In 1862, Congress passed and President Lincoln signed the Pacific Railroad Bill, which granted public land and funds to build a transcontinental railroad. The Central Pacific Railroad would lay tracks from California heading east, and the Union Pacific Railroad would lay tracks from the Missouri River west. The photograph taken in Placer County, "Grading the Central Pacific Railroad," shows some of the construction. Work on the railroad was physically difficult and at times dangerous, and attracting workers was a challenge. The majority of the Central Pacific's laborers were Chinese. A Chinese worker is shown in the image "Heading (top cut) of East Portal, Tunnel No. 8." Both railroad companies actively recruited Chinese laborers because they were regarded as hard workers and were willing to accept a lower wage than white workers, mostly Irish immigrants. As construction progressed, the Central Pacific and the Union Pacific competed to see which could lay the most track each day. A photograph of a sign near Promontory Park, Utah, commemorates the day that Central Pacific crews laid an unprecedented 10 miles of track. The meeting of the two sets of tracks ? the "gold spike" ceremony ? took place on May 10, 1869. Several photographs and drawings depict this historic moment. Now the country was connected as never before: a journey between San Francisco and New York that previously took up to six months now took only days. The photograph "High Bridge in Loop," from Views from a Trip to California, shows a train passing quickly through a mountain pass. The transcontinental railroad allowed people to travel more, farther, and in pleasant conditions, as reflected in the photograph "Commissary Car, 'Elkhorn Club.'" The photograph "Knights of Pythias at the Santa Fe Railway Station, Anaheim" shows an example of the popularity of trains. Even as the transcontinental railroad brought the new country together, it brought change to the world of Native Americans. The tracks ran through a number of tribal territories, bringing into conflict cultures that held very different views of the land and how it might be used and lived on. The painting The First Train, by Herbert Schuyler, depicts three Indians pointing past their encampment at a train in the far distance. The railroad also brought an increasing number of European Americans west. One consequence of this influx was the depletion of the buffalo herds, a major food source for Plains Indians. European Americans would often shoot buffalo for sport from the train; by 1880, the buffalo were mostly gone and Plains Indians had been gathered onto reservations. Millions of acres of open grassland were being settled by the people moving west. Eventually, much of this land became the farmland that fed a growing nation. The transcontinental railroad opened up the West to the rest of the country, even if they never made the trip themselves. A Currier & Ives hand-colored lithograph depicts a train running along the Truckee River in Northern California. The San Francisco publishing firm of Lawrence & Houseworth hired photographers and published photographic tourist catalogs containing views of the West, which they sold commercially. The railroad took hold in popular culture, as shown by sheet music for the song "New Express Galop [sic]." There was even a railroad board game illustrating "Railroads Between New York and San Francisco, California, with Scenes on the Way."

In this lesson, students collect outdoor observational data to create a song about climate change. Intermediate music students will not only earn a greater appreciation for Alaska, but also for nature. These activities help students to learn how to use sound and sight maps in order to identify aspects of our region in Southeast Alaska. In addition, students learn about the basic concepts of climate change in order to write creative lyrics for songs for the entire school. At the end of the unit, students perform their unique songs in a school wide assembly.

Although written for Alaska, the lesson could easily be adapted for many other locations.

Our Class Piano & Piano Pedagogy teaching professor Dr. Janci Bronson has created a YouTube education channel designed to support student virtual learning within group piano and/or private lessons.
The educational channel covers the following key topics: beginning keyboard technique, sight-reading, transposition, scales, arpeggios, chords, harmonization, & improvisation.
Note: each video comes with closed captions, brief descriptions, suggestions to related videos, and chapters (“show more” under the video description).
We hope you may find these supplemental videos helpful to share with your group piano students. We welcome your feedback and suggestions to continue improving the videos.

Iowa State University's Class Piano & Piano Pedagogy teaching professor Dr. Janci Bronson has created a YouTube education channel, Dr. Janci Bronson on YouTube, designed to support student virtual learning within group piano and/or private lessons. Sponsored by the Miller Open Education Mini-Grant Program at Iowa State University, the channel covers the following key topics: beginning keyboard technique, sight-reading, transposition, scales, arpeggios, chords, harmonization, and improvisation.
Note: each video comes with closed captions, brief descriptions, suggestions to related videos, and chapters (“show more” under the video description).
We hope you may find these supplemental videos helpful to share with your group piano students. We welcome your feedback and suggestions to continue improving the videos.

Haz una flauta de pan con pajitas.
Actividad de Bolsa de STEM Semanal. Agentes de Colorado Americorp en los condados de Araphahoe, Denver, Garfield, Larimer y Weld. Trabajo apoyado por la Corporación para el Servicio Nacional y Comunitario bajo el número de subvención 18AFHCO0010008 de Americorps. Las opiniones o puntos de vista expresados en esta lección pertenecen a los autores y no representan necesariamente la posición oficial o una posición respaldada por la Corporación o el programa Americorps.

In this activity students analyze the lyrics to a popular Vietnam War protest song and discuss how music can be used to motivate people and for protest. Then students will create a new stanza for the protest song "I-Feel-Like-I'm Fixin'-To-Die Rag."

