Arts Ed Resources - Recently Updated Pages

iExpress Project

fuglefun — Mon, 19 Nov 2007 15:24:11 CST

iExpress is an art and technology project that teaches Graphic Design techniques while incorporating pop culture. I tried it with almost every student at my school.

Go to our online gallery at Artsonia to see our creative ideas.

School Arts Magazine published the lesson in their November 07 issue.

Click here to read the article.

Click here to see a demo video on TeacherTube.com showing how to make this project in Adobe Photoshop Elements

...and click here to see the movie inspired by this project!

Drama

Nickelart — Mon, 20 Aug 2007 10:30:50 CDT

Drama Education: A global perspective-learning in

and through drama.

On this page you will find links and resources pertaining to Drama There are also several subcategories that you will find resources on integrating Drama into different subjects areas, as well as integrating technology and Drama.

Please feel free to comment and add any resources you would like to share.

Click on the picture for more info on Shakespeare!

One thing teachers often use for planning their lessons is their curriculum. A curriculum can be a great resource and a great guide. It is important to remember that a curriculum is only a guide, so use your imagination (and the lessons on this site!). Here is the link to the Saskatchewan Evergreen Curriculum for Arts Ed including Drama.

Drama websites

Below is a great resource for drama: improve games, warmups, and more! click here to enter site

There is no cost to subscribe or use the site

If you are after drama, theatre, teachers, students, classes, masks, movement, thespians, process drama, applied theatre, education, lesson plans, drama pedagogy, and professional contact then you've come to the right place.

This site features lessons, papers, links and other materials, not the least of which is the opportunity to develop an online community of like-minded educators and practitioners. To make the most of the interactive aspects of the site it requires members to register before they can fully utilise all the resources. One of the main benefits besides the ability to communicate with each other is the access to the Lesson Plans and Schemes of Work shared by members. There is no cost to subscribe or use the site - and you can control the visibility of your details.

Resources offered by other teachers

Click here to access lesson plans

This is a series of lesson ideas provided by Gill Chesney-Green from Derbyshire in the UK.
(Thanks a plenty Gill! - Kim Flintoff - Webmaster)

Adrian Mole - Diary -To look at the theme of Bullying through humour
Jean Anouilh – ‘Antigone’ - AS-level Scheme of Work AS-level Drama - Edexcel
Personal Safety
Problem Page
Four O'clock Friday - another bullying theme
She Said - using poetry as stimulus
The Party
How Embarrassing
Exploration through Drama - a six week programme
MacBeth - teachers notes for an approach to Shakespeare
An exploration of Physical Theatre - Year 8
Disability - an exploration
Akili Tribe - exploring ritual
Michael's Story - based on Caucasian Chalk Circle
Sharon's Dilemma - discovering personal responsibility
The Funeral of Father - another lesson using poetry
Is Violence Necessary?
Knots - using abstract stimulus
Shoplifting - how does crime affect us?

Thanks Chris Gibson for sharing this link: www.humanpingpongball.com

Visual Arts

Nickelart — Sun, 19 Aug 2007 16:41:31 CDT

On this page you will find links and resources pertaining to Visual Arts. There are also several subcategories that you will find resources on integrating Visual Art into different subjects areas, as well as integrating technology and Visual Arts.

FOR GREAT LESSON PLAN'S SCROLL DOWN TO THE BOTTOM OF THE PAGE AND LOOK UNDER ATTACHMENTS

Please feel free to comment and add any resources you would like to share.

ARTS EDUCATION CURRICULUM: K-12

One thing teachers often use for planning their lessons is their curriculum. A curriculum can be a great resource and a great guide. It is important to remember that a curriculum is only a guide, so use your imagination (and the lessons on this site!). Here is the link to the Saskatchewan Evergreen Curriculum for Visual Arts.

A wonderful new resource for teachers in the Arts Sask Website. On this bilingual website you will find all kinds of information on Saskatchewan artist, galleries, and collections in Saskatchewan, Canada, and all around the world! This website also provides activities, questions and curriculum connections for teachers to use!

By clicking on the above picture you will be linked to an excellent Art's Ed website, that consists of several lesson plans in all the art's areas, including a wide range of grade levels. Take a look!

Lesson Plan Ideas on youtube
In the Face Of Symmetry:

The video above teaches students what the difference between symmetrical and asymmetrical is. This lesson could be used in several grade levels if adapted accordingly. The grade six Saskatchewan Evergreen Curriculum suggests that students should know the following terms: Symmetry, Asymmetry and balance.

Symmetry and balance through geometric shapes--Full lesson plan

The purpose of this lesson is to have students learn about geometric shapes and symmetry in artwork, while examining works from Picasso, and Boy Boyer: a first nations artist. To view this lesson scroll down to attachments.

Visual Arts and Technology

Nickelart — Sun, 19 Aug 2007 16:37:15 CDT

Look at these cool FugleFlicks. You can use these videos to teach your students and also to get inspiration on how your students could create videos themselves.

Observational Drawing:

Pointalism:

Craftmanship:

Drawing From Experience:

Repetition:

BlahBlahOops:

The following link is a must see! It includes the videos previously posted here plus so much more: http://www.ahsd25.k12.il.us/~TriciaFuglestad/VisualArt/page14/page14.html

Dance

Nickelart — Sun, 19 Aug 2007 16:07:36 CDT

On this page you will find links and resources pertaining to Dance There are also several subcategories that you will find resources on integrating Dance into different subjects areas, as well as integrating technology and Dance.

Please feel free to comment and add any resources you would like to share.

Dance Lesson Ideas from CanTeach:

Dancing to Music
Suggested Grades	K-2
Objective	Students will listen to a variety of music and design an appropriate dance presentation. This activity encourages students to appreciate, and examine different styles of music as well as create dance presentations that are specifically related to the music.
Materials	a variety of short pieces of music on tape, or c.d., preferably with no words
Method	Play a piece of music and ask students to listen to it carefully, think about what it's about and how it makes them feel. Play the music again and ask students to move to the music. If the music is fast, encourage them to move fast. At the same time, ask students to show you how the music makes them feel. If it is happy, then there should be smiles on their faces. Continue through the whole song. Play another piece of music and repeat the thinking process. After the music is finished ask three or four students to come up to the front of the class. Play the music again and ask them to dance to the music appropriately. This time instead of asking them how they should dance, point out how they are dancing, ie: "Oh, I see that Tammy is stomping her feet because the music is really loud and strong..." Repeat the process untill everyone has had a chance to dance in front of the class.

Dance to the Beat
Suggested Grades	K-2
Objective	Students will examine and dance to the beat of a drum. This encourages students to pay attention to the beat of the music while they dance and understand that rythm is an important aspect to dancing.
Materials	a drum, or something that can create beats
Method	Play some sort of beat on the drum. Ask students to listen to it carefully. Are the beats strong, soft, fast, slow...? Then ask students to stand and move to the beat, changing their movements each time the beat changes. Ask a student to come up and play a beat on the drum for their classmates to dance to. Continue until all students have had a chance to play on the drum.

