Category
Art Form
Activity
Description
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Visual Arts
3-D
The manipulation of two-dimensional materials to create three-dimensional structures. These skills can be used for individual small sculptures to large-scale set design.
Visual Arts
Animation
A folded strip of paper containing two drawings that are slightly different to demonstrate the persistence of vision used in animation.
Visual Arts
2-D
Multiple still photographs in a gradual sequence documenting motion.
Visual Arts
2-D
Using primary colors to mix secondary, tertiary, lighter, duller, darker, and browner hues.
Visual Arts
2-D
Value is the degree of lightness or darkness in a piece of art. Value is synonymous to tone in music.
Visual Arts
3-D
Creating three-dimensional artworks with wire.
Visual Arts
2-D
Using observational skills to quickly sketch the basic internal structure of a posed human figure. Give students specific time limitations to complete a drawing.
Visual Arts
2-D
A technique of depicting volumes and spatial relationships on a flat surface.
Visual Arts
2-D
An exercise to realistically draw a portrait with values and correct proportion.
Visual Arts
2-D
The outline of a figure; the edge or line that defines or bounds a shape or object.
Visual Arts
2-D
The outline of a figure; the edge or line that defines or bounds a shape or object.
Visual Arts
2-D
Using a carving tool on a soft surface to create an image that can be reproduced multiple times by applying ink to the surface and printing that image on a piece of paper.
Visual Arts
2-D
Value is the degree of lightness or darkness in a piece of art. Value is synonymous to tone in music.
Visual Arts
3-D
Manipulate clay with fingers in palm of hand to create a hollow shape. Pinch pots are a popular beginners project.
Visual Arts
3-D
Using the knee as a slump mold (a form which is used to support wet clay in the early stages of construction) to create a small sized pot.
Visual Arts
3-D
Techniques of cutting and modeling the surface of a block of material to shape it into a particular form.
Visual Arts
3-D
A small container with a base and lid, sculpted by hand and clay sculpting tools.
Visual Arts
2-D
A zoetrope is an optical device that consists of a drum with an open top, supported on a central axis. A series of pictures on strips of paper are placed around the inner bottom of the drum. There are slots cut at equal distances around the drum, just above where the picture strips are to be positioned. The drum is spun to create the illusion of motion. A viewer can look through the wall of the zoetrope and see images change rapidly.
Visual Arts
3-D
A technique of creating three-dimensional or relief forms by molding wet paper pieces, or paper pulp soaked in water with glue or paste.
When the form dries, it hardens and can be painted.
When the form dries, it hardens and can be painted.
Visual Arts
2-D
A landscape painting with a 3D quality created by paper formations
that rise off the paper.
that rise off the paper.
Visual Arts
2-D
An artistic composition of fragments (as of printed matter) pasted on a picture surface.
Theater
Body
A focusing activity that helps students build concentration skills and work together in an ensemble.
Theater
Voice & Body
A warm-up exercise to work on students’ voice, ability to focus and make movement.
Theater
Voice & Body
An energizing and safe activity that develop spatial awareness and increases students’ ability to create characters and work together as an ensemble.
Theater
Voice & Body
This activity explores character development, verbal persuasion skills and craft improvisational dialogue. It is safe for a teacher to use without any prerequisite knowledge.
Theater
Body & Imagination
This technique is used in Commedia dell’arte, an Italian form of theater that believes certain characters, when on stage, must always be in one heightened emotional state (happy, sad, angry or afraid). Actors use pantomime, the technique of conveying emotions by gestures without speech.
Theater
Body
To teach students the vocabulary of the stage to be used in future activities. Students work on listening skills, observation, and knowledge of space.
Theater
Body & Imagination
To feel how the sense of self changes when body posture and habitual movement is altered. To observe how a person/character’s movements and body language reveals something about their feelings.
Theater
Voice
To learn how to speak loudly utilizing breath as the fuel for the voice. To relax the body and become comfortable with the voice.
Theater
Voice
To learn about articulators and how they shape the breath and voice. Using tongue twisters to warm up the articulators and focus on enunciation of consonants.
Theater
Voice
To help students identify important words in speech and use emphasis in their voice.
