This resource was created by Rebecca Barber, 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.

This resource was created by Jennifer Trenhaile, 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.

This resource was created by Jill Stark, 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.

In this video from the American Masters film Ralph Ellison: An American Journey, scholars discuss the author’s ideas about jazz music. Ellison recognized jazz as an art form that represented the complexity of America’s multicultural democratic society. This resource may be used alongside Ellison’s Invisible Man, but is also well suited for use in a lesson, unit, or course on African American literature.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Past and present come together when students interview their parents and create a skit that compares their parents' experiences as middle schoolers with the students own lives.

Improve your ear by learning to recognize pitches in the context of a key. Use the radio buttons to decide if you want to practice in a major or a minor key, whether you want to use notes only from the tonality you chose or from all twelve notes of the chromatic scale, and whether you want to hear the scale or a cadence in that key as a reference. Choose the range (in number of octaves) from which you would like the note selected. Click the "new example" button and the scale or cadence will be played, followed by a note selected at random subject to your restrictions. It is up to you to determine the note that was played. If you need to hear the randomly selected note again, click the "repeat note" button. You can check your answer by ear or you can have the answer displayed for you by clicking the "show answer" checkbox. The "fixed tonic C" checkbox lets you always work in C major or to have the tonic selected at random with each new example.

Students get the inside scoop on a story when they create interview questions and answers for characters in the books they read.

This resource was created by Sarah Birks, 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.

This resource was created by Cindy Sellhorst, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

Word Count: 87381

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Students will be creating a variety of poetry as well as analyzing poetry. They will work with Language standards and take a performance assessment at the end of the unit.

This is a template that teachers can use to create Integrated Performance Assessments (IPA).

Albuquerque’s thriving hip-hop and freestyle dance scene is influenced by Indigenous dancers from many tribes, Pueblos and other communities. A strong sense of solidarity holds it all together, say dancers Anne Pesata (Jicarilla Apache) and Raven Bright (Diné). The couple describes the scene as “Indigenous futurism.” Meet Randy L. Barton, or Randy Boogie, a dancer, DJ and artist (Navajo) who created The Sacred Cypher, an event that highlights how Indigenous art forms connect with hip-hop.

This resource was created by Bruklynn Henery, 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.

Document Type
Portfolio

Citation
Noetzel, Jared and Paul Umshler. "Drumline Club." After school club lesson plans. University of Nebraska-Lincoln, 2019.

Comments
Copyright 2019 by Jared Noetzel and Paul Umshler under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

Abstract
After-school club that teaches students the basics of music and drumming as a whole as well as learning the bucket-drumming piece entitled "Yuck!"

Students will use body percussion and unpitched instruments to make a music room thunderstorm! Students will learn about dynamics and apply those to the activities. 

This resource was created by Denise Stevenson, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

Classical - Neoclassical Forms

Word Count: 140348

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This resource was created by Katie Steffen, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

Water is always moving in a continuous cycle from liquid to solid to gas and back again. Students study this never-ending cycle through shared readings, center activities, and experiments.