Dancing With Props
Suggested Grades	Any
Objective	Students will learn to use move a prop by moving their bodies. This activity encourages students to focus on balance, a variety of body movements, and making the prop central to their movements.
Materials	a variety of props: scarves, balls, string, hula hoops, pylons, batons, sticks, streamers, flags, rings, bean bags...
Method	Allow students to freely experiments with the variety of movements that are needed to make the variety of props move. Explore one prop at a time. If the number of props are limited, pair students up. After a while, ask students to pick a prop that they liked the best and create some sort of movement presentation with that prop. If students would like, allow them to present the movements to the rest of the class.

Curricular Resources in Dance Here are a number of links to Internet sites which contain information and/or other links related to Dance. Please read our disclaimer. ArtsEdge The mission of the Kennedy Centre's ArtsEdge is to "help artists, teachers, and students gain access to and/or share information, resources, and ideas that support the arts as a core subject area in the K12 curriculum." Teachers can keep up with arts news, interact with members of the arts and educational communities, access WWW resources (links are organized by discipline, e.g., dance, music, theatre, visual arts, etc.), and review arts-based curricular resources. Students can share their own works and links to a collection of web sites appropriate for children. [The] Country Barn This Country and Western theme site has pages dedicated to describing various C&W dances and their steps. Check out: Line Dances, Partners/Couples Dances, Mixed Bag of Dances. Dance and Movement Page Each month, a new song with instructions for dance/movement is featured. Previous songs are stored in an archive. History of Modern Ballroom Dancing An illustrated article tracing the history of the Viennese Waltz, Modern Waltz, Tango, Slow Foxtrot, and Quickstep. PolkaNet This is a meta-list of links to resources on the Polka. Included are sound files and an incomplete history of the contemporary polka. Tap Dance Homepage Included within this Tap Dance page are: Who's Who in Tap, Tap Films, Tap Videos, Sounds of Tap, Glossary/Notation, History/Books, Tap Steps, and Trivia.

Dance Saskatchewan Links:

Ballet
Alberta Ballet
Ballet Jorgen Ballet Jorgen Canada is the fifth largest Canadian Ballet Company currently serving the nation.
Ballet Northwest
Dance Ontario
Dance Works
Danse Danse. Montréal, Québec
Juilliard
Kirov Ballet - From St. Petersburg, RUSSIA
Les Ballets Jazz De Montreal
Les Grands Ballets Canadiens - Montreal, Quebec
Moscow City Ballet - Moscow, RUSSIA
Moscow State Ballet
National Ballet, Inc. - The US National Ballet
Quinte Ballet School Belleville, ON
Royal Academy of Dance The Royal Academy of Dance is an international teacher education and awardingbody for classical ballet.
Royal Winnipeg Ballet - Winnipeg, Manitoba
The Ballet & Dance Webring. A webring is a chain of web sites that can be visited, or toured, with a single mouse click.
The Bolshoi- The famous Russian Ballet Site in Russian
The Mariinsky Theatre's Official Page (includes Kirov) Site in Russian
The National Ballet of Canada- Canada's National Ballet School is a world leader providing the best in ballet training integrated with an enriched academic program.
The National Ballet School
Youth Ballet Company of Saskatchewan, Inc.From Regina Saskatchewan, provides dance education and has performance opportunities in ballet, jazz, modern dance...

Jazz/Hip Hop
Decidedly Jazz Danceworks

Tap
Jazz Tap Center - New York
Tap Giants

Ballroom

Ballroom Dancers .com ballroom dance resouce includes insights, message boards, directory, classifieds, books and more.
Classic Dance Club. A nonsmoking social Dance Club. Monthly dances at the Quality Hotel - Saskatoon City Centre. Dance lesson included in admission. Non members admitted at a higher cost
Club Latin. Salsa Instruction at the Crystal Ballroom, in downtown Saskatoon.
Dance Class Saskatoon
Dance Dynamics A Saskatoon based school for American style ballroom dancing.
Dancescape Ballroom Dancing, Dance News, Forums, Shopping and Supplies ...
DanceSport UK. An excellent site managed by Zem software. Get the latest competition news from Europe or take a look at the new costumes, maybe even buy a pair of shoes on-line.
Regina Ballroom dance Club. With membership, the Regina Ballroom Dancing Club (R.B.D.C.) Offers classes held Mondays to Thursdays at the Austrian Club. September through March
University of Saskatchewan Ballroom Dancing Club. American style social dancing. Operates September through March .Members only.
University of Toronto Ballroom Club
World Dance Plaza. is the WWW meeting point for all Dance Sport competitors, coaches, promoters, organisations and supporters. Check out the news and events at this exciting new site in the Netherlands.
Modern/Contemporary Free Flow Dance Theatre Free Flow is a leading edge Canadian Dance Company known for its innovative and risk-taking modern choreography.
Daghdha Dance Company Ltd. Daghdha Dance Company, a leading Irish professional contemporary dance company, is a group of active, highly skilled artists, dedicated to a rigorous discourse in dance, choreography, arts and culture.
Transformation Danse TransFormation is an intensive contemporary dance workshop with an emphasis on experiencing the creation process with established choreographers
New Dance Horizons New Dance Horizons' annual Performing Series presents the work of local, national and international contemporary dance artists. Dedicated to the development and celebration of original creations by NDH Artistic Director Robin Poitras, this project-based company is a foundation for creation, production, and touring. New Dance Horizons offers ongoing workshops and classes for dance professionals and for the community. Studio NDH / The House of Dance is a unique resource centre and studio which houses NDH's rich archive of videos, photographs, and documentation of 20 years of presenting, creating, producing, and learning about dance. It is an essential space for ongoing dance research, development and creation.
Music Ballroom Dance Music. Don't buy that new CD until you've checked it out at this UBC web site
Organizations ADAPT - Associated Dance Arts for Professional Teachers
Canada Council for the Arts
Canadanc/se.
Canadian Alliance of Dance Artists Ontario Chapter
Canadian Culture Canada's Cultural Gateway
Canadian Conference of the Arts
Canadian Dance Teachers Association. The professional body for Canadian Dance Teachers
Dance On Tour - Canadian Directory of Dance on Tour The Canadian Directory of Dance on Tour contains profiles of Canadaian dance companies and artists for use by international dance promoters, venue managers and festival directors - everyone interested in the work of Canadian dance artists.
Canadian Heritage
Canadian Heritage is responsible for national policies and programs that promote Canadian content, foster cultural participation, active citizenship and participation in Canada's civic life, and strengthen connections among Canadians.
Canadian Cultural Observatory
Cultural Human Resources Council - Careers on Live Performing Arts
Dance Education Web
Dance Films Association
Harkness Center for Dance Injuries
Dance/NYC Dance/NYC is a branch of Dance/USA, the national service organization for professional dance.
Dancer Transition Resource Centre Perfessional service organization dedicated to supporting perfessional dancers.
Human Kinetics Canada
IDSF. International Dance Sport Federation. The latest news on the olympic scene. World ranking lists by country. Rules and regulations.
In Motion
International Dance Council
International Council of Kinetography Laban/Labanotation
National Dance Association
National Dance Education Organization
National Film Board of Canada
Ontario Amateur DanceSport Association. Check out the dance scene in eastern Canada
Royal Academy of Dance The Royal Academy of Dance is an international teacher education and awardingbody for classical ballet.
Saskatchewan Arts Board
Society for Canadain Dance Studies The Society for Canadian Dance Studies is a support and advocacy group for anyone who studies or works in the field of Canadian dance studies.
SOCAN SOCAN is an organization that administers in Canada the performing rights of virtually the world's entire repertoire of copyright-protected music. SOCAN distributes the fees collected as royalties to our members (songwriters, composers and music publishers) and affiliated performing rights organizations worldwide.
The Banff Centre
The Canada Dance Festival is a presenter of contemporary Canadian dance, a partner and a community player that facilitates the development of the art form, its artists and its appreciative audience.
The Dance Center Home to Chicago's leading presenter of contemporary dance and the area's only academic program offering a B.A or B.F.A in Dance
Toronto Artscape Inc.
Work in Culture Volunteer The Volunteer Sector The Voluntary Sector Initiative (VSI) is a unique undertaking between the Government of Canada and the voluntary sector to enhance their relationship and strengthen the sector's capacity. Over the five year initiative they are working together to address issues including funding practices, policy dialogue, technology, volunteerism and research about the sector.

