Students will learn how to produce their own sounds to add to their video projects. This technique is called Foley Art. There are several excellent videos that can be shown during class or assigned as a flipped assignment. Either way, these videos should draw great discussion during class on how to capture homemade produced sounds. Some of the videos I use come from YouTube and are titled "The Magic of Making Sound," "This Artist Creates Sounds for Movies," "How the Sound Effects in 'A Quiet Place' Were Made," "Foley Artists: How Movie Sound effects are Made," and "The Hunger Games & Frozen Foley Artists Turn the Sound of Junk into Miracles--Art of Sound Ep. 3." Simply do a search for Foley Art. After the discussion, students will then select a movie trailer, convert the trailer into a file format that works with their video editing software. Once the file is uploaded into their software, students will remove/detach the audio and begin brainstorming appropriate sound effects and how these can be made for the video. Students should compile a list of at least 10 sound effects. After all students have their lists, divided the students into groups. I find that it is necessary to have more than one person in order to effectively produce the sounds. Once students are in their groups, combine their lists, and come up with 10 sounds they think they can personally produce. Students will need to brainstorm props that can be used to produce their sounds. Once the sounds have been created, each student will then add, trim, and edit the sounds and add to the movie trailer.

After the last day of editing, the students will come back together with their group and show their video to the class. Students should explain how sounds were created.

This resource was created by Kate Chrisman, 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.

This resource was created by McKayla Henery, 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.

The BSU Introduction to Art is intended for an undergraduate course in art and art history. It incorporates OER material primarily from Saylor Academy and Lumen/Boundless Art History along with original additions by this editor. Educators may use this adaptation as parts of modules or as the entire reading for a course.

Nebraska Honors Program
CLC Expanded Learning Opportunity Clubs
Arts Around the World Club Curriculum
Spring 2019
Grade Level: Kindergarten through second grade
Ideal Number of Attendees: 7-15 students
Goal of Club: Increase the cultural and global awareness of students
Resources: Various Pinterest ideas
Content Areas: Social Studies and Arts
Final Products: Weekly crafts that are related to the country being studied
Introduction to Club: This Arts Around the World club introduces students to other countries
and cultures through engaging crafts
Length of Club: 1 hour and 15 minutes
Tips and Tricks: Have extra activities (such as coloring pages or worksheets) available for
children who finish at a faster pace, and watch for students who are becoming distracted.

This is my PBL that helps educate students on the art of protest and how it can affect a community.

Watch this short video and try to identify the location of the sculptures. Then see how art and these sculptures relate to the science of mathematics.

Hit the streets as your own, custom-made Superhero and work for the common good of your city! Artist Amy Franceschini has fashioned an inspiring lesson that will help guide you through the entire process from brainstorming logos, mottos and costumes to ensuring that your Superhero works to help solve a community's needs. This lesson is part of the San Francisco Museum of Modern Art's Open Studio.

Check out the entire Open Studio collection for more activities centered around contemporary art: https://www.sfmoma.org/educators/

This resource was created by Megan Reppert, 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 is an art project where oil paints and water is used. Students will have already explored the densities of oil and water.

This is an overview of the art/creation station including the purpose, materials, questioning, considerations and photographic examples.

The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and Visual Arts can be downloaded from the OSPI Learning Standards and Instructional Materials webpage at: https://www.k12.wa.us/student-success/learning-standards-instructional-materials.
Depending on the focus of arts education in a given district or school, one or more of the five Arts Learning Standards documents can be used to guide instruction and help students develop competency in the arts.

This document covers Theatre, which may include, but is not limited to, acting, theatre, film acting and film-making, improvisation, mime, puppetry, performed poetry/spoken word, musical theatre, playwriting, technical theatre/stagecraft, and theatre production.

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.

This resource was created by Jacob Kasik, 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.

The document provides overview information about the importance of arts education and its implementation in K12 schools.

Labs component for Grade K: Module 1 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Toys and Play, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Labs component for Grade K: Module 2 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Weather Wonders, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Labs component for Grade K: Module 3 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Trees Are Alive, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

This resource was created by Sandy Pearson, 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 open textbook was created with the support of an ALG Textbook Transformation Grant. Topics include art integration, music integration, physical education / dance integration, and the theoretical foundations of arts integration in education