.com/best-final-shots/
File Submission (if applicable)
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
Using your working title for the story subject, "Your Life Now", create your last 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.
Learning Opportunity Objective
Create the closing shot for your "my life now" movie.
Comments
The article provides you with other filmmakers’ closing shots.
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