Cultural Dance

Dance Egypt
Del Mundo Multiculural Dance & Music Academy
Maimouna Keita The Maimouna Keita School of African Dance, Inc.

Polonia Polish Folk Dance Ensemble
Vinok Worldance Vinok Worldance is Canada's foremost professional company presenting an international repertoire of world folk dance and music.
The International Academy of Middle Eastern Dance The Art of Belly Dancing. Visit our store to buy bellydancing videos, DVDs and music CDs.
Mi Young Kim Dance Company The Korean Dance Studies Society of Canada (KDSSC) is a not-for-profit organization, founded by Miyoung Kim who is the artistic director of the KDSSC in Toronto. Miyoung Kim Dance Company is a professional dance company of KDSSC with professional dancers.
Danza Morena Latin Dance Academy The Latin Dance Academy’s primary focus is on developing proper technique for Latin dance. This will be achieved by exposing students to a variety of Latin dance forms such as cha cha cha, salsa, mambo, tango, merengue, cumbia and punta just to name a few.
Regina Association of Middle Eastern Dance

Universities

Brenau University Dance at Brenau
UBC Dance Club. Teaching International Style dancing since 1949. Boasts over 1200 members
U of S Ballroom Dancing Club. The Uof S's social dance club
University of Saskatchewan Dancesport. Teaching International Style dancing and Club Latin. Classes begin in September.
University of Toronto Ballroom Club
UVic Ballroom Dance Club.

Saskatoon Dance Clubs

Classic Dance Club. Social dances monthly September through June
River City Swing Dance Club. Lindy Hop lessons and Swing Dances

Micellaneous

Arabesque Dance Company and Academy Canada's leading Middle Eastern dance and music ensemble directed by Yasmina Ramzy and Dr. George Sawa. Sponsored by three levels of government, the company performs worldwide to critical acclaim.
Ballet Dancer's Art Gallery
BalletTanz. Europe's leading dance magazine

British Columbia Touring Council. Check out to find an artist touring in your province or state.
Buenos Aires Tango Jazz In this it web site you will find a wide range of artistic-musical cultural spectacles, in tango , jazz, folklore, and classical music, as well as theatre and dance companies from Argentina, avaiable for international shows.
Canadian Children's Dance Theatre. A modern repertory company of 12 to 18 year old dancers based in Toronto, Ontario.|
City of Saskatoon. Provides civic information that is up-to-date, easy to find, and quick to download.
Country Dance Lines A Monthly Magazine Providing Dance News, Views and Information.
daCi
Dancin' Saskatoon A Dance Events Website
Dance Box A dancewear recycling company.
Dance Collection Danse Dance Collection Danse, which holds Canada's largest collection of dance-related documents.
Dance Immersion The only company of its kind in Canada, encourages and presents dancers and dances of the African Diaspora.
Dance Fuzion is one of Canada’s most urban, exciting and on the cutting edge Dance Convention, Summer Training and Specialty Workshop arenas available to young dancers and teachers today. DanceFuzion provides dancers with an exhilarating experience of quality education by active professionals from around the world, exposure to the entertainment industry, and opportunities to launch a career and achieve their dreams as performers!
Dance Manitoba
Dance Power Competition 2003
Dancers At Work - Free Listing for Canadian Dancers and over 300 Canadian Dance Links.
Dance Teacher Magazine
Danza Dance
EDAM (an acronym for Experimental Dance and Music)
Early Dance Circle A British umbrella organisation for people and groups, worldwide, interested in all aspects of historical dance.
German Junior Folk Dancers
Henry's Dance List. Links to just about everthing in the dance world. Well done Henry!
ImPulsTanz - In a world where modern dance related websites are laughed at without exception ImPulsTanz's website is nothing short of stunning.
International Dance Day-Calagry
Jordan Ewart Insurance
Limbers Dance Discount

Moving Pictures The Festival of Dance on Film and Video
Perform Art Studios - Dance & Performing Art School
Performance Technologies Network
Performing Arts Network Japan Performing Arts Network Japan is presented by the Japan Foundation to introduce information on the Japanese perfoming arts scene.
AUUC Poltava Ensemble of Song, Music & Dance Regina, Saskatchewan Canada
Rose Valley School of Dance
Saskachewan Heritage Project
Saskatchewan Scottish Country Dancers
Saskatoon International Folkdance Club

Saskatoon Pilates Centre Body Conditioning & Rehabilitation Signature Dance At Signature Dance we meet with famed dancers and choreographers to create videos and CD's produced to inspire you to teach, choreograph dance and perform. We do this because we love to see great dancing and wish that there were more ways to connect people up with good music, dance class ideas and routines that make life more exciting.
Stamping Ground Dance Festival Showcasing male dance - and ideas about it.
Steppin' On Up Dance & Twirl Inc.
Studio 5th Avenue photographers
Sursaut Compagnie De Danse the Sursaut dance company is devoted to the creation, production and dissemination of dance shows for young and family audiences.
The Book & Brier Patch Books, Music & Coffee
The Broadway Company A new professional company trying to bring Broadway opportunities to communities throughtout the US.
The Core Connection Pilates Studio
The Dance Center Home to Chicago's leading presenter of contemporary dance and the area's only academic program offering a B.A or B.F.A in Dance
The Dance Current Dance dialogue and critical commentary
The Dance Heritage Coalition (DHC)
The Place. An international centre for enquiry, enterprise and originality in dance situated in the heart of London, England.
The Toy Castle Children's T.V. Show

