THE DAY THE CRAYONS QUIT READER’S THEATER 4-5

THE DAY THE CRAYONS QUIT READER’S THEATER

THE DAY THE CRAYONS QUIT READER’S THEATER

Learning Description

In this lesson students will work collaboratively to understand the characters of a story through a reader’s theatre performance. Students will embody one character using their voices and bodies to portray the character’s feelings throughout the story. Through the use of theatre techniques, students will gain a greater understanding of the setting, characters, conflict, resolution, and theme of the story.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can portray a character within the context of a story using my body and voice.

  • I can identify the setting, characters, conflict, resolution, and theme of a story.

  • I can create prps and costumes for my performance.

Essential Questions

  • How does using voice and body help us to understand a character?

  • What are the setting, characters, conflict, resolution, and theme of the story?

  • How do costumes and props enhance a performance?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

 

ELAGSE4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

 

Grade 5: 

ELAGSE5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

 

ELAGSE5RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Arts Standards

Grade 4: 

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

TA4.PR.1.a Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions.

TA4.PR.1.b Use body and movement to communicate a character’s thoughts and emotions.

TA4.PR.1.c Collaborate and perform with an ensemble to present theatre to an audience.

 

Grade 5: 

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

TA5.PR.1.a Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts, ideas, and emotions of a character.

TA5.PR.1.b Use body and movement to communicate thoughts, ideas, and emotions of a character.

TA5.PR.1.c Collaborate and perform with an ensemble to present theatre to an audience.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.AOR.1.1 Explain how setting and conflict cause characters to change and how conflict(s) contributes to plot development. 

ELA.4.AOR.2.1 Identify and explain an explicit or implied theme and how it is developed by key details in a literary text. 

Grade 5: 

ELA.5.AOR.1.1 Analyze how setting, characters, and conflict impact plot development.

ELA.5.AOR.2.1 Explain the development of an explicit or implied theme over the course of a literary text.

Arts Standards

Anchor Standard 3: I can act in improvised scenes and written scripts.

T.P NL.3 I can use body and voice to communicate character traits and emotions in a guided drama experience.

 

Key Vocabulary

Content Vocabulary

  • Setting - Where and when a story takes place

  • Characters - A person, animal, or imaginary being that takes part in the events of the story
  • Conflict - A problem or struggle that the characters face. It drives the action and makes the story interesting.
  • Resolution - How the problem or conflict gets solved; where the story comes to an end, and the characters' challenges are resolved
  • Theme - The main message, idea, or lesson the author wants to share

Arts Vocabulary

  • Dialogue - A conversation between two or more persons

  • Character - An actor or actress in a specified role
  • Script - The written version of a play, movie, or other acted performance
  • Props - Items that actors use in a performance to depict real-life objects.  Props can also be used to help students brainstorm for their writing or character study.
  • Body - Actors use their body to become a character through body posture and movement. What your mind thinks, what your emotions feel, all of this is supposed to show up in your body.
  • Facial expression - Using your face to show emotion
  • Gesture - An expressive movement of the body or limbs
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing. 
  • Tone - The way your voice sounds when you speak. It shows how you feel, like being happy, sad, excited, or serious.

  • Tableau - A frozen picture representing a scene or moment in a story that occurs during a theatrical performance. When creating a tableau in theatre, the following principles should be applied:
    • Create body levels (low, mid, high); 
    • Use facial expressions to communicate thoughts and feelings;
    • Show relationships between the various characters in the setting; and
    • Make sure the audience can all see your face.
  • Statues - Frozen poses or shapes made by actors to represent a character, idea, or moment in a story

 

Materials

  • Class set of The Day the Crayons Quit Reader’s Theatre script
  • Cardboard, construction paper, tape, and any other materials needed to create costumes and props
  • Dice (at least two for the whole class)
  • List of six sample sentences printed or projected

 

