|Animal Action - Descriptive writing with music and movement.||English/Language Arts: Using knowledge of descriptive language as they write about animals.||Music: Students can respond to music through descriptive language.||K-2|
|Glass Slipper Bullies - Recognizing and diffusing bullying behavior through music.||Health: Students can describe ways to recognize bullying.||Music: Students can use music to tell a story.||K-3|
|Babar's Travels - Immigration and travel patterns are explored through music.||Social Studies: Students can describe immigration paths.||Music: Students can describe how music influences culture.||1-3|
|Booming Patterns - Teaches math patterns using boomwackers in music.||Math: Students can identify, create and manipulate patterns.||Music: Students can use instruments alone and with others. Students can identify, create and manipulate ostinati.||1-3|
|Dance to the Story - This lesson helps struggling readers with decoding and fluency through movement.||Reading: Students can understand summary, plot, character development, author perspective and inference.||Dance: Students can manipulate their bodies to fluently share a story through movement.||1-3|
|Shape Shifter: This lesson teaches concrete poetry through the visual art of Betsy Hawley Kelso.||English/Language Arts: Students can demonstrate understanding of allegory.|
Math: Students can demonstrate understanding of geometric principles.
|Visual Art: Students can observe and critique famous artists and styles. Students can create a piece of art using a specified artistic technique.||1-3|
|The Magic Opera - Teaches reading composition through an introduction to opera.||Reading: Students can read a story for comprehension and plot.||Music: Students can perform melodic patterns (do-re-mi). Students can demonstrate knowledge of a classical composer.||1-3|
|Writing Scrapbooks - Uses digital media/blogging to create a writing journal that documents student growth.||Writing: Students can write persuasively on a topic.||Visual Art: Students can organize their thoughts using various media to create a new piece of art.||2-5|
|Breezy Energy: This lesson incorporates environmental literacy with visual arts to understand wind energy.||Science: Students will use scientific skills and processes to describe and compare weather elements.||Visual Art: Students will develop, identify, describe, contrast and compare artworks to develop a personal statement.||3-5|
|Coming to America - This lesson discusses immigration through selected text and drama using tableau.||Reading: Discuss reactions to and ideas/information gained from reading experiences.||Drama: Students will demonstrate the ability to respond creatively through directed movement activities and improvisation.||3-5|
|Red Dot Details: This lesson helps students to extend and enhance main ideas and details through visual art.||Reading: Students can identify and create a story's main idea and details.||Visual Art: Students can use art tools appropriately to share a cohesive visual message within a piece of art.||3-5|
|Weight in Words: This lesson provides new ways for students to develop vocabulary acquisition and understand adjectives and verbs through movement.||Common Core Reading: L.3.5b, L.3.3a, L.3.1a||Dance: 3.1.1.a, 3.1.1.b, 3.1.2||3-5|
|Interpreting Drama - This lesson showcases teaching interpreting remainders through drama.||Common Core Math: Students can understand and interpret remainders with reasonableness.||Drama: Students can use all five elements of the Actors' Tools to solve a problems||4-6|
|Reading the Art - This lesson teaches text complexity through both the reading lens and the visual art lens using the text of Robinson Crusoe.||Common Core Reading: 4.1, 4.2, 4.3, 4.6, 4.7||Visual Art: 2.1 and 2.4||4-6|
|Equal Rhythms - This lesson teaches equivalent fractions through musical notation.||Common Core Math: 4.OA.2, 4.NF.2, 4.NF.3c||Music: 4.2.1a, 4.1.4b, 4.3.2b||4-6|
|A Balanced Composition - This STEAM lesson seed teaches narrative writing through the art of digital photography.||Common Core Writing 6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.||Visual Art: Students can understand, develop and refine a composition based on the elements of art.||4-8|
|Grid Composition - This lesson correlates understanding and using ratios in math with photography composition rules.||Common Core Math: Students will understand ratio relationships through the use of a grid.||Visual Art: Students will develop technical skills in composition of a piece of art and understand value and hue.||5-8|
|Stacking Statistics - This lesson uses movement and coordination to teach stem and leaf plots in math.||Math: Organize data into stem and leaf plot, find mean, median, mode, outlier, and range of data. Alternate use of data on line plot.||Movement: Apply the relationship between effort and improvement - show the relationship between effort and skill improvement over a determined amount of time through charting a performance.||5-8|
|JayZ's Fife and Drum - Teaching the history of the civil war through the evolution of drum corps.||Social Studies: Students can understand and describe historical events and their impact.||Music: Students can understand music genres within a historical context.||5-8|
|A Cultural Fire - This lesson looks at history over the broad effects of time through a musical lens using Billy Joel's "We Didn't Start the Fire".||Social Studies: Students can understand the implications of culture on politics.||Music: Students can gain appreciation for how music effects and is part of world culture.||5-8|
|General's Interview - Combining Social Studies and Literature through Drama, this lesson captures the story of the major generals that had an impact on the Civil War.||Social Studies: Students can understand and describe historical events and their impact.||Drama: Students can use the tools of acting to immerse themselves within a character.||5-8|
|Patchwork Flag - This lesson explores the history and composition of The Star Spangled Banner.||Social Studies: Students can explain the importance of the Star-Spangled Banner to American history.||Music: Students can perform the National Anthem.|
Visual Art: Students can use mosaics to create new art.