Hip Hop Class:

Technology and Literature

Nickelart — Sun, 19 Aug 2007 15:21:31 CDT

The following is a sample of many lessons you can find at: http://edtech.boisestate.edu/bridges/tslessons.htm

Book Review Rene Hasbargen
2nd grade/Language Arts
Twin Falls School District
Links to Files Associated with This Lesson

Content Area Objectives Addressed:
1. Students demonstrate competence in the general skills and strategies of the writing process.
2. Students write with a command of the grammatical and mechanical conventions of composition.
3. Students effectively gather and use information for research purposes.
4. Students demonstrate competence in the general skills and strategies of the reading process.
5. Students demonstrate competence in general skills and strategies for reading literature.
Technology Objectives Addressed:
1. Students understand the characteristics and uses of operating systems and file management.
2. Students demonstrate competence in the general skills and uses of word processing.
3. Students know how to use presentation software to create reports and presentations.

Activity Description

What was the process that your students went through to complete this lesson?
Students worked in pairs. They picked out a book and read it together. Students worked together to create a storyboard for their first slide. The students had to follow a template that I had on the chalkboard. Once all the storyboards were completed we spent one hour in the computer lab putting our first slide together. The adults scanned the covers of the books on to the PowerPoint slide and the students typed in the title, author, publisher, copyright, and reading level. The next step was for the students to storyboard the second slide. The students worked together to write a review of their story. The teacher edited the stories and then the students spent one hour in the computer lab typing their reviews onto a second slide. The students who did not finish in the hour were able to finish in the classroom. Adults edited the review. The last step for the PowerPoint presentation was for the students to record their voices reading the book review on the second slide. The students then did a self and peer evaluation of the project.

How did you monitor student progress?

While the students were working in the computer lab on the PowerPoint slides, I had two to four adults helping. We only had nine pairs of students so the ratio was good. While the students worked in the classroom finishing up or editing, I had them working with a parent volunteer.

Was there a template or an example that students were expected to follow?

The students followed a template drawn by me for the first slide and they had to choose the same template when they created their first slide. The students all used the same blank template for the second slide.

How much time did you dedicate to this project?

Total of four hours a week.

How was the final product presented?

The project was presented as a PowerPoint presentation to the entire second grade. It was also put onto our school web site so that all the students and parents could have a look at it.
Who was the audience for the final product?
The main audience that the project was geared for was the primary students at Lincoln. Since this project was sent to the Lincoln web site, it could be viewed by anyone.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology Knowledge.)
Students had to have been exposed to book reviews. We watched several book reviews from the Reading Rainbow video series and the students did several oral book reviews. Students needed beginning keyboarding skills and beginning PowerPoint skills. Students need to know how to write a story with a beginning, middle and an end. Students needed to know what a storyboard was.

Resource Management
What was the student to computer ratio?
For most of the project the students worked in the computer lab, so there was a computer for every child. In the classroom the ratio was one computer to every five students.
How did you schedule your students’ computer time?
Our computer lab is open on Tuesdays so I scheduled two lab times so we could get the bulk of our project done. The make up work the students had to do was completed in the classroom with two students working on one computer with an adult helper. The rest of the students were doing Accelerated Reader.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Money can be obtained for technology through grants. There are many out there specifically for technology. It just takes time and a strong commitment to write for them.
Rate the level of access for students to use computers/other technologies as they needed –High
Rate the level of supervision required for students during the project, specifically for computer and other technology use –High
Materials
What hardware was required for your project?
Computers, printer, scanner, zip disc and zip drive
What software was required for your project?
Microsoft PowerPoint, Imaging software
See the students work here.

Friendship
Joya Hill
2nd Grade
Weiser School District
Content Area Objectives Addressed: 1. Discussion of Friendship and Rules
2. Using an Alpha Smart to type a book.
3. Editing, and rewriting of our book. Technology Objectives Addressed:
1. Use of Alpha Smarts
2. Transferring information from the Alpha Smart to the computer and using Microsoft Word to edit text.
3. Using a Digital Camera to put a picture of themselves into the book.
Activity Description
What was the process that your students went through to complete this lesson?

We brainstormed what friendship means. We then read a story Friends by Helme Heine. After reading the story we talked more about friends. I then gave them page starters for their books. The following are the page starters: I’m a good friend when…, I like my friends because…, I could be a better friend if…, My friends think I’m good at…, I make new friends by…, The things I look for in a friend are…, I can tell that someone likes me when…, When I’m with my friend I feel…, I wish my friends would…, My favorite thing to do with a friend is… After the discussion and writing of some of the things about friends, we will then review our school rule topics for the playground: Wise students think before they act and everyone knows that. I am responsible for my actions and that gives me great satisfaction. Sharing kind words and inviting others to play will help you have a better day. Everyone is important at Pioneer, so have no fear and give a cheer. Space is important; allow me mine and we will all have a good time. Take care of equipment today and put it away for another day. (The bold letters then help with the fact that Pioneer Owls are the Wisest.) With these topics, we can refine our pages with our friends. Our rule topics will help us be better friends.
How did you monitor student progress?
Teacher observations, discussion, and their final book.
Was there a template or an example that students were expected to follow?
Not really, I just found a Friendship book and came up with my own ideas.
How much time did you dedicate to this project?
Total: about 240 minutes
Daily: approximately 40 minutes
How was the final product presented?
They will share their books with each other in the classroom along with the other Second Graders in our building.
Who was the audience for the final product?
Family, friends and other students.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project?
The students must bring their knowledge of what a friend is and the rules for our school. They will develop more knowledge of these areas as we work through the lesson. They will also learn more about using the Alpha Smarts and transferring the information from it to the computer. They will be learning how to use paint to try and illustrate their book. We will be saving their work in Microsoft Word and they will be able to edit and put their pictures into their document.
Resource Management
What was the student to computer ratio?
Each student has access to an Alpha Smart. The computers in the classroom are 4 to 1.
How did you schedule your students' computer time?
We worked in 15 minute segments.
What was the location of the computers and other technology equipment used by students?
The computers are at the side and front of the room. Two computers on one wall and two on the other. Each student will use their Alpha Smart at their desk.
How would you suggest beginning teachers obtain computer resources for their students?
I usually just go straight to the District Technology Coordinator. I also talk with my building Principal for some items.
Rate the level of access for students to use computers/other technology as they need it -
medium, as we have the computers in our room, and since I am in charge of the technology in my building, it was very accessible to get the alpha smarts.
Rate the level of supervision required for students during the project, specifically for computers and other technology-Medium
Materials
What hardware was required for your project?
5 computers, one alpha smart per student printer.
What software was required for your project?
Microsoft Office 2000
Anything else?
A digital camera for taking their picture to put in their book as well as a book binder to put their book together.
Assessment
What kind of assessment did you use for this project?
I really just assessed by watching the students and making sure that the content was in their book.
What categories did you assess?
Content

