Professional Documents
Culture Documents
Grades 9-12
Kathryn Bailey
Course Description:
Ensembles and traditional fine and performing arts classes can be a very important part of any
schools community, and spirit. But some students find that their talent is stifled while being
surrounded by other musicians, actors, dancers and artists that are doing the same thing as
them. In this Interdisciplinary Arts creation class, students will have the opportunity to learn
about several different and innovative ways that people make art, explore their artistic
interests, and collaborate with their peers. Throughout the year, the students will work
together to explore a whole approach to the arts, and understand that splitting up the arts
limits the possibility for creative success. In this course, the students will spend the first few
months receiving a brief education in each art form (music, theater, dance, studio art), and the
rest of the year collaborating with their peers, teachers, and community members to create
their own art. Students will work together to create projects that connect more than one
discipline together, and the final project could be, but is in no way limited to, a cabaret-style
event that will show off the work done in the class throughout the year. The most obvious
connection between two is music and theater, to create musical theater. Students are
encouraged to go beyond that, and pull resources like technology, lighting, different materials,
etc. to think outside the box and create art that is completely new and unique. Guest
lecturers, performers, and presenters from the school or the community will come in to teach
lessons to the students, and will mentor and collaborate with the students on their projects.
There are many people in this world who are experimenting in this field, and creating very
unique and admirable products, such as Eve Klein. Eve Klein, an Australian pioneer in the
classical voice technology field has found a way that she can combine her love of opera with
dance and art, while using technology to create an entirely new vocal sound along with new
instrumentation in her opera called The Pomegranate Cycle (Klein, 2015). This opera is heavily
focused on the musical aspect, but it is one example of someone stretching the boundaries of
their comfortable discipline, to incorporate other disciplines. Eve Klein also wrote a paper about
virtual orchestras, and incorporating technology into classical style music (Klein, 2015). I find
this to be a very intriguing idea that many students are probably interested in, due to the rise in
technological accessibility. Although this class would not be a technology-based class, there
should be access to those types of resources should a student choose to move their music, art,
theater, or even dance towards that path.
In terms of music, everybody listens to music, and some are always actively writing songs,
creating beats, harmonizing with the radio, and covering popular songs and putting them on
YouTube (Tobias, 2013). In dance, students are constantly keeping up with the latest trends in
hip-hop, and many students privately study dance on the side. Many students find solace in
theater arts, but most students have some form of acting experience, formally, or informally in
their everyday lives. And finally, in studio art, students doodle, draw pictures, enjoy coloring,
and love getting their hands on materials that help them create art. These hobbies that
students have developed can be aided in a classroom setting, and should be given the resources
to be successful should they choose to continue after high school.
Teachers and students should step out of their comfort zone (Allsup, 2015) and teach or take a
songwriting, miming, immersive theater, Greek dancing, or Photoshop classes because they will
be learning about the art of others, and this new subject could greatly influence the way that
they go about their own art. This class conveniently encompasses the possibility to explore all
of these in one place. There are millions of songs, theater, visual art pieces and dances in
different languages, genres, styles, and tempos from all around the world, making some kind of
collaborative, and connective art accessible and relevant to your students. By using music,
dance, theater, and visual art that your students appreciate, you can allow them to use modern
technology, their peers, and a lot of imagination to take their art and create their own final
product with that.
As a whole, this course is intended to incorporate creative freedom to students in the arts that
feel stifled by the courses already offered. Neither the students, nor the instructors have to be
experts in every field to open up an artistic door for others. Guest mentors and peers will
provide a foundation in each of the arts, but then it is up to the students to be inspired by all of
the artistic possibility that has not yet been discovered.
Day 1
Students will self identify with either music, theater, art, or dance based on interest, and comfort
level with the art form. They will then be assigned partners with different interests. We will spend the
rest of the class watching videos or looking at examples of different types of collaborative art. This
art may not necessarily be between art forms, but will be non-traditional forms of art. Students are
encouraged to ask questions about collaboration in the arts.