Instructional Design

Opening/Activating Strategy

  • Engage students in a warm-up where they can practice speaking with expression and fluency.
    • Start by explaining that they'll practice saying sentences in different expressive ways. Share how emotions and tone make stories fun and engaging.
    • Assign one die to represent an emotion (e.g., 1 = happy, 2 = sad, 3 = surprised, etc.).
    • Assign another die to pick a sentence from the list.
    • A student rolls the dice to determine their sentence and emotion.
    • They say the sentence aloud, embodying the emotion as much as possible, using gestures, tone, and facial expressions.
    • The rest of the class guesses the emotion or gives positive feedback like, “You sounded so excited!”.
    • To make it collaborative, pair students to have mini conversations where they act out their sentences and emotions.

 

Work Session

  • Pass out the script to students. Read through the script once as a whole class. Teacher can decide how best to assign reading roles.
  • After the read through, have students discuss in small groups the characters and their emotions.
  • Assign each group one character to discuss in detail.
    • Students should identify and write down the character’s emotions and characteristics. 
    • Then, they should decide what type of voice the character would have and how the character would speak. 
    • Next, they should decide how their character would move.
    • Have students rehearse lines in unison in their groups using their voices and bodies to embody the characters.
    • Teacher should circulate the room to check student progress and understanding. 
  • Performance option 1:
    • Have students decide whether they would like to audition to perform their group’s character in a class performance. The teacher will select the cast list. 
  • Performance option 2:
    • Divide students into new groups so that one person from each character group is in the new group. 
    • Have students rehearse the script in their new group and then perform for the class. 
  • Performance option 3:
    • Have students perform the script as a whole class. When it is each character’s turn to speak, the group will speak and use their bodies to act out their character in unison from their desks.
  • Optional: Students can work together to create simple props and costumes for the performance.

 

Closing Reflection

  • Students can give the performers two glows and a grow. 
  • Discuss the conflict, resolution, and theme of the story as a class.
  • Students should respond to the following reflection prompts either verbally or in written format:
    • How did using your voice and body help you understand your character?
    • How would you describe your character? What were their feelings?

 

Assessments

Formative

  • The teacher will observe whether:
    • Students can identify characters’ emotions.
    • Students can use their voices and bodies to embody a character.
    • Students can read lines with fluency and expression throughout the rehearsal process.

 

Summative

CHECKLIST

  • Can students read their lines with fluency and expression in the final performance?
  • Can students use their bodies and voices to express their character’s emotions?
  • Can students identify the conflict, resolution, and theme of the story?

 

DIFFERENTIATION 

Accelerated: 

  • Have the class perform the script using Performance Option 2.
  • Have students create props and costumes for their performances.

Remedial: 

  • Have the class perform the script using Performance Option 3.
  • Use tableau and statues to support student comprehension of the script prior to engaging in character analysis.

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Michelle Rheaume and Katy Betts

Revised and copyright:  2025 @ ArtsNOW

 

Back to Modules

DOL DRAMA AND TEXT STRUCTURES 4-5

DRAMA AND TEXT STRUCTURES

DRAMA AND TEXT STRUCTURES

Learning Description

In this lesson students will use body movement, facial expression and voice to portray six different non-fiction text structures. In small groups, students will read a script that is based off of an informational text that demonstrates each of the different text structures. They will show the emotions and body movements of the characters in the scripts. After groups perform, the audience will choose which text structure they think was being demonstrated.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: ELA & DRAMA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can demonstrate and explain how various non-fiction texts are organized.

  • I can use my body, face, and voice to portray a character.

Essential Questions

  • How can elements of drama be used to accurately display non-fiction text structures?

 

Georgia Standards

Curriculum Standards

Grade 4

ELAGSE4RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

 

Grade 5

ELAGSE5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Arts Standards

Grade 4

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

TA4.RE.1 Engage actively and appropriately as an audience member.

 

Grade 5

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

TA5.RE.1 Engage actively and appropriately as an audience member.