|Mobile Battles - This STEAM lesson takes a look a current cell phone platforms and asks students to create an advertising campaign to promote the platform of their choice based on research.||STEM Practices: 2.A, 2.B, 3.C, 3.E, 5.B, 6.A, 7.A, 7.D||Visual Art: 1.3, 3.1, 3.2, 3.3||7-12|
|Founders Drama - This lesson works on the Speaking and Listening skills required by Common Core through a drama set in the Continental Congress in July of 1776.||Common Core Reading: RL.9-10.1, RL.9-10.1a, RL.9-10.1c, RL.9-10.3||Drama: 8.3.1c, 8.3.1d, 8.1.1b||7-12|
|Stippling Graphs - this lesson features how to use the Stippling technique as a way to convert graphical data into meaningful context.||Common Core Math: 7.RP.2b, 7.RP.2d, 7.SP.1, 7.SP.2||Visual Art: 7.1.1, 7.3.1, 7.3.2, 7.3.3||7-12|
|Scientific Artful Thinking - This lesson uses the scientific method and artful thinking strategies to help students understand the power of observation.||Science: Students can understand and explain earth's relationship to the galaxy.||Visual Art: Students can manipulate the tools of observation in understanding a work of art.||K-12|
|Lesson Seeds for TechEd - This resource list will provide you with some starting points for incorporating technology with the arts.||Various Language Arts||Various Visual Art, Drama, Dance||K-12|
|Science and Visual Art Idea Starters - These suggestions are small ways you can begin to seamlessly integrate visual art and science in the classroom.||Various Science||Various Visual Art||K-12|
|Rockwell Marketing - This lesson connects visual art through literature and writing.||Common Core Reading: CCRA.SL2: integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.||Visual Art: choosing and evaluating a range of subject matter, symbols and ideas.||4-6|
|Degas Analysis - This lesson focuses on the elements of visual art through the masterworks of Degas and developing analysis skills in writing.||Common Core Writing: W.8: Gather relevant information from multiple print and digital sources, assess credibility and accuracy of each source and integrate the information while avoiding plagiarism.||Visual Art: using knowledge of structures and functions.||9-12|
|Form and Observation: This lesson uses music to identify patterns and develop observation skills needed in science.||Next Generation Science Standards: NGSS 1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not the same, as their parents.||Music: Identify same and different patterns in music.||K-1|
|Textured Fireworks: combines grades 6-8 middle school next generation science standards for chemical reactions with visual arts media processes and musical expression.||Next Generation Science Standard MS-PSI-2: Analyze and interpret data of substances.||Visual Art 1: Understanding and applying media, techniques and processes.||6-8|
|Museum of the Arts: students use the poetry of Robert Frost to synthesize the decision making process and presenting those choices through the arts into a museum which they curate as a group.||Common Core Literacy: ELA.RL.7.2||Visual Arts (NCCAS Draft Standards) 7th Grade: Analyze.||6-8|
|Bubble Solution: connects Common Core math (geometry) standards with dance and visual art standards to help make shape identification and transfiguration more concrete for students.||Common Core Math: K.G.A.1, 1.G.A.2, 2.G.A.1||Dance: Identifying and demonstrating movement elements and skills.|
Visual Art: Understanding and applying media, techniques and processes.
|Decoding DaVinci: a STEAM lesson showcasing daVinci's use of visual journaling and sketchbooks as a process for invention.||Next Generation Science Standard MS-ETS-1-4. Develop a model to generate data to test ideas about designed systems.||Visual Art: Using knowledge of structure and functions.||7-8|
|Thrilling Information: Using program music of Grieg and Michael Jackson's Thriller to explore characters, setting and plot in Reading.||Common Core Reading: ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.||Music. Listen to and describe musical examples that represent styles and traditions from various historical periods and world cultures.||2-3|
|Epic Improvisation: a high school lesson focusing on teaching Epic Poetry through Rap and Jazz improvisation.||CCSS.ELA.RL.11-12.4|
|Music: Improvising melodies, variations and accompaniments.|
Composing and arranging music within specified guidelines.
