Embedded Files
Our amazing Visual & Performing Arts teachers are finding creative ways to work students through the artistic process. I am amazed at the work I have seen. Enjoy this sampling of student work during the months of October & November during Remote Learning in the Arts.
We are rolling out the Red Carpet at the end of December 2020 for all of our creative student artists. The saying goes, "The Show Must Go On". Performances may look very different for our Winter Showcase, but we will continue to display student work. Please stay tuned for the December page of the VPA Newsletter which will highlight student Visual Art Exhibitions and Musical Showcases.
Continue to facilitate creativity!
Enjoy!
Brian Wilson
K-12 Visual & Performing Arts Supervisor
Social/Emotional Learning & Arts Education
Social/Emotional Learning & Arts Education
Social-Emotional competencies are addressed in Visual and Performing Arts courses K-12. For example, in elementary music students use tools such as Quaver Music and Nearpod to create and share compositions with their peers. This requires students to reflect on their emotions as they create. Students are also asked to reflect and analyze a piece of music as an audience member. Students define the criteria in their feedback towards a piece of music. This can also translate to self-evaluation of performances throughout the year.
Additionally, at the high school level, students provide feedback responses after performances/productions. It’s important for students to give feedback that is positive, productive, and constructive. In our remote learning environment we use this method of feedback by either conversing with each other on skills they did well in and things they need to work on. Students can also feel comfortable to use the chat in order to give feedback. This helps develop students conversational skills and gives them ways to speak kindly to one another in order to be productive in class. Students are able to get different perspectives on performance from their peers and find ways to improve their performance skills.
In order to illuminate the intersection between arts education and social-emotional learning, the state Department of Education developed an SEL/Arts Education Framework (https://selarts.org/), released in June of 2020. This guide will be used to enhance our current practices by revising curricula to outline the intentional application of appropriate teaching and learning strategies. Arts Education is a valuable tool to support the implementation of SEL strategies.
Communications Academy Update
Communications Academy Update
The Communications Academy is in Year 3! It is hard to believe that come June 2021, we will be graduating our first cohort of academy students. As Seniors develop their capstone projects, Sophomores are just beginning to explore methods of communicating using various visual mediums.
When students finish a project they are asked to present it to the class for student feedback using terms they learned in class. They can submit it in the google meet chat or say it out loud. The comments should take a positive tone and offer solutions instead of negative criticisms. The Foundations of Production and Design students developed their own Digital Portfolios using google sites. On the student Blog page, students are asked to post their latest project and as well as written reflection to accompany the work.
VISUAL DESIGN/ANIMATION
VISUAL DESIGN/ANIMATION
Mrs. Wintemberg’s Communications Academy students have been hard at work learning animation. First they watched the 1965 Academy Award winning animation ‘The Dot and the Line’ by Chuck Jones and then they learned about the first principle of Animation, “Squash and Stretch”.
The directions read:
“ Be as creative as possible. Come up with the most visually interesting ways you can think of to make the dots and the lines interact. Take into consideration things like gravity, the laws of physics and even how simple machines work, to create the most visually interesting story you can imagine using only dots, lines and colors.
Even though your story will only contain dots and lines, it must have a beginning, middle and end. You do not need to create a complex story but you do need to create an engaging story.”
Her students did not disappoint!
Our Homage to The Dot and the Line inspired by Chuck Jones.movFor the second animation, students learned how to draw all the moving parts of their animation assets on paper, scan them with their cell phones and edit them on their Chromebooks. Although we do miss our beautiful iMAC animation lab and Adobe software, students were reminded that, with a cell phone and a Chromebook, we still have more technology at our fingertips than Walt Disney had in 1938 when his animators hand drew Snow White.
Our First Hand Drawn Chromebook Animations.mov
It's Incredible to See Student Creativity on Display in this Remote Environment!
It's Incredible to See Student Creativity on Display in this Remote Environment!
SHULL STUDENTS USE CHROME MUSIC LAB TO PRODUCE ORIGINAL COMPOSITIONS
In September of 2020, Ashley DeWitt and John Gronert began using Song Maker from Chrome Music Lab to teach Music through Music Composition. Their goal is to teach the basic musical elements of songwriting so that students can independently create their own compositions or make arrangements of their favorite songs.