 

South Carolina Standards

Curriculum Standards

Grade 4

READING - INFORMATIONAL TEXT (RI)

Language, Craft, and Structure (LCS) 

Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. 

8.1 Determine how the author uses words and phrases to shape and clarify meaning.

8.2 Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.

 

Grade 5

READING - INFORMATIONAL TEXT (RI)

Language, Craft, and Structure (LCS) 

Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. 

8.1 Analyze how the author uses words and phrases to shape and clarify meaning.

8.2 Apply knowledge of text features in multiple sources to gain meaning or solve a problem.

Arts Standards

Anchor Standard 3: I can act in improvised scenes and written scripts.

I can experiment with physical and vocal characterization choices in a simple theatrical work.

 

Anchor Standard 5: I can interpret and evaluate live or recorded dramatic performances as an active audience member.

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

Key Vocabulary

Content Vocabulary

  • Non-fiction - A text that is factual

  • Text structure - The way information is organized and presented within a written text to achieve its purpose
  • Descriptive - A genre of writing that aims to provide detailed, vivid descriptions of real-life events, people, places, or things
  • Sequential - A type of nonfiction writing that presents information in a clear, logical order, often following a step-by-step sequence
  • Compare and contrast - A type of writing that aims to identify the similarities and differences between two things

 

  • Cause and effect - A type of nonfiction that explores the relationships between events or phenomena, focusing on how one or more causes lead to specific effects

  • Problem and solution - A type of nonfiction that identifies a specific problem and then explores one or more solutions to address it
  • Proposition and support - A type of nonfiction that presents a specific argument or claim (the proposition) and then provides evidence and reasoning to support it

Arts Vocabulary

  • Character - A person, animal, or other being portrayed by an actor in a play, musical, or other dramatic work

  • Face (expression) - Conveying emotions, intentions, and reactions, both to the audience and to other characters on stage
  • Pitch - The highness or lowness of a character's voice when speaking
  • Tempo - The speed or pace at which characters speak
  • Body - The physical presence and movements of actors on stage
  • Heavy body - A type of physical characterization and movement style where an actor adopts a sense of weight and solidity in their portrayal of a character
  • Light body - A type of physical characterization and movement style where an actor adopts a sense of lightness, buoyancy, and agility in their portrayal of a character
  • Movement - The physical actions and gestures performed by actors on stage
  • Dialogue - The spoken interactions between characters on stage

 

Materials

Text Structures Skit

 

Instructional Design

Opening/Activating Strategy

  • Say various emotion words. Ask students to show that emotion their movements, facial expressions and/or voice.
  • Introduce the concepts of body, face and voice in theatre. As a class, discuss why these elements of drama are important to creating a memorable character. 
  • Watch a clip of a movie or show that shows an example of acting that uses body, face and voice. Discuss how the actor(s) used these elements.

 

Work Session

  • Review the six different types of nonfiction text structures as a class. 
  • Match students with an acting partner.
    • Assign each pair characters and emotions (ex: two exhausted construction workers or two happy butterflies in a field).
    • Remind students use their body, face and/or voice to match their characters and their emotions.
    • Provide time for students to practice embodying these characters using the elements.
    • Allow time for a few pairs to perform for the class. If time permits, allow students to try to identify the characters and/or emotions being portrayed.
    • Facilitate a class discussion around how the partners used body, face and/or voice to portray their characters and emotions.
  • Tell students that they will be using body, face, and voice to demonstrate their understanding of text structures.
  • Arrange students into small groups of three to five. Give each group a short script that is based on a specific nonfiction text structure.
  • Students will act out their scenes using their body, face and voice to portray the specific characters from the script. Allow students time to practice their scenes.
    • Circulate the room and provide support as needed.
  • Allow groups to perform their scenes for the class.
    • Discuss proper audience participation prior to group performances. 
    • While groups are performing, students should complete the provided chart to mark which scenes demonstrate which text structures.

 

Closing Reflection

  • Facilitate a class discussion around how body, face and voice can be used as a tool of communication.
  • Discuss which body, face, and voice choices best match each text structure.

