A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | LESSON | TYPE | DESCRIPTION | GOOGLE DRIVE LINK - Anyone with link can become editor | |||||||||||||||||||||||
2 | Medieval Music | PowerPoint | Music Through the Ages | https://docs.google.com/presentation/d/1eNE_L0_0nPL3zAbWRRW4b4zwXc5HIUiQ/edit?usp=sharing&ouid=100022302550979131251&rtpof=true&sd=true | |||||||||||||||||||||||
3 | Musical Themed Days | Google Slides | Supplemental Activities | https://docs.google.com/presentation/d/17HOHd6J2Hqy04QiEUepeImjEjhiWbic1KpeBiqZFV_Q/edit?usp=sharing | |||||||||||||||||||||||
4 | YOU ARE THE ADJUDICATOR | Project | Students listen to two choirs performing the same piece and serve as the adjudicator! | https://docs.google.com/presentation/d/e/2PACX-1vSYRZdE3NDefeaETOrCuCgOSMS_YwnTtk65g2oDQq7gJIOOUZdKeka6Nbxg9jpJAgjxEbIBQIUiaCBu/pub?start=false&loop=false&delayms=3000&slide=id.gbdf59a0dee_0_2 | |||||||||||||||||||||||
5 | First Day Doc | things to cover on Day 1 | https://docs.google.com/document/d/1XueBTRKF_gpEc8QyUOrSBHZiUj5T9PpYP_6xS2OcxwQ/edit?ts=5f4012fa | ||||||||||||||||||||||||
6 | CHOIR CHOICE BOARD | Assignments | 20 Assorted Assignments-You determine the due dates | https://docs.google.com/document/d/1nJyBHJfaEGCNmwLJfs6mFSZ5o0rF46c0OKJ4Fs3mRNQ/edit?usp=sharing | |||||||||||||||||||||||
7 | Body Percussion Compositions - Duple | Rhythm activities | Drag and drop rhythms to create compositions. Obviously, you could make this much more advanced, if needed. | https://docs.google.com/presentation/d/1k4t4kP1_BmXyL-xsC25DUj56L-469HJ2ME8gNhXa96g/edit?usp=sharing | |||||||||||||||||||||||
8 | Brainstorm notes-NJACDA | Notes from NJACDA | Collaborative ideas from choral directors | https://drive.google.com/file/d/1Byo930Jf-k-9xQoW6ZxOQzXzbpCr_vt_/view?usp=sharing | |||||||||||||||||||||||
9 | Brainstorm notes-NJACDA | Notes part 2 NJACDA | Collaborative ideas from choral directors | https://drive.google.com/file/d/1J4TS0frGkfx1_laJKJyMHUniMbl04TUn/view?usp=sharing | |||||||||||||||||||||||
10 | Choir Long Range Plans | Mix of different activites | Stolen from FB - big variety of lessons/activities here | https://docs.google.com/document/d/1guKTB38sMq8i_ECcgQC4RyOhu6LwOpTfmmDvM4kH5WQ/edit?usp=sharing | |||||||||||||||||||||||
11 | Choral Lesson Plan Grid | 3 Unit Choral Ensemble Lesson Grid/Curriculum Map | It could be helpful for organzing your lesson planning and perhaps could serve as a document for administrators. | https://docs.google.com/document/d/16m9zpAMFHsoEaslUJfiVTb8IkloOaLOn-J-mdPrCAwY/edit?fbclid=IwAR246OYrGh5pQ8hHlXmSgmUxPIKS7i7dmvS-bOTuU6si_udw_LjpjOUM7TQ&pli=1 | |||||||||||||||||||||||
12 | Bingo! | Extra Credit | Musical Theater Social Media BINGO for Choir | https://docs.google.com/document/d/1gM3Uero8rJ3GRUf14S5Ub7ewzD-LT9QLQ30TTtY3eY8/edit?usp=sharing | |||||||||||||||||||||||
13 | Google form survey | Google form measures baseline knowledge | A form to help survey learning styles/knowledge | https://docs.google.com/forms/d/1zNITvRku5IS1YBZOT_rz4mNce-jMKMB1fe71yzRpLzA/edit?usp=sharing | |||||||||||||||||||||||