Theater
Voice & Imagination
To facilitate student’s understanding of sentence structure and storytelling. This activity also helps with active listening and cooperative problem solving.
Theater
Body & Imagination
A physical exercise to help students visually understand character attributes, and make stronger physical choices.
Theater
Voice & Imagination
This exercise helps students to think quickly and from a different perspective.
Theater
Voice & Imagination
Through storytelling, students work on listening and public speaking skills. Students begin to internalize character development, develop voice, projection, story telling techniques.
Theater
Imagination
The use of simple materials to create an open-ended projection stage.
Dance
Warm-Up
To identify the body as the main tool of dance and developing movements that are appropriate responses to words.
Dance
Warm-Up
To develop a greater understanding of the sensory elements and standard processes of dance.
Dance
Main Activity
To increase knowledge of the sensory elements of dance (movement, time, level, energy, body shapes).
Dance
Main Activity
To increase awareness of organizational principles of dance by structuring
movement phrases using choreographic principles.
movement phrases using choreographic principles.
Dance
Main Activity
To apply skills and knowledge through the creation of improvised
dance, to identify dance movements and to demonstrate good audience
behavior.
dance, to identify dance movements and to demonstrate good audience
behavior.
Dance
Main Activity
To garner an awareness of space and movement with a creative structure. To create and perform sequences with an awareness of control, exploring spatial, time, and force/energy elements.
Dance
Main Activity
To practice and improve precision, clarity and quality in the use of
body parts, actions and sensory elements when dancing.
body parts, actions and sensory elements when dancing.
Dance
Main Activity
To improvise movement and demonstrate use of spatial elements in response to verbal cues.
Dance
Main Activity
To create dance phrases/sequences, using elements of dance: repetition, tempo, levels, stillness, etc.
Music
Listening Games
An introductory listening game that enhances student awareness to the sounds of our environment. These are exercises to turn on the ears and sharpen listening skills. They come from R. Murray Shafer.
Music
Listening Games
An introductory listening and sound making game that sharpens our listening skills and encourages risk taking.
Music
Listening Games
A music warm-up activity that explores sound making through voice. Objective: To encourage group participation, individual voice, listening and risk taking.
Music
Listening Games
An activity that introduces music notation and composing.
Music
Listening Games
A n introductory music activity to introduce the concept of the beat versus the rhythm. The beat is a steady pulse, like a heartbeat. It sets the tempo/speed of the music. When you take the beat and divide it up in to patterns that is called rhythm.
Music
SubCategory
To connect with the beat when playing a rhythm. Tempo is the speed of a piece of music: fast/slow/medium. It unites the musicians when they are playing multiple parts at the same time. It is also a useful listening tool to help students focus on other sounds when playing music. It can be used when the group has already learned one rhythm that they can all play together in time.
Music
SubCategory
The following two activities have a wide range of uses. First, they are listening games that can be used to test the students’ listening/repeating skills. They may also be used to allow the students to begin to compose/improvise their own rhythmic patterns.
Music
SubCategory
Seesaw Clapping
To make the distinction between the downbeat and upbeat and to learn the organizing principle of music by distinguishing and demonstrating melodic movement.
Music
SubCategory
This clave rhythm is used in many different musical styles including, Samba, Salsa and American Rock and Roll.
Music
SubCategory
A useful tool for creating a simple arrangement out of a rhythm that the group already knows. It commands attention from the entire group.
Music
SubCategory
To increase knowledge of the expressive qualities of music by expressing a particular mood, emotion or idea in an original composition.
Music
SubCategory
To learn the processes of writing and playing accurate rhythmic patterns. This exercise will drive home the point that musical notes can be subdivided into smaller components.
Music
SubCategory
To get students singing without embarrassment. To learn how to match pitch, explore harmony, and timbre of voice. To explore our vocal range and flexibility (high/low, smooth and rough tones, etc.)
Music
SubCategory
To identify the sounds from a work of art and evaluate the behaviors of self and others. This is an ongoing exercise and not just a one-time activity. The students’ activity should always be recorded/documented both as a learning tool and as a way of tracking their progress.