 

Assessments

Formative

Teachers will assess student understanding by observing how students are using the elements of drama, students’ responses to the review of the types of text structures, and students’ participation with their partners and their groups.

 

Summative

CHECKLIST: 

  • Students can demonstrate and explain how various non-fiction texts are organized.
  • Students can use body, face and voice to portray a character and demonstrate understanding of text structures.

 

DIFFERENTIATION 

Accelerated: 

  • Students can add stage directions to their performances.
  • Students can write their own script based on a nonfiction text structure.
  • Students have the option of memorizing their script.

Remedial: 

  • Students use peer support to help reading lines.
  • Reduce the content in the script.

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Tim Hoeckel

Revised and copyright:  Jan 2025 @ ArtsNOW

 

Back to Modules

WEATHER SOUNDSCAPE K-1

WEATHER SOUNDSCAPE

WEATHER SOUNDSCAPE

Learning Description

In this lesson, students will work collaboratively to create a weather soundscape depicting the sounds of a drizzle, rainshower, downpour, and thunderstorm.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a weather soundscape.

  • I can ask questions and share observations to develop an understanding of patterns and variations in weather.

Essential Questions

  • How can we use our bodies and found sound as tools to create the sounds of weather?

 

Georgia Standards

Curriculum Standards

Grade 1: 

S1E1 Obtain, evaluate, and communicate weather data to identify weather patterns.

Arts Standards

Grade 1: 

ESGM1.CR.2 Compose and arrange music within specified guidelines.

 

ESGM1.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

Arts Standards

Anchor Standard 1: I can compose and arrange music.

 

Anchor Standard 4: I can play instruments alone and with others.

GM.P NL.4 I can make sounds with classroom instruments and other sound sources.

 

Key Vocabulary

Content Vocabulary

  • Weather - The condition of the air and atmosphere at a specific place and time, it includes factors like temperature, wind, humidity, and precipitation (like rain or snow)

 

  • Rain - Liquid water that falls from clouds to the ground; it forms when water vapor in the atmosphere condenses into droplets, which combine and grow heavy enough to overcome air resistance and fall due to gravity

 

  • Drizzle -  Light rain made up of very small water droplets that fall close together; it’s gentler than regular rain and usually feels misty

 

  • Rain shower - A short burst of rain that starts and stops quickly, it’s often heavier than drizzle but doesn’t last long

 

  • Downpour - A very heavy and sudden rain that falls quickly and can make it hard to see

  • Thunderstorm - A storm with thunder, lightning, and usually heavy rain; It happens when warm, moist air rises quickly and forms tall clouds; thunderstorms can also bring strong winds or hail

Arts Vocabulary

  • Unison - A single melody; all instruments or voices sing/play the same notes

  • Timbre - The distinctive quality of sounds; the tone color or special sound that makes one instrument or voice sound different from another

  • Dynamics - Loud and soft sounds; volume

  • Soundscape - A collection of sounds that create the feeling or mood of a place, event, or scene

  • Found sound - Any sound from everyday life, like a door closing, water running, or birds chirping, that is used to create music or tell a story in theater or art 

 

Materials

Rhythm sticks (if available), tin foil pans, items around the room that can make sounds

 

Instructional Design

Opening/Activating Strategy

  • Review weather vocabulary with students.
  • Ask the students to make a sound and/or body movement that reminds them of each word as each word is said again.
    • It may help to project an example of each weather word as it is said.

 

Work Session

  • Pass out a limited amount of supplies to students, such as rhythm sticks (if available), tin foil pans, pencils, etc. Explain that these will be students’ instruments for class.
  • Lead the class through a structured experimentation of the different sounds that they can create with the various materials. As the students experiment, discuss what weather words each of the sounds remind them of.
    • Have students experiment with playing quietly and loudly (dynamics).
    • Tell students that the different sounds that instruments make is called “timbre”.
  • Break students into partners or small groups. Give each group three weather words.
    • Each group will create a weather soundscape consisting of three different sounds to represent the three different types of weather using the materials available. 
      • Each sound should be performed in a sequence.
      • Groups can perform each sound in unison (all students perform all sounds) or can take turns performing their sounds (i.e. one person performs each sound).
  • Allow time for students to rehearse. Circulate to work with students and check for understanding.