14 | Safety Info re:Performing Arts | Info graphic | Safety info about performing arts | https://docs.google.com/document/d/18dqiG1gZwl7DGc9AUwlOWOIhGytYy_qrJlVz5b7XvZY/edit | |||||||||||||||||||||||
15 | How the Voice Works | Great resource for understanding the voice | How the voice works | https://www.voicescienceworks.org/vocology-toolbox.html | |||||||||||||||||||||||
16 | The Soundtrack of my Life | Long term project | The Soundtrack of my Life. | https://drive.google.com/file/d/117YdOmziRargTHM4cPXKwkaDlYq8uSsJ/view?usp=sharing | |||||||||||||||||||||||
17 | Photo Essay | Photos and Captions/Descriptions | Create a 2 slide/page Photo Essay | https://docs.google.com/document/d/1kgcxQ8SUsOUL0FAgkqoEFIJOEox4Uonfohmhu445-4A/edit?usp=sharing | |||||||||||||||||||||||
18 | Vocal Care for Teachers | Self-Care | Presentation on vocal care -especially with mask wearing and zoom instruction. Straw phonation exercises are demonstrated. | https://docs.google.com/presentation/d/1IeT-sQk59R8eEsAnvWGIYG9yCHwKjxX1cR-fsMAlqfU/edit?usp=sharing | |||||||||||||||||||||||
19 | HS Choir Learning Options | Doreen Frying's assignment | Learning experiences that allow students to create, analyze, perform, explore, process, practice, learn from others and learn by yourself | https://doreenfryling.org/2020/03/17/high-school-choir-online-learning-options-growing-as-musicians/?fbclid=IwAR0ykCqkOBxJ2b65mGk-XvEEcVpZK8JYYdzlweYD4hQ8NmfsQMeintQa1YM | |||||||||||||||||||||||
20 | PBS Learning Media | Videos and Lesson Plans | Encourage students to perform, analyze, and appreciate Music with resources that explore music from various time periods and cultures. Young learners can play Bubble Beats, an interactive lesson that challenges students to differentiate between beats. Middle and high school students can research different styles of music, from hip-hop to the blues to latin rock, and report on them to their classmates. Teachers can combine music and other disciplines with several lesson plans that include visuals and support materials, such as "Belarusian Waltz: Art as a Form of Protest," "Macbeth | The Metropolitan Opera," or "The Dancing Scientist | Take the Stage." Careers in music, music in world cultures, and music institutions are among the additional topics explored in Music. | https://ny.pbslearningmedia.org/subjects/the-arts/music/ | |||||||||||||||||||||||
21 | BBC | Beethoven | Performances | https://www.bbc.co.uk/music/artists/1f9df192-a621-4f54-8850-2c5373b7eac9 | |||||||||||||||||||||||
22 | Jeopardy! | Blank Template - Google Slides | Create your own game! | https://docs.google.com/presentation/d/1N_5IbXUY3y2PCuhFQ0YA7ZuREwC7ew1Q3fyILBnEBQA/edit?fbclid=IwAR1YkPpg9gIAgaX4hUxh2s8dCwF-ZdT-GZz4tqflTP9TqZzAxjAFyS-zETE#slide=id.g2b654b397_0361 | |||||||||||||||||||||||
23 | CHOIR THEME DAYS | Class or rehearsal | Every day is a different theme | https://docs.google.com/document/d/1tmMGBu2vK5w21pEfImR6vky4aOyc3O0xzr8ihsS8oCU/edit | |||||||||||||||||||||||
24 | GIFT OF SONG-Long term project | Choose and perform 30-90 seconds of a song to give as a gift to someone else. | A lot of decisions, practice, and other effort will go into this project. This document is your log of the project. Feel free to copy and modify/use as you like! [Bridgit Cook] | https://docs.google.com/document/d/1aI1tn8tYChZlUQtr_Uq1MwKk_xKsa-uZKqcCebZZlDY/edit | |||||||||||||||||||||||