|Producing Beats: Teaching STEAM through music production and engineering||Next Generation Science Standard: HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.||Music: Singing alone and with other, Performing alone and with others, Listening to, analyzing and describing music.||9-12|
|Informational Arts: using visual art to analyze and synthesize text.||Common Core Reading: ELA RL9-10.1||Art: Choosing and evaluation a range of subject matter, symbols and ideas.||9-11|
|Responding Syllables: using music to recognize and perform multi-syllabic words.||CCSS.ELA-Literacy.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)||Music: Improvising melodies, variations and accompaniments using a variety of sound sources including tradition and nontraditional sounds available in the classroom.||K-2|
|Character Shapes: exploring geometry through drama.||CCSS.Math.Content.1.G.A.1: Distinguish between defining attributes versus non defining attributes; build and draw shapes|
to possess defining attributes.
|Theatre: Generate and conceptualize artistic ideas|
|Starry Myth: understand and evaluate informational text through visual art and movement.||CCSS.ELA-Literacy.RI.3.7 Use information gained|
from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the
text. CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
|Visual Art 3: Choosing and evaluating a range of subject matter, symbols, and ideas. Achievement standard:|
Students select and use subject matter, symbols, and ideas to communicate meaning
|Puzzling through Math: Using the Puzzle Cube Strategy with Dance and Math expressions||CCSS.MATH.CONTENT.6.EE.A.2: Expressions and Equations|| DA-Cr1-6b: Explore various methods of movement invention and problem-solving that transfer ideas into movement vocabulary. Discuss the effect of methods with others using dance vocabulary.||6-7|
|Integrating Math and the Arts through Pattern||Math: Standard for Mathematical Practice 7: Look for and make use of structure.||Music: MU:Pr4.2.K.a: With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.|
Dance: DA:Cr2.1.K.a: Improvise a dance that has a beginning, middle, and end.
|Masking Mirrors: Historical Thinking through Art||Historical Thinking Standard #3:|
Historical Thinking: Students engage in historical analysis and interpretation.
Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design.
|Writing Mix-a-Lot: Creating Story through Theater||CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details and well-structured event sequences.||Theater Cr2.1.1.a: Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama).||K-2|
|Movement Forces: Science and Dance||3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.||DA:Cr2.1.4 a.Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.||3-5|
|Mondrian Geometry: Math and Art Lesson||CCSS.MATH.CONTENT.3.MD.D.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.||NCCAS.VA:Cr1-3.b: Apply knowledge of available resources, tools, and technologies to investigate own ideas through the art-making process.||2-4|
|Tell-Tale Theater: Literacy and Drama Lesson||CCSS.ELA-LITERACY.RL.8.6|
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
|TH:Cr2.1.8 a. Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.||6-8|
|Reading Rockwell 2: Fully-developed arts integration lesson plan||Reading/Comprehension of Literary Text/ Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding.||Visual Art: Choose and evaluate a range of subject matter, symbols and ideas.||1-5|
|Mapping Blueprints: Order and classification through Math and Visual Art||Math - CCSS.MATH.CONTENT.1.MD.A.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.||Visual Art - VA:Cr2.3.1: Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.||K-2|
|Dance Globally: Engineering Movement||Science - HS-ETS1-2: Design a solution to a complex realworld|
problem by breaking it down into smaller,
more manageable problems that can be solved
|Dance Anchor Standard 11: Relate artistic ideas|
and works with societal, cultural and historical
context to deepen understanding.
|Teach Me: Connecting Technology and Dance||Technology - ISTE Communication & Collaboration:|
Students use digital media and environments
to communicate and work collaboratively,
including at a distance, to support individual
learning and contribute to the learning of
others.problem by breaking it down into smaller,
more manageable problems that can be solved
|Dance Anchor Standard 5a: Develop and refine|
artistic technique and work for presentation
a. embody technical dance skills (for example,
functional alignment, coordination, balance, core
support, clarity of movement, weight shifts,
flexibility/range of motion) to retain and execute
|Dances with Water: Earth and Dance Systems Connect||Science: HSESS2 - The abundance of water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics.||Dance Anchor Standard 1: Generate and conceptualize artistic ideas and work||9-12|
|Tangram Shape Art: A natural pairing of math and visual art||Math: CCSS.3.G.1: Understand that shapes in|
different categories may share attributes and
that the shared attributes can define a larger
|Visual Art: VA:Cr.1.3.b: Apply knowledge of available|
resources, tools, and technologies to investigate
own ideas through the art-making process.