 

Closing Reflection

  • Students will come to the rug and each group will perform their soundscape. 
  • The teacher will facilitate class discussion after each performance by asking the class which weather words they think the students performed and why they think that, how the timbre of each instrument sounded different and reflected the weather, were the sounds loud or soft (dynamics), did the group perform in unison or did each group member perform separately?
  • After all the groups perform, the students will reflect in their groups about what they liked about the soundscape they created and what they could have done differently. Students will share out.

 

Assessments

Formative

  • The teacher will observe: 
    • Student review of weather vocabulary and ability to connect sound to the meaning of the vocabulary words
    • Student experimentation with instruments
    • Student collaboration on creating the soundscape
    • Student responses to reflection questions

 

 

Summative

CHECKLIST: 

  • Can students create a soundscape with three distinct sounds representing three weather words?
  • Can the sounds reflect the type of weather? 
  • Can students explain how the performers used timbre and dynamics to express the different types of weather?

 

DIFFERENTIATION 

Accelerated: 

  • Have the students create a story to go with their soundscape. 
  • Incorporate rhythm and beat into the lesson.

Remedial: 

  • Create soundscapes for each type of weather together as a class. 
  • Reduce the number of weather words for their soundscape to one or two.

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by:  Erin Biddie and Katy Betts

Revised and copyright:  Jan 2025 @ ArtsNOW

Back to Modules

PERFECTLY PRETTY PYSANKY EGGS K-1

PERFECTLY PRETTY PYSANKY EGGS

PERFECTLY PRETTY PYSANKY EGGS

Learning Description

Egg decorating in the Spring is a popular tradition in the United States and in many other parts of the world. In Ukraine, people use hot wax and colorful dyes to make beautiful and delicate decorations. In this lesson, students will learn how to mimic the Ukrainian Pysanka egg decorating process using wax and watercolors while demonstrating their understanding of the long letter/sound of U.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use wax sticks and watercolor paints to create a geometric and organic design that mimics the process of designing Ukrainian Pysanky Eggs.
  • I can identify lines, shapes, and colors in Pysanky designs.
  • I can mimic the Pysanka Egg decorating process by incorporating elements of art to create a unique design.
  • I can say and use the long letter U to incorporate into my Pysanka egg design.
  • I can identify words that use the long U sound.

Essential Questions

  • How can I use wax sticks and watercolor paints to create a geometric and organic design that mimics the process of designing Ukrainian Pysanky Eggs?
  • What is the difference between the long and short U sound?
  • How are line and shape used to create interesting designs?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRF3 Know and apply grade-level phonics and word analysis skills in decoding words.

  1. Demonstrate basic knowledge of long and short sounds for the given major vowels.

 

Grade 1:

ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

 

  1. Distinguish long from short vowel sounds in spoken single-syllable words.

Arts Standards

Kindergarten:

VAK.CR.2 Create works of art based on selected themes.

 

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

 

Grade 1: 

VA1.CR.2 Create works of art based on selected themes.

 

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

READING - Literary Text

Principles of Reading

Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.

3.2 Associate long and short sounds of the five major vowels with their common spellings.

 

Grade 1:

READING - Literary Text

Principles of Reading

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.

