Please note that many tasks were constructed prior to Common Core and the task alignments to the Common Core State Standards (CCSS) were not identified in the task materials. To search for the performance tasks explicitly aligned to the CCSS, Next Generation Science Standards (NGSS), or College, Career, and Civic Life (C3) Framework for Social Studies State Standards, please go to CCSS, NGSS, and C3 tabs.
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Source Subject Grade Level |
Hip Hop On The Spot The Hip Hop On The Spot task aims to unite young people from different countries by means of a collaborative musical and literary creation through hip hop, a street culture in which young people are the protagonists. The project begins with a theme for youngsters to write one RAP, speaking of iEARN, youth and collaborative creation. Lyrics should have 8 metric syllables. The rhyme should be posted to the project forum and the project facilitator will then organize completed lyrics for the full song and re-post to the forum. |
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Source Subject Grade Level |
Hip Hop on the Spot In this task, students will work together to write a rap abut youth cooperation. This task includes: |
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Source Subject Grade Level |
Holiday Card Exchange In this task, students will write holiday cards to other participating students around the world. This task includes: |
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Source Subject Grade Level |
Holiday Card Exchange In the Holiday Card Exchange task, classrooms explain their holiday traditions by sending cards to their partners around the world. Teachers and students will prepare an envelope with holiday cards to send to the other participants between October - December. Students may send Chinese New Year, Christmas, Hanukkah, Kwanzaa or Eid greeting cards or cards that show local celebrations during December or January. Each school will be placed in a group with approximately seven other schools and will prepare either handmade or purchased cards (decorations may be included) to send to each of the other schools. |
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Source Subject Grade Level |
In Style The In Style unit includes an introduction, the learning focus, 3 teaching and learning activities, assessment criteria, and resources. Unit description from source: In In style students prepare and present a contemporary style music performance. Student instrumentalists focus on preparing for a performance. Students who are not instrumentalists participate in the design and production aspect of the performance. Students work in groups to research a particular genre of music and to find advice on writing lyrics. They then compose their own original song and prepare for performing their piece to the class. Students undertake regular reflective activities in relation to team work. |
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Source Subject Grade Level |
International Geographic Project In this task, students will collaborate as a class in creating a magazine modeled after National Geographic that answers the essential question, "How are things different when you cross the US/Mexico border and why?". This task includes: |
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Source Subject Grade Level |
International Intercultural Mural Exchange In this task, students will interact with an international partner school through online forums in order to create a mural. This task includes: |
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Source Subject Grade Level |
Moving Toward Alignment In Moving Toward Alignment students will create warm-up sequences to develop alignment and flexibility in two different styles of dance or activities. This task includes:
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Source Subject Grade Level |
Music of the World In this task, students will collaborate in creating an original song using instruments from around the world. Each age group will have a specific task in creating the song as a whole student body. This task includes: |
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Source Subject Grade Level |
Music of the World In the Music of the World task, students will work together to create and perform an original song, using instruments from around the world. This task includes several possible classroom activities. |
If you would like to recommend additional open-sourced performance task banks to be included in the database, or if you would like to report a broken link, please email Pai-rou Chen.
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