Using Microsoft Publisher
to Create Book Report Brochures

Sue O’Rorke
2nd Grade Links to Files Associated with This Lesson

Content Area Objectives Addressed:
Punctuation of sentences, book titles, and authors
Summarizing
Reading for interest
Reading Comprehension
Research (author)
Technology Objectives Addressed:
Home row position for keyboarding
Editing skills (backspacing, deleting, arrow keys)
Using Microsoft Publisherä:
Creating text boxes (as well as resizing and moving)
Using WordArt
Inserting Pictures
Creating borders
Storyboarding
Importing graphics from another directory
Saving to home directory
Printing
Using the Internet for research (both writing URL’s and using Search feature)
Activity Description
What was the process that your students went through to complete this lesson?
During daily skills lessons I taught the content objectives. During computer center rotations I taught the technology objectives to prepare the students to use Microsoft Publisherä.
How did you monitor student progress?
I had several checkpoints as I progressed through the steps. Students completed language activities for writing titles and authors using traditional worksheets and using a template onthe computer. Students wrote summaries of their favorite book that I checked and edited with the students in preparation for making the final project on Microsoft Publisherä. They also filled out an author research guide when using the Internet and books to find information on their author, which I screened. The final product, the three-fold brochure, was graded using a rubric I created for the project
Was there a template or an example that the students were expected to follow?
I had a blank template for them to use only as a guide for the spacing on a three-fold brochure. Students then modified the text frames, added pictures and WordArt, as they liked. I also had a sample of a book brochure that I had made. This gave the students an idea of one way it could look.
How much time did you dedicate to this project?
Total: This is hard to calculate. I spent 2 hours in the lab for the big lesson, plus center rotations times for three weeks. This doesn’t count the language arts skills I taught as a matter of routine. Oral presentations took two 25-minute sessions.
Daily (approximate) 15 minutes 2x a week for three weeks.

How was the final product presented?
The final product, and the goal of this project, was a book fair where students could share information and their excitement about a favorite book/author with their peers. Students each distributed their brochures and answered questions about their books.
Who was the audience for the final product?
The audience was initially their classroom peers. Then we invited another second grade class to come and receive brochures. Ultimately, brochures were shared at the school book fair. This wasn’t filmed because of the requirement of the release form.
Learning Issues

What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
Prior knowledge was listed in the objectives.
Essentially, I taught the skills needed for the lesson. Second graders usually have limited knowledge of using word processing skills.
Resource Management
What was the student to computer ratio?
For this project, it was five students to one computer for most of the activities. For the Publisher lesson, we used the computer lab so students could practice the skills right away.
How did you schedule for students’ computer time?
My students use the computers during center rotations on a daily basis. This is built into my lesson plans. I simply made the computer activity relate to my project goals when necessary.
What was the location of the computers and other technology equipment used by students?
Most of the time my students were using the five computers in my classroom. One lesson was taught whole group in the computer lab to expedite the lesson
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Good software to use as a teaching tool can be found in a variety of places. I always look at the Scholastic Software Club orders. They have a good selection that includes many quality programs. The sale bins at Comp USA have some treasures sometimes, too. Don’t overlook the cereal boxes! I purchased approximately 40 software titles (five of eight programs) that I use to integrate my science and social studies curriculum by sending in cereal box offers!
Rate the level of supervision required for students during the project, specifically for computer and other technology use-high, medium, low.
Initially, the level for supervision for the introductory lessons was very high. I like to work with five students at a time during center rotations. Once the students became familiar with Microsoft Publisher, I could let them work and spot-check their progress. My students are quite adept at quietly coaching and helping each other.
Materials
What hardware was required for your project?
Students needed access to computers and a high quality printer. I also used a scanner at home to scan their book and hand-drawn pictures.
What software was required for you project?
We used Microsoft Publisher and the Internet.
Anything else?
No
Assessment

What kind of assessment did you use for this project? (Include a copy if you can.)
I used a grading rubric that I designed for this project (included in the packet.)
What categories did you assess?
Since this project involved more than just technology objectives, I included three areas to assess: curriculum skills, technology skills, and oral presentation skills.

Researching a musical instrument
Sherri Johns
6th grade/Music & Language Arts
Links to Files Associated with This Lesson

Brochure Project(xls)

Content Area Objectives Addressed:
1. Learns about different musical instruments
2. Effectively gathers and uses information for research purposes
Technology Objectives Addressed:
1. Learning about and using search engines
2. Using Publisher to make a brochure Activity Description What was the process that your students went through to complete this lesson?
First I introduced several instruments to my students. One of our local Jr. High Schools brought their Jazz Band to our school for a performance. After the performance, they let our 6th graders stay after and have a hands-on session. They got to try out the instruments. Then I had our orchestra teacher give my students a demonstration of the string instruments. She also let them have some hands-on time allowing them to try some of the instruments out. And lastly, I had our principal, who plays the accordion, come in and play for them. He also told them a little bit about the accordion. After these introductions, my students went to the computer lab and looked through three different sites I had found that introduced them to even more instruments including several different cultural ones. Their assignment that day was to choose three instruments that they would be interested in doing more research on. Then I pulled their names out of a jar and had them tell me what instrument they wanted to research. Everyone had to have a different instrument.
Next, we had lessons on researching. Our school librarian taught them how to use the computerized card catalog to find books about their instrument. I reviewed with them search engines and how to do an internet search so they could find information from the internet. I also did a lesson on Microsoft Publisher teaching them how to make a brochure. They each made a brochure about themselves for practice.
Finally, I gave them time in the library and computer lab to do their researching. They were instructed to use 5x7 index cards to record and organize the information they found. Then they used this information to make a brochure in Microsoft Publisher.
How did you monitor student progress?
Teacher observation.
Was there a template or an example that students were expected to follow?
We did use the wizard in Microsoft Publisher, but I also showed them some commercial brochures so that they could see what a brochure should look like. I emphasized that they were colorful and completely filled with no blank sections.
How much time did you dedicate to this project?
Total—10 hours 1 hr. on planning
30 min. each on 3 observations
1 hour looking through different sites about instruments
30 min. each on 3 mini lessons
1 hour making a brochure about themselves
2 hours researching
1-2 hours making brochure about instrument
How was the final product presented?
The students shared their brochures with the class, and then they were hung in the hall. I also plan on giving a copy of each to our orchestra teacher because she showed a real interest.
Who was the audience for the final product?
The classroom students were the audience. Learning Issues What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
The students had to:
be familiar with the internet and how to do a search
know how to take notes while researching
be familiar with Microsoft programs ( this made it very easy to teach them Publisher)
know how to insert a picture into a document Resource Management What was the student to computer ratio?
During the library searching it was 5 students to one computer. The rest of the time it was 1 student to one computer.
How did you schedule your students’ computer time?
I scheduled our computer lab whenever it was free so that each student could have their own computer to do internet searches and create their brochure.
What was the location of the computers and other technology equipment used by students?
Computers in our library and classroom. Our computer lab. I also used the Smart Board in my classroom for my lessons.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Write grants, participate in programs that offer technology as incentives, and I have even been able to get some technology from local business donations.
Rate the level of access for students to use computers/other technologies as they needed—high, medium, low
The level of access for the computer use is high. I did have to juggle my schedule some to be able to get in the computer lab when it was available. I am used to this because I use technology quite a bit so have to do this quite often.
Rate the level of supervision required for students during the project, specifically for computer and other technology use—high, medium, low
The level of supervision required was low. In fact, I was very excited about how quickly they picked up on Publisher just because they were so familiar with the other Microsoft programs. Materials What hardware was required for your project?
Computer, Smart Board, Projector, Digital Camera (we took pictures of them and they inserted them into their brochure about themselves)
What software was required for your project?
Microsoft Publisher
Anything else?
5x7 index cards for them to organize their information on. Assessment What kind of assessment did you use for this project? (Include a copy if you can.)
They were given an assignment sheet at the beginning of the project and they had to complete each expectation. At the completion of their project, they turned in the assignment sheet, their index cards, and the finished brochure.
What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)
I assessed the quality of the students brochure and whether or not they had completed all the expectations from their assignment sheet.