|Symbol Mandalas: A cultural design||Social Studies: NCSS 1.C: Describe ways in which|
creations serve as expressions of culture and
influence behavior of people living in a
|Visual Art: VA:Cr2.3.5: Identify, describe, and visually|
document places and/or objects of personal
|Movement Batteries: discovering how energy works||Science: 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another||Dance: DA:Re9.1.4a.Discuss and demonstrate the|
characteristics that make a dance artistic and
apply those characteristics to dances observed or
performed in a specific genre, style, or cultural
movement practice. Use basic dance terminology
|Character Pitches: Understanding characters through voice and body exploration||Reading: CCSS.ELA-Reading.RL2.6 Acknowledge|
differences in the points of view of characters,
including by speaking in a different voice for
each character when reading dialogue aloud.
|Theater: TH:Cr1.1.2c. Identify ways in which voice and|
sounds may be used to create or retell a story in
guided drama experiences (e.g., process drama, story
drama, creative drama).
|Freedom's Frigate: History and Design Converge||Social Studies Standard 2 (UCLA National History Standards Era 3): The impact of the American Revolution on politics, economy, and society||Visual Art: Students create a sailboat through|
group collaboration, representing their entire
class by the use of many types of materials.
|Personification Leaves: Personification in Art||Reading: CCSS.ELA-Literacy.CCRA.R.4 – Interpret words and phrases as they are used in a text, including determining technical, connotative, and|
figurative meanings, and analyze how specific
word choices shape meaning or tone.
|VA:Cr2.1.2a: Experiment with various materials and tools to explore personal|
interest in a work of art or design.
|Pairing the four movements from Vivaldi’s Four Season’s with the story Fletcher and the Flying Leaves||Reading: CCSS.ELA-LITERACY.RL.1.3|
Describe characters, settings, and major
events in a story, using key details.
|Music: MU:Re8.1.1.a a With limited guidance,|
demonstrate and identify expressive qualities
(such as dynamics and tempo ) that reflect
creators’/ performers’ expressive intent.
|Students are using the interactive brain map tool to explore the different areas of the brain and what causes them to activate, as well as how they interact as a system together.||Science: MS-LS1-8. Gather and synthesize information|
that sensory receptors respond to stimuli by
sending messages to the brain for immediate
behavior or storage as memories.
|Visual Art: Art: 2. Using knowledge of structures and functions.|
4. Understanding the visual arts in relation to history and cultures
|Life Cycle Tracking: Pairing the identification and classification of the frog life cycle with this drama process of thought tracking to create a performance piece of the stages of frog development.||Science: NGSS 3-LS1.B: Reproduction is essential to|
the continued existence of every kind of
organism. Plants and animals have unique
and diverse life cycles.
|Theater: TH:Cr1.1.3 a: Create roles, imagined|
worlds, and improvised stories in a drama/
|Line Plot Dance: Pairing traditional mathematical line plots with choreographic writing to produce line plot dances.||Math: CCSS.5.MD.2.B Represent and interpret|
|Dance: DA:Cr2-5a. Manipulate or modify a variety|
of movement patterns, forms, structures, and
designs to expand choreographic possibilities
and develop an artistic intent (main idea).
Discuss the movement choices.
|Mondrian Fractions: Students explore the work of Piet Mondrian as a way to demonstrate and manipulate equivalent fractions.||Math: 4.NF.A.1 Extend understanding of|
fraction equivalence and ordering
|Visual Art: VA:Re7-4a. Compare responses to a work of|
art before and after working in similar media.
|Hamilton Riffs: Students study various historical figures and create a musical piece to share their findings.||Social Studies: NSS-C.5-8.3: Principles of Democracy||Music: MU:Cr2.1.9. Select, organize and document personal musical ideas for arrangements, songs and compositions.||7-12|
|Erosion Art: Students are using the work of artist Andrew Goldsworthy to explore the idea of erosion.||Science: NGSS 4-ESS2-1. Make observations|
and/or measurements to provide
evidence of the effects of weathering or
the rate of erosion by water, ice, wind or
|Visual Art: VA:Cr1.2.5a. Identify and demonstrate|
diverse methods of artistic investigation to
choose an approach for beginning a work of
|Mixed Pattern Weaving: Students create a weaving that demonstrates a mixed math problem using different colors and textures in their project.||Math: CCSS.MATH.CONTENT.4.OA.C.5|
Generate a number or shape pattern that
follows a given rule. Identify apparent
features of the pattern that were not explicit
in the rule itself.
