This resource was created by Nepthys Justo, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Students compose and notate short rhythms in 4/4, 3/4, and 6/8 meters across multiple class periods.

Students use their singing voices to take turns improvising and creating melodic phrases on a given theme.

Students play an identification game of hot and cold using their voices and dynamics.

Students will examine architectural structures in paintings and how they are used, also considering the art elements, composition, emphasis, color, and light. They will also study the relationship between the built environment and nature in the paintings. Students then complete activities in which they select words and phrases to describe a painting's mood and write related poetry. Then they create drawings and write related poetry. As an optional activity, students may construct their own "camera obscura" and create a drawing.

Students brainstorm strategies to guide their listening as they describe and label music of different genres.

Benjamin West, Penn's Treaty with the Indians, 1771-72, oil on canvas, 191.8 x 273.7 cm (Pennsylvania Academy of the Fine Arts) A conversation with Monica Zimmerman. Vice President of Public Education and Engagement, Pennsylvania Academy of the Fine Arts and Beth Harris A Seeing America video. Find learning related resources here: https://smarthistory.org/seeing-america-2/

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of Middle School Music. In addition, there is also a choice board at the bottom that engages students in some degree of control over how they practices the Vocabulary and Skills taught.

We designed this project to help Special Education students think about and experiment, and express what art means to them.There are no specific standards that we are going to use since they all will be different and flexible for each student depending on their IEP and their related services.

Students will explore five different "Discovery Buckets". These buckets will give them opportunities to practice expressing both their thoughts and feelings. Main Curriculum Tie: English Language Arts Kindergarten Speaking and Listening Standard 6, Speak audibly and express thoughts, feelings, and ideas clearly. We recognize that an increased ability to communicate thoughts and feelings gives children the skills they need in their interactions with others. Acceptance by peers is not only correlated with positive attitudes toward school; it is a powerful predictor of social adjustment throughout life. This lesson helps children understand their emotions and how to appropriately express thoughts and feelings with others.

Students create arrangements of a melody and listen to recordings contrasting in style and genre.

Students create a class composition of a thunderstorm by exploring expressive qualities of crescendo/decrescendo and accelerando/ritardando