25 | GIFT OF SONG-Teacher Info | Instructions for project | Deadlines and Confidence assignment.Feel free to copy and modify/use as you like! [Bridgit Cook] | https://docs.google.com/document/d/1JsOCKWUmrK2BZdi_5LUpfeiMbgPHxiItsN0Io4QM_Ug/edit | |||||||||||||||||||||||
26 | AP MUSIC THEORY - Texture (Unit II) | Note-taking doc with bullet points, terminology. The doc links to the article | Guided Article with embedded links/videos/audio clips | https://docs.google.com/document/d/1ZyPJWO0F53hPMcs29AhVdH2jdvdEVqUQu8L9gV6B4Js/edit?usp=sharing | |||||||||||||||||||||||
27 | |||||||||||||||||||||||||||
28 | |||||||||||||||||||||||||||
29 | |||||||||||||||||||||||||||
30 | |||||||||||||||||||||||||||
31 | |||||||||||||||||||||||||||
32 | |||||||||||||||||||||||||||
33 | |||||||||||||||||||||||||||
34 | |||||||||||||||||||||||||||
35 | |||||||||||||||||||||||||||
36 | |||||||||||||||||||||||||||
37 | |||||||||||||||||||||||||||
38 | |||||||||||||||||||||||||||
39 | |||||||||||||||||||||||||||
40 | |||||||||||||||||||||||||||
41 | |||||||||||||||||||||||||||
42 | |||||||||||||||||||||||||||
43 | |||||||||||||||||||||||||||
44 | |||||||||||||||||||||||||||
45 | |||||||||||||||||||||||||||
46 | |||||||||||||||||||||||||||
47 | |||||||||||||||||||||||||||
48 | |||||||||||||||||||||||||||
49 | |||||||||||||||||||||||||||
50 | |||||||||||||||||||||||||||
51 | |||||||||||||||||||||||||||
52 | |||||||||||||||||||||||||||
53 | |||||||||||||||||||||||||||
54 | |||||||||||||||||||||||||||
55 | |||||||||||||||||||||||||||
56 | |||||||||||||||||||||||||||
57 | |||||||||||||||||||||||||||
58 | |||||||||||||||||||||||||||
59 | |||||||||||||||||||||||||||
60 | |||||||||||||||||||||||||||
61 | |||||||||||||||||||||||||||
62 | |||||||||||||||||||||||||||
63 | |||||||||||||||||||||||||||
64 | |||||||||||||||||||||||||||
65 | |||||||||||||||||||||||||||
66 | |||||||||||||||||||||||||||
67 | |||||||||||||||||||||||||||
68 | |||||||||||||||||||||||||||
69 | |||||||||||||||||||||||||||
70 | |||||||||||||||||||||||||||
71 | |||||||||||||||||||||||||||
72 | |||||||||||||||||||||||||||
73 | |||||||||||||||||||||||||||
74 | |||||||||||||||||||||||||||
75 | |||||||||||||||||||||||||||
76 | |||||||||||||||||||||||||||
77 | |||||||||||||||||||||||||||
78 | |||||||||||||||||||||||||||
79 | |||||||||||||||||||||||||||
80 | |||||||||||||||||||||||||||
81 | |||||||||||||||||||||||||||
82 | |||||||||||||||||||||||||||
83 | |||||||||||||||||||||||||||
84 | |||||||||||||||||||||||||||
85 | |||||||||||||||||||||||||||
86 | |||||||||||||||||||||||||||
87 | |||||||||||||||||||||||||||
88 | |||||||||||||||||||||||||||
89 | |||||||||||||||||||||||||||
90 | |||||||||||||||||||||||||||
91 | |||||||||||||||||||||||||||
92 | |||||||||||||||||||||||||||
93 | |||||||||||||||||||||||||||
94 | |||||||||||||||||||||||||||
95 | |||||||||||||||||||||||||||
96 | |||||||||||||||||||||||||||
97 | |||||||||||||||||||||||||||
98 | |||||||||||||||||||||||||||
99 | |||||||||||||||||||||||||||
100 |