2.1 Distinguish long from short vowel sounds in spoken single-syllable words

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

 

Key Vocabulary

Content Vocabulary

  • Tradition - The handing down of information, beliefs, and customs by word of mouth or by example from one generation to another without written instruction
  • Pysanka (Pysanky - plural) - A hand-decorated Ukrainian Easter egg with intricate designs

Arts Vocabulary

  • Color - A way that we describe an object based on the way that it reflects or absorbs light
  • Line - A straight, one-dimensional figure that connects two points
  • Shape - A two-dimensional object; can be geometric or organic
  • Space – Distances or areas around, between, and within components of an artwork

 

Materials

  • Long U handout (one for every two students)
  • Shapes and lines handout (one for every two students)
  • Egg template printed on white cardstock paper (one per student)
  • Watercolor paints/brushes
  • Wax sticks
  • Clear tape (if needed)
  • Black thin markers
  • Paper plates, cups of water, paper towels and a messy mat or butcher paper to cover work space

 

Instructional Design

Opening/Activating Strategy

  • Begin the lesson by reading the poem about the letter U (slide 2 of the PowerPoint).
    • Repeat and have students say the highlighted long U words in the poem.
  • Pass out the Long U handout–one copy for every two students.
    • Ask students to work with a partner to apply their knowledge of the long U by circling pictures that start with the long U sound.
  • Explain to students that they will use the long U letter knowledge and the elements of art, line, shape and color, to design and create a piece of art.

 

Work Session

SESSION 1 – Building Background 

  • Discuss the word “traditions” and ask students to share different traditions from their own cultures.
    • Discuss different traditions around the world and explain that they will be learning about a specific tradition in a country that starts with the long U letter.
  • Display images of locations around the world that start with the long U such as the Universe, United States, and Ukraine, (emphasize the long U sound when saying).
    • Tell students that one of the traditions in Ukraine is to create decorative eggs called Pysanky (“PIH-sahn-kih”); practice saying the word with students. Images of Pysanky can be found on slide 5 of the presentation
  • Using the presentation, display images of decorative Ukrainian eggs and ask the students to share what they notice about them.
    • Students may notice the colors, shapes and lines.
    • Ask students if it reminds them of any tradition that is practiced in the United States every Spring.
      • Allow students to share their egg-decorating traditions.
    • Explain to students that in Ukraine people use hot wax and different colored dyes to decorate eggs.
      • Discuss the tradition with students (slide 9).
  • Explain to students that they will be mimicking the process that the Ukrainian people use to create their own Pysanky Eggs using line, shape and color.
    • Introduce visual art vocabulary to students and draw several types of lines, shapes, and colors (primary, secondary). Use slides 10-11 for examples.

 

SESSION 2 – Application 

PREWORK – Print a large black outline of an egg onto a piece of 8 ½ x 11 pieces of white cardstock paper (see template in “materials” section).

 

  • Explain to students that they will create their own Pysanka Egg using wax sticks and watercolor paints. They will use line, shape and color in their designs.
  • Model the egg decorating process for students.
    • Using one wax stick at a time, place it inside the egg template so that each end of the wax stick is touching the edges. This will create the first organic shape. Discuss each shape so that students understand that the lines created by the wax sticks will create the shapes.
    • Tell students they will need to press down hard so the wax sticks will adhere to the paper. If needed, add a piece of clear tape to each end so that they will stay in place.
    • Repeat the process of pressing down wax sticks until all sticks are gone.
    • Discuss the created shapes as geometric and/or organic, and model how to create one or the other if not created.
    • Explain to students they will use the handouts to help them create different lines.
    • Once all wax sticks are secure, demonstrate how to use watercolor paints (either primary or secondary) to paint the different shapes. Tell students they can paint directly on the wax sticks, being sure to keep the wax sticks secured to the paper.
    • Show students how to start painting close to the wax lines first, and then fill in the space with the rest of the paint.
    • When the egg is complete, peel off the wax sticks to reveal a white line.
    • Allow the watercolor to dry.
    • Model the last step by selecting an object to draw from the prior application activity (circling long U images).
      • Using black marker, draw a picture of the object.
      • Repeat using another object until all shapes have different drawings of long U images. (If students struggle with drawing the images, they can create different “U” s in the shapes)

 

  • Distribute student materials:
    • Egg template
    • Watercolor paints/brush
    • Cup of water
    • Wax sticks (3-4)
    • Paper towels
    • Shapes and lines handout (one for every two students)

 

  • Explain to students that they will follow step-by-step directions so that they have time to carefully create their artwork.
  • Walk the students through the process one step at a time, pausing in between so that they have adequate time to complete each part of the process.

