Task 1 - Complete Task 1 for C105 PDF

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Complete Task 1 for C105...

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Michael McDowell Student #000893767 Elementary Visual and Performing Arts Methods (C105) September 14, 2020

Grade Level: 1

A. Art and Math Integration Activity 1. Art Standard 1.2A Creative expression: The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: invent images that combine a variety of lines, shapes, colors, textures, and forms. (https://tea.texas.gov/sites/default/files/Grade1_TEKS_0817.pdf).

2. Math Standard 1.6C Geometry and measurement: The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons (https://tea.texas.gov/sites/default/files/Grade1_TEKS_0817.pdf).

3. This activity will focus on students working together to explore the world of geometry by integrating angles and line segments into a visual arts activity. The students will work together in their table groups, utilizing a wide array of medias that

the teacher collected for them to create different geometric shapes that they will identify as angles and lines. This activity will allow students to communicate what geometric shapes that they should use while creating their visual artwork. For the task, the students will be required to have each of the following depicted in their artwork: points, lines, ray, angles, and perpendicular and parallel lines. During the activity, the teacher will be roaming around the classroom offering assistance to all students and answering any questions the students may need help with. The teacher will also be observing to ensure that all students are participating in the activity.

a.

An example piece of art that we will be used for this activity is called Geometric Art XII Poster by Beautiful Arts (Beautiful Arts).

b. The poster is a layout of different shapes, lines, and angles used to form different patterns. The students will be able to identify the different shapes, lines, and angles to use in their own work during the activity. 4.

The activity integrates both the math and visual arts because the students use different media in order to create geometric shapes that include items such as lines, rays, and angles. The students are able to master the objective for the visual arts standard by creating images that join different lines, shapes, colors, textures, and forms. The students will also master the math standard by drawing two-dimensional figures, including circles, triangles, rectangles, and squares, rhombuses, and hexagons. This is made possible by using a hands-on-approach that focuses on all learning styles.

B. Theatre and ELAR.

1.

Theatre Standard 1.5C Critical evaluation and response: The student responds to and evaluates theatre and theatrical performances. The student is expected to discuss the use of music, creative movement, and visual components in dramatic play. (https://tea.texas.gov/sites/default/files/Grade1_TEKS_0817.pdf)

2. ELAR Standard 1.16B Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to identify techniques used in media (e.g., sound, movement). (https://tea.texas.gov/sites/default/files/Grade1_TEKS_0817.pdf) 3. In this activity, the students will analyze how music can impact the meaning of a story. For this activity, the students as table groups, will read designated excerpts from Charlotte’s Web then watch the corresponding scenes from the Charlotte’s Web movie that contain music. The students will then compare the scenes from the book to the scenes in the movies and annotate how music influenced the scenes in the movies. The students will annotate how the different tones within music can influence the mood being represented in the movie and adds additional meaning to the book. The teacher will walk around the room observing the students to ensure participation and answer students’ questions. a.

“Charlotte’s Web by E.B White and Charlotte’s Web (Paramount Pictures)

b. The activity supports the theatre standard by allowing the students to evaluate and respond to the book and the movies Charlotte’s Web and how music can

have influence over the tone or mood of the story. The students will discuss how the music can capture the authors intended mood for the story. This activity integrates both the theatre and ELAR standards by allowing students to

4.

experience how different musical tones can have an affect a story. By having the students to watch the movies and compare the book, they are able to identify how music can have an impact on the story being told. This supports both the theatre and ELAR standards. C. Dance and Science. 1.

Dance Standard: DA:Cr1.1.1a. Explore movement inspired by a variety of

stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source. (https://www.nationalartsstandards.org/sites/default/files/Dance%20at%20a%20Glance %) 2.

Science Standard: TEKS 1.8C Earth and space. The student knows that the

natural world includes the air around us and objects in the sky. The student is expected to identify characteristics of the seasons of the year and day and night. (https://tea.texas.gov/sites/default/files/Grade1_TEKS_0817.pdf) 3. In this activity, the students will begin a lesson on weather patterns, specifically related to storms. The lesson will begin as a whole group discussion, students will share personal stories about storms they had experienced, they can share how they felt during the storm, actions they may have taken during and after the storm. Then we will discuss what happens during a storm, how clouds form, what causes thunder and lightning, what causes rain to fall from the clouds, and why do rainbows appear after storms. The teacher

will explain to the students that this is all part of what is called the water cycle. The students will then watch a three-minute video that explains the water cycle (The Water Cycle. 2015. PeekaBoo Kidz). After the video and a brief discussion related to the video, the students will form a circle around the classroom, here they will participate in “The Water Cycle” dance. Some students will be the Sun that evaporates the water, some students will be the clouds that form during the condensation process, some students will be the rain and thunder as part of the precipitation process. All students will participate in this activity while listening to Beethoven’s Sixth Symphony, Movement 4 “The Storm”. The students who will participate as the Sun, will wave their hands and arms above their heads once the music starts so to evaporate the water from lakes and rivers. After the evaporation process, the students that represent the clouds will wave white pom-poms to simulate clouds forming. The rain and thunder students will simulate rain falling by motioning their fingers in a trickling down movement while other students in the groups will demonstrate the sound of thunder by drumming on their abdomens. Then the process will start over again without the teacher instructing the students to do so. The teacher will observe the students to ensure participation. After the activity, the students will complete a worksheet covering what they had learned about the water cycle. The teacher will be present to offer assistance and answer questions. a.