Examples:
https://www.youtube.com/watch?v=348oljxFdkk
http://arts.unl.edu/hlfpa/hixson-lied-college-videos/interdisciplinary-arts-symposium
https://vimeo.com/148368173
Day 2
Students will have a conversation with their partner about each of their art forms. Students will take
into account likes and dislikes, as well as begin brainstorming a mini lesson that they would like to
teach their partner in the next class. This could be a lesson on a certain dance style, a painting or
drawing technique, a singing technique, or an acting technique. Students should not feel limited, but
rather draw on an idea that they are particularly knowledgeable about, and share it with their
partner. Teacher will be floating around the room offering guidance, suggestions, and inspiration to
any students that seem stuck.
HW- Come up with a lesson focusing on an aspect of their art form, taking into account the interests
of their partner, and be ready to begin teaching next class. If any materials are needed, talk to the
teacher.
Day 3
Students will present their lesson idea to their partners, and will figure out a way to present their
work to the class.
HW- Finish the lesson and be prepared to present something to the class.
Day 4
Students will present, in whatever way they see fit, their projects they have been working on with
their partner. This could be a performance, a classroom engaged experience, or an explanation of a
work of art.
Day 5
Students will mix up and discuss in small groups what they learned from each experience, and how
they can take that, and apply it to their own art, or be inspired to go and create art.
Students will then get back with their partner and figure out how to combine their two projects. If
combining the two projects seems nearly impossible, students can think of a project that combines
their two art forms. This could be an easy match, in which case students are encouraged to think
outside the box and create something unique from their peers or the norm (i.e. musical theater go
further!)
Day 6
Students will spend the class collaborating with their partner on their project, using the
classroom/school resources, and using the teacher for guidance.
Day 7
Students will present their creations in whatever way they see fit. After, there will be a full class
discussion about what worked, what didn't work, and how this kind of project could influence their
own art in the future. After, there will be a written reflection to elaborate on what was discussed in
class to be turned in next class.
ADAPTATIONS & MODIFICATIONS What changes related to color, size, pacing, and modality will you
need to make available overall? How can you increase or decrease the challenge/complexity while
retaining focus. Be specific and provide examples.
Since this project is so student driven, it is important to pre-select students to work together, keeping
in mind the strengths and weaknesses of each student. By monitoring the groups that my need extra
assistance, the teacher can, and should be ready to offer any guidance with materials (art supplies,
school instruments), or assistance as necessary that might not be needed for other students.
EXAMPLE END OF PROJECT ASSESSMENT RUBRIC:
4 3 2 1
Written Student gave a Student gave a Student gave an Student did not
Reflection thoughtful written thoughtful written insincere written write a reflection.
reflection stating reflection stating reflection about
what he/she what he/she the experience,
learned through learned through with no specific
this project about this project about reasons on how it
another form of another form of influenced
art, and how it will art, OR how it will him/her.
influence the art influence the art
he/she makes in he/she makes in
the future. the future.
Budget
Use
Item Name (How will this be used by Cost Quantity Overall
(linked to provider) students/teacher?) (per unit) Cost
Video camera and Inexpensive camera with tripod and $89.99 2 $179.98
tripod many accessories. Not the best
quality, but if students choose to
incorporate film work into their
projects, this will be available to them.
This budget covers the cost for minimal supplies for the projects towards the middle/end of the
year.
Other supplies that may be required, but will not be purchased are:
- musical instruments provided by students in ensembles
- loaning instruments from the band department with permission from the instructor
- special art supplies in collaboration with the art teacher
- use of the stage/stage equipment with permission from the school
- costumes from the costume shop
References/Work Cited:
Allsup, R. E. (2015). Another Perspective Our Both/And Moment. Music Educators Journal, 102(2),
85-86.
Klein, E. (2015) Performing Nostalgia On Record: How Virtual Orchestras and YouTube Ensembles
Have Problematised Classical Music. Journal on the Art of Record Production 9.
Tobias, E. S. (2013). Toward Convergence Adapting Music Education to Contemporary Society and
Participatory Culture. Music Educators Journal,99(4), 29-36.