Music

Nickelart — Sun, 19 Aug 2007 14:50:33 CDT

The video below is an excellent description of what music eduction really is, and how it has the ability to bind all subjects together. Through the Arts, we as teachers, are able to draw connections that may not have been possible otherwise.
Take a look, it's worth it!

Below is an inspiring video of how music has the ability to inempower people and enrich ones learning experience.

Sites For Band Teachers

American Band Masters Association (ABA)

American School Band Directors Association (ASBDA)

Association of Concert Bands, Inc. For adult bands

Banddirector.com Articles by contributing authors

Bassoon.org Resources and Information for Bassoonists

Band Music of the Civil War Era Library of Congress

Band World Magazine Journal for band instructors

British Double Reed Society

Bugle Calls from the US Army Bands

The Clarinet Pages at Woodwind.org

Clarinet Study Guide

College Band Directors National Association (CBDNA)

Concert Band Literature Annotated listing from the Un. of No. Dakota

DCI - Drum Corps International

Drum Corps Repertoire Database Includes photos & discography list

Drum Lessons Database Online lessons from DrumBum

Free Music Scores for Clarinets Free ready-to-print trios by Avi Ariav

The Horn Players' FAQ

Hornplayer.net Huge resource base for horn players

HSBands.com News for high school bands

The Instrumentalist Magazine Practical information & innovative ideas for band directors

International Association for Jazz Education (IAJE)

International Double Reed Society

International Clarinet Association

International Horn Society

International Trombone Association (ITA)

International Trumpet Guild (ITG)

International Tuba Euphonium Association (ITEA)

Jazz Musicians Protocol by Ken Watters

Jazz in America/Thelonius Monk Institute Public school jazz programs

KJAZZ on-line radio Tune in right now to KKJZ 88.1 FM from California State University, Long Beach

Larry Krantz Flute Page Has resources on Geoffrey Gilbert & James Galway

Mallet Wrapping Instructions Interactive guide by Ross Mallets

MARCHING.COM The best in high school marching bands. Current events & scores.

Marching Arts Directory High school & college bands and drum corps directory

Mark Shepard's Flute Page Facts on modern and folk flutes

MENC Band Network Literature Lists and Open Forum featuring MENC mentors

The Midwest Clinic International Band and Orchestra Conference

National Flute Association

North American Saxophone Alliance

Oboes for Idgetz For the "oboe-challenged". Great site for teachers of oboe students.

Oboe:Space Online resource for oboe players

Online Practice Record Free service for music students

A Passion for Jazz Music commentary, history & education

Pay the Piper For children & parents - taking up a musical instrument.

Percussive Arts Society Service organization for percussionists

Percussion Information Exercises for drums, timpani and mallet percussion

Quickly! The Drum Assigner Free concert band percussion assignment software

The R. Jones Trumpet Page

Robert Strauch's Band Director Resources

Sax on the Web

SaxTalk Everything saxophone

International Saxophone Home Page

Saxophone Study Guide

On-line Saxophone Lessons by Ryan Fraser For beginner students & teachers of beginners

School Band and Orchestra Magazine

Smithsonian Jazz Preserves and promotes one of America's greatest art forms ~ Jazz

Taps Bugler History of Taps and other bugle calls

Tales From Band Camp Fun site for band students (and directors!). Includes weekly cartoons

Trager's Trumpet Talk All brass fanatics welcome

Transcribed Trumpet Solos Free downloadable jazz solos. Original transcriptions also accepted

The Trombone Home Page

Online Trombone Journal Internest resource for and by trombonists

Trombone Page of the World For Trombonists

TrumpetStuff.com Very popular site for trumpet fans

TubaNews.com For Tuba players

U.S. Army Bands Listening Room Downloadable recordings from the U.S. Army Bands

UI Bands | Library Resources University of Illinois

Virtual Metronome Downloadable metronome in QuickTime format

What is Jazz? A four-lecture series by Dr. Billy Taylor

WNUR-FM JazzWeb Jazz search

The Woodwind Fingering Guide (Fingering Charts) All woodwind instruments

World Association For Symphonic Bands and Ensembles (WASBE)

World of Jazz Improvisation

XtremeBrass.com The Ultimate Webstie for Brass Players!

Young Band Repertoire Project Recommended literature for young bands/from UTSA

Boomwhackers

Teach your students about music with these fun colourful plastic tubes. Boomwhackers are easy to use and fun for all! Check out www.boomwhackers.com for more info.

Check out this video:

The following are lesson plans taken from the Canteach website:

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Home > Elementary Resources > Fine Arts > Music

Rhythmic Patterns: Imitating the Rhythm of Words

Suggested Grades

K-2

Objective

Students will examine and repeat the rhythmic patterns that are found in words and develop and understanding and apreciation of rhythm.

Materials

a percussion instrument for each child: sticks, drums, xylophone, bricks, rocks, bells... basically something to bang something with or shake. You can also just clap, but using an percussion is more fun!