The Water Cycle. 2015. PeekaBoo Kidz, Beethoven Sixth Symphony Movement 4.

b.

This activity supports the dance standard because it allows the students to explore movements that are inspired by different stimuli such as music. Beethoven’s Sixth Symphony Movement 4 provided the stimuli for the students to explore the movements for the dance routine. The activity also supports the science standard

because the activity allows the students to develop an understanding of the water cycle that affects weather. The students will use the “Storm” which is the 4th Movement of Beethoven’s Sixth Symphony to stimulate the movements of the dance that simulates the water cycle. Afterward the students will discuss how the music assisted them in executing their portions of the dance routine.

4. This activity incorporates both the dance and science standard by allowing the students to learn a dance routine and associate it with science. The students used the dance movements to simulate the different processes of the water cycle in order to develop a better understanding of the process. They were able to master these movements by participating in the dance simulating the parts of the water cycle. They were able to master the science standard by competing the worksheet at the end of the activity. D. Music and Social Studies 1.

Music Standard: TEKS 1.5A Historical and cultural relevance. The student

examines music in relation to history and cultures. The student is expected to sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music. (https://tea.texas.gov/sites/default/files/Grade1_TEKS_0817.pdf) 2. Social Studies Standard: TEKS 1.1B History. The student understands the origins of customs, holidays, and celebrations. The student is expected to compare the observance of holidays and celebrations. (https://tea.texas.gov/sites/default/files/Grade1_TEKS_0817.pdf) 3.

For this activity the students will examine the origins and customs of music that

are associated with the three major winter holiday celebration. During the activity, the

students will be discussing the origins of the three major winter holidays and how music plays an important part of those celebrations. The activity will begin with the students watching videos associated with each celebration, then listening to music that is traditionally played during each holiday (Hanukka For Kids, Christmas Facts for Kids, and What is Kwanzaa?) (https://www.youtube.com/watch?v=nnyE9FFZkaQ https://www.youtube.com/watch?v=sCAnZWzgvSk https://www.youtube.com/watch?v=mzce-hBAw8). After the students have sampled some music that is associated with each holiday, they will be asked to asked to listen to a short clip then try to identify which holiday they think that its associated with. To wrap up the activity, the students will be given a worksheet that they will need to match certain facts that they learned to the appropriate holiday. The teacher will be available to assist students and ensure participation. a. Hanukka For Kids, 2019 Clarendon Learning, Christmas Facts for Kids, 2019 Homeschool Pop, and What is Kwanzaa?, 2016 Educational Videos for Students, Dreidel, Dreidel, Dreidel, O Kwanzaa, Jingle Bells. b.

These selections support the music standard because the activity allows the students to learn the origins of the three major winter holidays. The three pieces of music allows the students to explore of origins of the three major holidays that we celebrate during December. These selections also support the social studies standard because the students get to compare the observations of holiday.

4. This activity integrates the music and Social Studies standards by allowing the students to examine the relationship between music and culture and relate to important to the origins of our winter holidays. They master the music standard by playing the matching song

game, and master the social studies standard by completing the holiday facts worksheet on the origin of the holidays. We will have a group discussion on how music relates to history and culture and how holiday music is important to the cultures that celebrate these holidays.

https://tea.texas.gov/sites/default/files/Grade1_TEKS_0817.pdf Geometric Art XII Poster by Beautiful Arts, 2017.Retreived from https://society6.com/product/geometric-art-xii_poster Charlotte’s Web, 1952, E.B White, Ishi Press. Charlotte’s Web 2006, Gary Winick (Director) [Motion Picture] https://www.nationalartsstandards.org/sites/default/files/Dance%20at%20a%20Glance %20-%20new%20copyright%20info.pdf The Water Cycle. 2015. PeekaBoo Kidz. Retreived from https://youtu.be/ncORPosDrjI Hanukka For Kids, 2019 Clarendon Learning. Retreived from https://www.youtube.com/watch? v=nnyE9FFZkaQ Christmas Facts for Kids, 2019 Homeschool Pop Retrieved from https://www.youtube.com/watch?v=sCAnZWzgvSk What is Kwanzaa?, 2016 Educational Videos for Students Retrieved from https://www.youtube.com/watch?v=-mzce-hBAw8. Dreidel, Dreidel, Dreidel, 2011, The Learning Station, Retrieved from

https://www.youtube.com/watch?v=WKreDYVWark O Kwanzaa, June 11, 2016, Karen Dubiner. Retrieved from https://www.youtube.com/watch? v=W2dE5ECe2_E Jingle Bells, 1947, Bing Crosby. Retrieved from https://www.youtube.com/watch?v=A9ibhWgMlso...