Visual and Performing Arts PDF

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This document gives lesson plan summaries involving visual and performing arts....

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Dannielle Ball Student ID #001181002 Western Governors University

A1. 1.VA:Cr1.2 Use observation and investigation in preparation for making a work of art. https://www.cde.ca.gov/be/st/ss/documents/caartsstandards.pdf A2. 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. https://www.cde.ca.gov/pd/ca/sc/documents/cangssgr1-dci.pdf A3. This lesson will be used to teach a first-grade class about the patterns of the sun while integrating a visual arts lesson as well. Teacher will begin the lesson by explaining to students the pattern of the sun and its relation to the earth. Teacher will show students a time lapse video of the sun through the day which can be found at https://thinktv.pbslearningmedia.org/resource/buac18-k2sci-ess-sunposition/changing-position-of-the-sun-in-the-sky/. Students will then go onto the playground first thing in the morning, and pair up with a partner. Each pair of students will be given a piece of chalk. Students will find a spot on the playground where they can see their complete shadows. One student will stand still while the other student traces their partner’s

shadow. Students may also trace their partners shoes, so they remember exactly where they stood. Students will come back out to the playground mid-way through the end of the day and trace the new position of their shadow. Students will discuss as a class what they think their shadow will look like at the end of the day and what position the sun will be in. Students will then come back out at the end of the day and trace their shadows once again. Each time students trace their shadows they will make a note of the suns position in their science journal. The next day in class students will discuss their findings of how the suns position relates to the change in their shadow. Students will then use their findings to draw a picture of their shadow positions in relation to the sun. A3a. The art used will be a time lapse photography by GBH. Retrieved from https://thinktv.pbslearningmedia.org/resource/buac18-k2-sci-ess-sunposition/changing-positionof-the-sun-in-the-sky/ A3b. The work of art supports the learning activity because it shows a clear time lapse of the suns different position in the sky over a day’s period. It is appropriate for first-grade students because it aligns with the content standard and shows real life photography of what they will be learning about. A4. The learning activity integrates the visual arts standard because the students will be using their observations and investigations of their shadows in relation to the sun to create a work of art. The

learning activity integrates the academic standard because students will be using their observations of the suns position to predict it’s pattern. B1. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience. https://www.cde.ca.gov/be/st/ss/documents/caartsstandards.pdf B2. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. http://www.corestandards.org/ELA-Literacy/RL/1/ B3. This lesson will take place in a first-grade classroom and will integrate literacy and drama/theater. To begin the lesson the teacher will read the book “The Little Red Hen” by Paul Galdone. Teacher will discuss the various characters in the story along with the theme. Teacher will explain the dramatic play the students will be acting out. Teacher will show students how to read with body, face, gestures, and voice to portray characters in the story. The teacher will then break the students into groups of four and provide each group with an easy-to-read script. The groups will figure out who will play the parts of the hen, the dog, the cat, the mouse, and the miller. (Teacher will read the part of the narrator for each group.) Once students figure out who will play which part, they will practice reading lines while using body and face gestures to

portray their chosen characters. Students will also use simple props to act out scenes. Teacher will rotate between groups to help give advice on body and voice expressions. After students have a sufficient time to practice, the groups will take turns presenting their dramatic play to the rest of the class. Students will use dramatic play to retell the story. B3a. The work of art being used will be the children’s fiction literature story of The Little Red Hen by Paul Galdone. B3b. The selected work of art supports the learning activity and is appropriate for the grade level because it is an age-appropriate book that can be made into a quick skit with easy-to-read scripts. The story also has many characters that can be expressed with character traits, and it conveys an age-appropriate message. B4. This learning activity effectively integrates the drama/theater standard as well as the language arts standard because students will be using voice, body, and facial gestures to portray character traits and gestures while acting out the play for the Little Red Hen. While they are acting out the play they also will be meeting the language arts standard by retelling the story through acting it out. C1. 1.DA:Pr5 Demonstrate a range of locomotor and nonlocomotor movements, body patterning, body shapes, and directionality.

https://www.cde.ca.gov/be/st/ss/documents/caartsstandards.pdf C2. CCSS.MATH.CONTENT.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. http://www.corestandards.org/Math/Content/1/NBT/ C3. This lesson is designed for a first-grade class and the lesson will integrate math and dance. Teacher will gather students in front of Smart Board. Teacher will instruct students to spread out and make sure they are all arms-length away from each other. Teacher will play “Count to 120 with DJ Count” by Jack Hartmann. In the video students will be given a range of different body movements to do as they dance and count to 120. This will provide students with a fun and engaging way to practice counting to 120 after practicing a few times with the video, the teacher will have students do it without the music and they may make up their own movements as they count to 120. C3a. The work of art used in this lesson will be the song, “Count to 120 with DJ Count” by Jack Hartmann. Retrieved from https://www.youtube.com/watch?v=mmOYygjuZWM C3b. This work of art supports the learning activity and is appropriate for the grade level because it is a fun and engaging way to teach younger students how to count to 120 through dance. The song

is very intriguing, and the dance movements are simple enough to be done by a younger audience of students. C4. The learning activity integrates dance and math into one cohesive learning experience because the students will be doing a variety of different dance moves while counting out-loud to 120. This will help students memorize counting patterns while also helping with locomotor skills. D1. 1.MU:Pr6 With limited guidance, perform music for a specific purpose with expression. https://www.cde.ca.gov/be/st/ss/documents/caartsstandards.pdf D2. 1.3.1. Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”). https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf D3. This learning activity is designed for a first-grade classroom, and the lesson will incorporate social studies and music into one lesson. In this lesson students will be learning and reciting “America the Beautiful.” Teacher will gather children on the carpet. Teacher will discuss with students’ various places, features, and landforms throughout the United States. Teacher will show pictures of the places and discuss them with students. Teacher will then play the song “America the Beautiful” for students via Smart Board. Teacher will create vocabulary chart with the lyrics of the song beforehand the chart will illustrate more complicated vocabulary for students.

Teacher will discuss the vocabulary and use examples to provide meaning for students. Teacher will again play the song for the students while pointing to words on chart. Teacher will emphasize the importance of singing with expression and purpose. This song will be rehearsed with students a few times a day for a month-long period or until the teacher feels students will be able to recite the song as a class with limited guidance. Once the students have achieved this, teacher will record students singing the song as a class and post it on the class dojo website, which will be available for parents to view. D3a. The work of art used in this lesson will be America, The Beautiful by Cedarmont Kids. https://www.youtube.com/watch?v=BHtBGJeuARQ D3b. The selected work of art supports the learning activity and is appropriate for first-grade learners because it shows children of approximately the same age performing a song that shows American ideals and the children in the song are singing with expression and purpose which shows the students what will be expected of them when singing the song. D4. The learning activity integrates music and the academic standard into one cohesive learning experience because students will be learning to sing a song that expresses American ideals. Students will be learning to sing the song with expression and purpose. E. References Changing Position of the Sun in the Sky. (n.d.). PBS LearningMedia. Retrieved from

https://thinktv.pbslearningmedia.org/resource/buac18-k2-sci-ess-sunposition/changingposition-of-the-sun-in-the-sky/ Galdone, P. (1973). The Little Red Hen. New York: Scholastic Book Services. Hartmann, J. (2020) Count to 120 with DJ Count. Retrieved from https://www.youtube.com/watch?v=mmOYygjuZWM Cedarmont Kids (2012) America, the Beautiful. Retrieved from https://www.youtube.com/watch?v=BHtBGJeuARQ...