Students learn to create music from the ground up. They start with a musical groove using percussion instruments. Bass lines are added to set up logical chord progressions to enhance the music. Students learn to create melodies using major scales and pentatonic scales. They learn to construct melodies by step, skip, cell, row, sequence, inversion, retrograde and retrograde inversion. Harmonic accompaniments are developed to add excitement to the music. Our students a very much engaged with music composition activities during the remote class periods. They are proud to share their creations with their teachers, friends and family.
Brailyn Robles - 8th Grade Shull School Student: Brailyn used broken chords to create his composition. Brailyn is a talented piano player and music composer.
https://musiclab.chromeexperiments.com/Song-Maker/song/4636366414544896
Other student compositions:
Piano: https://musiclab.chromeexperiments.com/Song-Maker/song/4583494285000704
Strings: https://musiclab.chromeexperiments.com/Song-Maker/song/6164967848935424
Woodwinds: https://musiclab.chromeexperiments.com/Song-Maker/song/4849987241377792
Synth: https://musiclab.chromeexperiments.com/Song-Maker/song/4741099217223680
Marimbas:
https://musiclab.chromeexperiments.com/Song-Maker/song/5999702574104576
https://musiclab.chromeexperiments.com/Song-Maker/song/5597737759277056
https://musiclab.chromeexperiments.com/Song-Maker/song/6603763585384448
https://musiclab.chromeexperiments.com/Song-Maker/song/6410424122605568
https://musiclab.chromeexperiments.com/Song-Maker/song/6729460232486912
https://musiclab.chromeexperiments.com/Song-Maker/song/6103875479142400
https://musiclab.chromeexperiments.com/Song-Maker/song/5920806793117696
https://musiclab.chromeexperiments.com/Song-Maker/song/5163761043243008
https://musiclab.chromeexperiments.com/Song-Maker/song/5188557198065664
https://musiclab.chromeexperiments.com/Song-Maker/song/5918666959880192
Also, check out Naomi, an 8th grade student at Shull School who never played piano before. She was able to play "Ode to Joy" with her teacher Ms. Dewitt virtually.
Ode to Joy Clip.mp4OTHER NEWS
OTHER NEWS
Elementary Music students are diving into the creative process using new virtual tools like Quaver Music and the Chrome Music Lab. Here are some examples of Student Compositions made in our Virtual Music Classrooms:
The Chrome Music Lab provides a free Creation tool for all students with access to Google Chrome. The Lab contains 14 Easy-to-Learn tools, including Rhythm & Melody Maker. Students enjoy the abstract Kandinsky tool, that allows them to draw a picture, which then becomes sound.
Students are using digital games from Quaver's Wonderful World of Music to enhance their music literacy skills! We use "Staff Champion" to challenge our knowledge of the Lines and Spaces, and "Tic Qac Toe" to host Epic Classroom Rhythm Competitions.
Student Artwork
Student Artwork
Romero Britto Inspired Cat - 3rd Grade
Romero Britto Inspired Cat - 3rd Grade
Students drew a shape of a cat and added patterns inside and background of cat. They added bright colors as they were inspired by Romero Britto's artwork for Hispanic heritage month.
Las Molas Fish - Kindergarten
Las Molas Fish - Kindergarten
Students studied the Element of Line and used the tool to create a Las Molas Fish inspired by the women of the Kona tribe in Panama for Hispanic heritage month.
Cactus/Desert Landscape - 2nd Grade
Cactus/Desert Landscape - 2nd Grade
Students studied the desert environment and the cactus plant life. Students drew and colored a landscape of the desert by adding cactus' plants as the anchor.
Op Art Letter
Op Art Letter
E.J. Patten
Fourth grade students used the Element of Line and a vanishing point to create an Op Art Letter using the first letter of their name.
The Curly Tree
The Curly Tree
E.J. Patten
First Grade students used different lines to create their Curly Tree and added 10 flowers in the background. They also attempted color blending techniques for the first time.
The Dot
The Dot
E.J. Patten
Kindergarten students watched the book,"The Dot," by Peter Reynolds and then created their own artwork and signed it as the artist.
STUDENT ARTWORK FROM PLP
STUDENT ARTWORK FROM PLP
Students in Ms. Jamele's class were asked to choose song lyrics that they felt best represented them or words that were important to them. They went on to create self-portraits in which the chosen words would be laid out in an appealing composition surrounding their head with the song lyrics coming out of them.
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