Method

Explain and demonstrate to students that we speak with rhythm. Emphasize the syllables in our words by talking and clapping to the syllables at the same time. Also emphasize the natural pauses that exist when we speak.
Hand out percussion instruments to each student, let them play around with them for a little while to get them used to the instruments.
After this time, ask students to repeat the rhythm of what you say through their instruments. Start by giving them a one syllable word, move on to multi-syllabic words and sentences, and then songs or poems. For example, if you say "bird" the students should tap or shake their instrument once, because there is only one syllable in "bird". If you say "woodpecker", you should hear tap pause taptap
Here's a list that you can follow:

You say:

bird
blue jay
woodpecker
I saw a woodpecker

You Hear:

tap
taptap
tap, taptap
tap, taptap, tap, taptap

Try asking students to think of words and sentences for the class.
Work backwards by tapping a rhythm and asking students to think of a word or sentence to match it.

The Story Behind Music
Suggested Grades	any
Objective	Students will develop an appreciation and connection to music by diving into their imaginations and associating a story to a musical piece.
Materials	a songs that is varied in speed and conjures a variety of emotions drawing paper crayons, pencil crayons, markers, or paint
Method	Explain to students that when people write music it is usually based on some sort of story. The story behind music with words are usually easier to figure out because the story is explained through the words. The story behind music without words is explained through the music itself. Play a piece of music and ask students to close their eyes and imagine what they think the story behind the music is. Stop the music, and ask students to open their eyes. Hand out the drawing paper and materials. Play the music again while students draw what they imagined the story behind the music is. Have students present their work and the story behind them to the class. Variation: Instead of, or in addition to, have students write out the story that they think is behind the music.

Pass the Melody
Suggested Grades	K-4
Objective	Students will gain an apreciation and knowledge of melodies by creating and practicing melodies as a class.
Method	Gather the class in a circle. Start off by singing a few words to to a song that the class knows. After a few words, pass the melody off to the person beside you by pointing to them. Emphasize to the students to try to keep the transitions as smooth as possible. The next person is responsible for singing the next few words of the song and then passing the melody to the person next to them. On and on it goes until the song is finished, or repeat the song so that everyone gets a turn. After doing this strategy with this known song, try to create a class song the same way. Extension: Use a tape recorder to tape the song as the class creates it. After they finish, listen to the song. What would make it better? Are the transitions smooth? Is the tempo right?... Try maiking another song, keeping these observations in mind.

Secret Song
Suggested Grades	K-4
Objective	Students will examine the rhythms of songs that they know.
Method	Start of by tapping out a song that the class knows. Tap your fingers on a desk, shake bells, etc... Ask students to listen carefully to the taps and try to figure out what song you are tapping. After you are finished tapping out the song, ask for guesses. Ask students to come up and tap out a song and repeat the process. Variation: Instead of taps think of some pictoral representations, eg: actual musical notes (see Notes and Rests), and draw them on the chalk board. Ask students to figure out the song by examining the pictures

Song Map
Suggested Grades	2-7
Objective	Students will learn to examine and appreciate the flow of music (speed, energy, and/or emotion).
Materials	music that contains various speeds, tones, and emotion pencils or black markers large drawing paper
Method	Play the song for the students. Ask students to listen to the various speeds and energy of the music and think about how these changes in the music affect their emotions. When the song is finished, pass out the paper and the drawing utensils. Explain to students that you would like them to present a visual representation of the music by drawing out a continuous line. They can draw squiggly lines, zig zag lines, whatever, just as long as it represents the music's speed, energy, and/or emotion and the pencil or marker is never lifted off the paper. You can focus on one aspect at time if you'd like. Try to keep the representations open by not giving examples of what different lines could mean (eg: squiggly lines could mean happy). Each student can decide for themselves how to represent the different aspects. Play the music and allow students to freely "draw" out the music. When finished display the maps and have a class discussions about the different lines students used throughout the song. Variation: To focus on just the emotional aspects of a song, provide different coloured mediums for students to use. Ask students to concentrate on the different colours that can represent different feelings.

Making a Rain Stick
Suggested Grades	2+
Objective	Students will make a rain stick which will allow them to recreate and betterh understand the sound of rain in a rainfrest.
Materials	Per Rain Stick: 1 cardboard tube 30 stickpins cellophane tape 1 cup of rice wrapping paper and/or paints to decorate it
Method	Stick in the pins pins through the cardboard tube in 5 rows with 6 pins in each row. Put a strip of tape around each row to hold pins in place. Tape one end of the tube shut. Pour in the rice. Tape the other end of the tube shut. Decorate the rain stick by covering it with wrapping paper or paint it. To recreate the sound of ran, tip the rain stick slowly.
Additional Resources	Internet Resources Rainforest Action Network Organization Rainforest Alliance Earth Found The Virtual Rainforest

Home

Nickelart — Sun, 19 Aug 2007 12:06:47 CDT

Welcome to our Arts Ed resource page!

To the left you will find a list of all the arts areas, with links to lesson pl ans, artists, websites, videos and other helpful related resources.

Please feel free to contribute your ideas in any way possible.

Literature

Nickelart — Sun, 19 Aug 2007 12:01:53 CDT

On this page you will find links and resources pertaining to Literature There are also several subcategories that you will find resources on integrating Literature into different subjects areas, as well as integrating technology and Literature.

Please feel free to comment and add any resources you would like to share.

David Bouchard

Tip: Look in your own community and country to find wonderful authors and illustrators.

One thing teachers often use for planning their lessons is their curriculum. A curriculum can be a great resource and a great guide. It is important to remember that a curriculum is only a guide, so use your imagination (and the lessons on this site!). Here is the link to the Saskatchewan Evergreen Curriculum for English Language Arts.

See below in the attachments section fora lesson plan used for grade 4 or 5 on Acrostic Poems with Agribition as it's theme.

Story book dances: What exactly does that mean?

