House Pride Rock created this arts integrated song to show our understanding of alleles, genotypes, and phenotypes.

The songs covers Virginia Standards of Learning
Life Science 12:
a) the structure and role of DNA;
b) the function of genes and chromosomes;
c) genotypes and phenotypes;
d) characteristics that can and cannot be inherited;
f) historical contributions and significance of discoveries related to genetics.

The song covers Arts standards:

GM 7.5 The student will respond to music with movement by:
1. using movement to illustrate musical styles
2. using choreography to interpret aspects of musical expression

TA 7.8 The student will apply vocal articulation, projection, and inflection during performances.

TT.8 The students will design, produce, and manage properties by:
12. creating a prop list
3. constructing, gathering, and/or adapting objects to enhance the production elements.

TT.14 The student will apply principles of stage management by
2. assisting the director in all areas of production management

VA 7.9 The student will create three-dimensional works of art, using various processes to include hand-building techniques.

DM.8 The student will collaboratively create and perform short choreographic studies that use unison as a compositional form

DM.10 The student will rehearse choreographed danced and execute those dances in a performance.

In this arts integrates song about the structure of a cell and mitosis, student created the music, lyrics, and shadow dances. Using “boom whackers,” xylophone, piano, bongos, and shakers, students explored the musical instruments of their choice through the guidance of Mrs. Toce. Students then created lyrics to mimic the rhythm and rhymes from the original song “Hello” by Adele. Once the music was recorded, students worked together by sections to create a shadow dance that illustrated the concepts from the lyrics of the songs.

Tableau is a way to physical represent a concept. As a class, we listed to Gustov Holst’s “The Planets and discussed how the music made us feel. In groups of 4-5, students worked together to create a frozen scene in front of a green screen to represent the crossroads of how the music made the group feel and the facts we know about each planet. Student were encouraged to be creative in their representations. After each group performed their Tableau, the rest of the class discussed how they interpreted what they saw.

 

A good Tableau includes:

1. All students frozen and eyes locked on a focal point
2. Clear facial and body expressions
3. Varying levels (i.e. sitting to standing)

After all of the tableaus were filmed, the planets they were presenting were superimposed on the green screen behind them.

 

This video is almost 40 minutes long due to the number of planets and number of students. Please skip around to get an idea of how different groups interpreted each planet.

In this parody of “Under the Sea” from Disney’s “The Little Mermaid,” students sing and act out the impact littering has on the Virginia watershed and all over the world. Students helped create the lyrics and came up with the scenes in the video.

In this parody of “Take Back the Night” but Justin Timberlake, students worked together to write lyrics about the importance of energy conservation. Students worked as a group to learn the song and “applied for jobs” to participate in the production of the video. Students auditioned for solos for the lyrics of the song, helped with filming and lighting, video editing, and sound production and editing. In the production of the video, students came up with a story board for what they wanted to be in the video and executed the scenes with those who wanted to be actors. A green screen was used to superimpose images that we could not physically get to in the video.

In this live performance of “Our Density Song,” Zeta students showcase the principals of matter and how to calculate density.