This book’s title tells its intent. It is written to help you understand media and culture. The media and culture are so much a part of our days that sometimes it is difficult to step back and appreciate and apprehend their great impact on our lives. The book’s title, and the book itself, begin with a focus squarely on media. Think of your typical day. If you are like many people, you wake to a digital alarm clock or perhaps your cell phone. Soon after waking, you likely have a routine that involves some media. Some people immediately check the cell phone for text messages. Others will turn on the computer and check Facebook, email, or websites. Some people read the newspaper. Others listen to music on an iPod or CD. Some people will turn on the television and watch a weather channel, cable news, or Sports Center. Heading to work or class, you may chat on a cell phone or listen to music. Your classes likely employ various types of media from course management software to PowerPoint presentations to DVDs to YouTube. You may return home and relax with video games, television, movies, more Facebook, or music. You connect with friends on campus and beyond with text messages or Facebook. And your day may end as you fall asleep to digital music. Media for most of us are entwined with almost every aspect of life and work. Understanding media will not only help you appreciate the role of media in your life but also help you be a more informed citizen, a more savvy consumer, and a more successful worker. Media influence all those aspects of life as well.

Understanding Music: Past and Present is an open Music Appreciation textbook co-authored by music faculty across Georgia. The text covers the fundamentals of music and the physics of sound, an exploration of music from the Middle Ages to the present day, and a final chapter on popular music in the United States.

This video segment presents a variety of sounds -- from animals to machines to musical instruments -- while introducing the basic concepts of vibration, volume, and pitch.

Introduces the ethical dimension of finding, using, and sharing images in the context of the undergraduate research assignment. Students will understand the ethical aspects of finding, using, and sharing images; will engage with copyright issues and concepts of intellectual property; and will find and analyze specific images as examples.

1: Development
1.1: Determining Your Distribution Outlet
1.2: Understanding Your Audience
1.3: Production Styles
1.4: Video Formats
2: Releases and Contracts
2.1: Legal Protections
2.2: Image Licensing
2.3: Music Licensing
3: Scripting and Formats
3.1: Rundowns, Formats and Storyboards
3.2: Single-Column Scripts
3.3: Multi-Column Scripts
3.4: Three-Act Structure
4: Production Preparation
4.1: Planning to Shoot
4.2: The Production Bible
4.3: The Business of Filmmaking
5: Funding
5.1: The Business Plan and The Production Plan
5.2: The Film Proposal
5.3: Grants
5.4: Fellowships
5.5: Other Funding Avenues
5.6: Film Festivals
6: Set Etiquette
6.1: Who Does What
6.2: The Director's Commands
6.3: When the Shooting Stops
7: Camera Functions
7.1: DSLR vs. Mirrorless vs. Camcorders
7.2: Memory Cards
7.2.1: Formatting the SD (Memory) Card
7.3: Manual Mode
7.4: Iris/Aperture
7.5: Depth of Field
7.6: Neutral Density Filters
7.7: Gain and ISO
7.8: Focus
7.9: Frame Rate and Shutter Speed
7.10: White Balance
7.11: Lenses
8: Video Aesthetics
8.1: Basic Shot Sizes
8.2: Camera Position
8.3: Camera Movements
8.4: Lens Movements
8.5: Video Composition
8.6: Critical Focus
9: Lighting
9.1: Measuring Light
9.2: Types of Lamps
9.3: Qualities of Light
9.4: Common Lights
9.5: Light Modification and Control
9.6: Lighting Design
10: Sound
10.1: Elements of Sound
10.2: Microphones
10.2.1: Microphones Used in Video Production
10.2.2: Polar Patterns
10.3: Audio Connectors
10.4: Controlling Sound with a Video Camera
10.5: Location Audio
11: Planning/Organizing for the Edit
11.1: The Art and Craft of Editing
12: Nonlinear Systems and Requirements
12.1: Nonlinear Systems and Requirements
13: Formats/Compression
13.1: Formats/Compression
14: Editing Workflow/Assembly
14.1: Editing Workflow/Assembly
15: Rough Cuts
15.1: Rough Cuts
16: The Finishing Process
16.1: Steps of the Finishing Process
16.2: Fixing Transition Mistakes
16.3: Fixing Titles and Graphics
16.4: Fixing Color and Exposure
16.5: Video scopes for post-production
16.6: Video Tutorials on Color and Audio techniques

Vocal Techniques, the course title used at many institutions, is essentially a voice class for instrumentalists, and is a required course for instrumental music education majors seeking all-level certification. Students take at least one Vocal Techniques course to learn proper singing technique along with basic pedagogy and can include teaching techniques as they apply to adolescent singers. The focus of the course is the development of the individual singing voice. This includes breathing, tone production, articulation, musicality and textual expression and understanding. Students also develop confidence in front of groups, improve their general vocal quality, and learn that a healthy voice serves them well in the general and performance classroom.

This is a service-learning vocal music course designed mainly for music students who wish to learn and perform the genre of Classical Art Song and use the knowledge to serve the community as a vocal performer or music educator. The course will review the literature of Art Song from classical to modern time periods, studying the unique styles and various forms of Art Song including German Lied, French mélodie, English Art Song as well as African-American Spiritual. Selected art songs by great composers in each period will be discussed in the course modules.

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 Dance, which may include, but is not limited to, multiple forms of dance, as well as choreography, dance notation, dance history, dance anatomy, musical theater, dance production, and improvisation.

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 Media Arts, which may include, but is not limited to photography, film, animation, audio/video arts, technology (T.V., radio, and audio projects, social media, and Internet projects), video game design, digital art and design, and visual communications.

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 Music, which may include, but is not limited to, but is not limited to, general music, choir, band, orchestra, music theory, world and historical music, opera, and musical theater,

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.

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 Visual Arts, which may include, but is not limited to, drawing, painting, ceramic arts/pottery, sculpture, 2-D design, 3-D design, photography, arts printmaking, graphic arts, textiles, jewelry, and glass arts.