|Visual Art: VA:Cr2.1.4a. Explore and invent art-making techniques and approaches.||4-6|
|Feudal Yes...And: Exploring feuds – what causes them and how they are resolved – through the lens of speaking and listening skills and the theater strategy of “yes, and”.||English/Language Arts: CCSS.ELA-LITERACY.SL.8.1.D|
Acknowledge new information expressed by
others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
|Theater: TH:Cr1.1.8.c c. Develop a scripted or|
improvised character by articulating the
character’s inner thoughts, objectives, and motivations in a drama/theatre work.
|Moving Constellations: This lesson can be used in upper elementary and lower middle grades to help support an understanding of how constellations look in various seasons of the night sky.||Science: 5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes|
in length and direction of shadows, day and
night, and the seasonal appearance of some
stars in the night sky.
|Dance: Artistic Process: Performing Anchor|
Standard: Analyze, interpret and select artistic work for presentation.
|Lines of Giving: This lesson is designed to help students read line in text and a piece of art, as well as to write with this line focus.||Writing: CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a wellelaborated|
event or short sequence of events, include details to describe actions, thoughts,
and feelings, use temporal words to signal
event order, and provide a sense of closure.
|Visual Art: VA:Cr2.1.1 Explore uses of materials and tools|
to create works of art or design.
|Life Cycle Theater: Inspired by Paul Fleischman’s book, Joyful Noise: Poems for Two Voices, integrates the science of life cycles and theatre, also referred to as life cycle theatre.||Science: NGSS.3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have common birth, growth,|
reproduction, and death.
|Theater: TH.Pr6.1.3a: Practice drama/theatre work and share reflections individually and in small|
|Coloring Sound:This lesson connects science and visual art through looking at synesthesia and understanding how areas of the brain work together to inform the senses.||Science: MS-LS1-8. Gather and synthesize information that sensory receptors respond to|
stimuli by sending messages to the brain for
immediate behavior or storage as memories.
|Visual Art: VA:Re8.1.8 Interpret art by analyzing how the interaction of subject matter, characteristics of|
form and structure, use of media, art-making approaches, and relevant contextual information
contributes to understanding messages or ideas and mood conveyed.
|Composing Order: This STEAM lesson is for K-2 students and focuses on ordering objects of various sizes. This lesson provides students with an opportunity to use sound duration in music as a pathway to creating a composition using these objects.||Math: CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths|
of two objects indirectly by using a third object.
|Music: MU:CR1.1.1.a With limited guidance, create|
musical ideas (such as answering a musical
question) for a specific purpose.
|Setting and Ambiance: In this lesson, students study how authors and artists use the elements of word choice, lighting and sound to set the mood of a piece of text or theater.||Reading: CCSS.ELA-LITERACY.RL.4.3 Describe|
in depth a character, setting, or event in a
story or drama, drawing on specific details in
the text (e.g., a character's thoughts, words, or actions).
|Theater: TH:Cr1.1.4 b. Visualize an design technical elements that support the story and given circumstances in a drama/theatre work.||3-5|
|12-Bar Rules: In this STEAM lesson, students explore the concept of pattern rules in math as a connection with the 12 Bar Blues structure in music.||Math: CCSS.MATH.CONTENT.4.OA.C.5:|
Generate a number or shape pattern that
follows a given rule. Identify apparent
features of the pattern that were not explicit
in the rule itself
|Music: MU:Cr1.1.4b Generate musical ideas (such as|
rhythms, melodies, and simple accompaniment
patterns) within related tonalities (such as major and minor) and meters.
|Slammin' Poetry: In this high school arts integration lesson, students are pairing the 5 elements found in slam poetry for creating rhythm with the elements of theater to create a slam poetry performance.||CCSS.ELA-LITERACY.W.9-10.4 Produce|
clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
|TH:Pr6.1.II.a Present a drama/theatre work|
using creative processes that shape the production for a specific audience.
|Dancing Shape Attributes: In this lesson connecting math shape attributes and creating dance movements to solve a problem, students explore how to use their bodies to demonstrate shapes within categories.||CCSS.MATH.CONTENT.3.G.A.1|
Understand that shapes in different
categories (e.g., rhombuses, rectangles, and
others) may share attributes (e.g., having
four sides), and that the shared attributes can
define a larger category (e.g., quadrilaterals).
|DA:Cr.1.1.3b. Explore a given movement|
problem. Select and demonstrate a solution.