Storybook Dances is a creative way to increase your student’s awareness of books and appreciation for literature. This unique idea enhances children’s favorite stories by integrating them with related dance and movement activities. The world is a stage for your young dance enthusiast. Let your students discover the fun role of dressing in costumes and dancing. Children are introduced to basic dance movements that aid in coordination, balance, flexibility, and perception. Through the use of music and dance interpretation, our little dancers bring their favorite stories to life. Look under attachments for story book dance lessons

Links to literature related resources

Bantam Doubleday Dell Teacher's Resource Centre There are biographies of authors, and teaching ideas for several novels (recent ones, like Brian's Winter by Gary Paulsen, and old standbys like The Outsiders by S.E. Hinton). Novels are indexed by grade, theme, and curriculum subject. The BookRead Project and BR_Match (WCU MicroNet) The BookRead project links students and teachers with partner classrooms, and with the authors of books they are reading in the classroom. BR_Match is an Internet mailing list that was formed to help teachers and students find partner classes with which they can discuss the books they are currently reading. Carol Hurst's Children's Literature Web Site One of the best sites yet for teaching ideas using children's books. Children, Stress, and Natural Disasters Information and activities that teachers may find helpful after a disaster. Includes a bibliography of Children's Literature on Floods and Natural Disasters. Children's Literature Association of Utah Includes teaching ideas for all the 1995-96 nominated titles, and annotations for the 1996-97 titles. Children living in Utah can vote for the winners. Cinderella Lesson Plans Teaching ideas by Jean Rusting for the Cinderella variants Tattercoats, Cap o'Rushes, The Twelve Months, and The Princess and the Golden Shoes. Also don't miss the list of Cinderella Stories and Resources Collaborative Lesson Archive A place for teachers to share thematic teaching units and lesson plans at any school level. This is a good idea. Contribute your units! The Doucette Index to K-12 Teaching Ideas for Literature If you are looking for teaching suggestions related to a specific book or author, this index should help you find out what is available. Please note that this index will lead you primarily to teaching ideas found in books (you remember books, don't you?), but we have also indexed some of the websites listed on this page. Lesson Plans from AskERIC A variety of lesson plans on a wide variety of topics. Check the Language Arts and School Library folders, or use the Search feature to find literature-based lessons. Lesson Plans from Big Sky Telegraph Check the Language Arts and Social Studies folders for lessons based on children's stories. North Carolina English Language Arts Curriculum From The North Carolina Department of Public Instruction. The curriculum is being enhanced with the addition of links to lesson ideas. Penguin Books: Teacher's Guides Guides are available for titles such as The Odyssey, Much Ado about Nothing, James Joyce's The Dubliners, and the selected short stories of Stephen King. Other Readers' Guides, intended primarily for Reading Groups, are available through another link. Reader's Theater Don't forget to check out the excellent teaching resources on the Reader's Theatre section of the Children's Literature Web Guide. Reed Educational Publishing (Australia) In Australia. A website for educators that includes information on hot topics and school subjects, and a bookshop where one can read the first chapter of selected titles for adults and teenagers. Sample Book Ideas from the Young Readers Choice Awards Handbooks Suggestions for teachers and librarians about introducing eight recent novels. Scholastic Central Unfortunately, in recent months, this has become mostly a promotion for the company's fee-based online service. Time will tell if anything useful will remain available for free! Syndicate.com Word games, vocabulary puzzles, and contests. Teachers & Writers Collaborative A nonprofit organization that sends writers into schools to teach writing, and publishes some excellent materials on teaching writing. A Teacher's Guide to Folklife Resources for K-12 Classrooms (1994) An annotated bibliography of materials prepared for classroom teachers interested in using folk literature, folk arts, and folk music in the classroom. (Publications of the American Folklife Centre, no.19) Timber Wolf Unit Study Guide (from the Science Museum of Minn.) A unit that includes an activity on "The Wolf in Children's Literature". Writers in Electronic Residence Writers In Electronic Residence (WIER) links Canada's writers with Canada's schools. WIER offers 12 week programs at all grade levels each fall, winter and spring. Visit this site for program information, writer biographies, resources for educators and more.

Mask making in drama

Nickelart — Sun, 19 Aug 2007 11:29:00 CDT

Latex molds--mask making tutorial

Music integration

Nickelart — Wed, 15 Aug 2007 22:12:03 CDT

BIG JIM'S TANGY TUNES-a supplementary tool for various subjects

By clicking on the picture above, you will be directed to BIG JIM'S website, which includes sample tunes of his music. He uses music to help students grasp difficult concepts in other subject area's. This is not a free resource, but may be worth the $10:00.

Or better yet, why not use this ideas as an inspiration! One could have their students create songs for concepts that they are struggling with. They could be split up in groups and each have a different concept the make a song about. This would be a creative way to help student's work out the concept in their heads.

WIRE SCULPTURE

Nickelart — Mon, 13 Aug 2007 18:57:42 CDT

"The term "wire art" makes me twinge. Granted, working with wire is an art. But the term feels dumbed down. Perhaps some teachers don't think younger students can handle the word "sculpture"? Hogwash! If you've been calling it "wire art", please respect the medium and start addressing it by its proper name, wire sculpture". --Elizabeth Berrien
Wire sculpture is a great hands-on activity for studnet's of all ages. By modifiying the assignment it can be used in the younger grades as will. On this page you will find some great lesson plans, artists, videos, and other ideas all related to wire sculpture.

The most important thing, no matter the age, is to be aware of all safty precausions. Below are some tips to keep in mind before getting your class started!

The One Wire Sculpture Rule Written in Stone - DON'T PUT YOUR EYE OUT!

Safety glasses are a good idea, but they're not 100% effective. A long, loose end of rogue wire can still whip around and through the ventilation holes in the side of the glasses. This is why I recommend students work with foot-long, pipe-cleaner lengths of wire. So cut it small, about 12-inch lengths - Or start with pipe cleaners. THIS IS A SAFETY MEASURE. I worry about the long length of those store-boughten "twisties" - an impulsive or excited kid whipping on of those around might accidently put out someone's eye. Especially at the beginning, students working with wire should be supervised closely to ensure that they handle it safely and with respect. Any student that waves a wire about should be gently shown the correct way to control it. Once students develop a reliable proximity sense and control of the wire, you may consider gradually increasing the lengths they work with. But be careful out there... even after decades working wire, I still have occasional scary scrapes and pokes with overly excessive lengths of wire. Long-term wire sculptors sometimes experience carpal tunnel inflammations from repeatedly handling wire in the same motion. If one of your students gets totally immersed in wire sculpture, be sure they and their parents are aware of carpal tunnel issues. If your wire sculpture class lasts longer than an hour, have the kids take breaks to massage and stretch their hands, wiggle their fingers, or do other hand exercises to keep their carpals healthy.

Artist: Elizabeth Berrien

Elizabeth Berrien is a very talented wire -sculpture artist, who has a web-site dedicated to teachers. On her website you will find lesson plans, safety tips, techniques, and much more.

Elizabeth's Blog

For those teachers who need advice and do not know where to start, I encourage you to check out Elizabeth's blog. In her blog you will find advice, suggestions, and support for anyone who is willing to give wire-sculpture a try!

Below is a video that includes help tips on getting started with wire sculpture

Drama and Science

Nickelart — Mon, 13 Aug 2007 09:45:40 CDT

See attachments below for lesson plans.

Grade Four

Nickelart — Fri, 03 Aug 2007 16:02:19 CDT

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Health and Visual Art

Nickelart — Fri, 03 Aug 2007 16:01:39 CDT

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Science and Visual Art

Nickelart — Fri, 03 Aug 2007 16:00:33 CDT

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Technology Intergration

Nickelart — Fri, 03 Aug 2007 15:45:09 CDT

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