 

Closing Reflection

  • Allow volunteers to share their Pysanky Eggs with the class.
    • The students will explain what long U images they drew in each shape.
    • Students listening can repeat the long U word as the students share.

 

Assessments

Formative

Teachers will assess students’ understanding of the long U sound by assessing the application activity and reviewing anecdotal notes of different learning activities.

 

Summative

CHECKLIST

  • Students can identify lines, shapes, and colors in Pysanky designs.
  • Students can mimic the Pysanka Egg decorating process by incorporating elements of art to create a unique design.
  • Students can say and use the long letter U to incorporate into their Pysanky designs.
  • Students can identify words that use the long U sound.

 

DIFFERENTIATION 

Acceleration: 

  • Students can use more than three wax sticks to create more intricate designs on their Pysanky Eggs.
  • Students can write long U words for the images they drew on their Pysanka shapes.
  • Students can come up with their own words that have the long U sound.

Remediation:

  • Students can create a Pysanka using two wax sticks and one image of a long U sound/letter or just draw a long U in the egg shape.

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Kim Spivey

Revised and copyright:  June 2024 @ ArtsNOW

 

Back to Modules

MUSIC AND ACOUSTICS THROUGH GRAPHING 2-3

MUSIC AND ACOUSTICS THROUGH GRAPHING

MUSIC AND ACOUSTICS THROUGH GRAPHING

Learning Description

Students will work together creatively to compose a rhythmic piece using cups, demonstrating their ability to identify and understand different sounds. Then, they will then graph the data they observe in their peers’ performances. Throughout the lesson, students will apply musical skills such as improvisation, composition, listening, and playing.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: MUSIC & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify high, medium, and low sounds aurally.
  • I can verbally describe the impact of size on sound.
  • I can create and perform an 8-beat rhythmic pattern.
  • I can identify pitch elements of my peers’ compositions verbally and through notation.
  • I can graph data that I record.

Essential Questions

  • How can music listening and composing support learning in other curricular areas?
  • How can I represent musical data graphically?

 

Georgia Standards

Curriculum Standards

Grade 2: 

2.MDR.5.4 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

 

Grade 3: 

3.MDR.5.1 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

Arts Standards

Grade 2:

ESGM2.CR.1 Improvise melodies, variations, and accompaniments.

 

ESGM2.CR.2 Compose and arrange music within specified guidelines.

 

ESGM2.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM2.RE.1 Listen to, analyze, and describe music.

 

ESGM2.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 3:

ESGM3.CR.1 Improvise melodies, variations, and accompaniments.

 

ESGM3.CR.2 Compose and arrange music within specified guidelines.

 

ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM3.RE.1 Listen to, analyze, and describe music.

 

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Grade 2: 

2.MDA.8 Generate data by measuring objects in whole unit lengths and organize the data in a line plot using a horizontal scale marked in whole number units.

 

2.MDA.9 Collect, organize, and represent data with up to four categories using picture graphs and bar graphs with a single-unit scale.

 

Grade 3: 

3.MDA.3 Collect, organize, classify, and interpret data with multiple categories and draw a scaled picture graph and a scaled bar graph to represent the data.

Arts Standards

Anchor Standard 1: I can arrange and compose music. 

Anchor Standard 2: I can improvise music. 

Anchor Standard 4: I can play instruments alone and with others. 

Anchor Standard 6: I can analyze music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

Key Vocabulary

Content Vocabulary

  • Graphing - The process of representing data or mathematical relationships visually using charts or graphs
  • Bar graph - A visual representation of data where rectangular bars are used to compare different categories or groups
  • Line plot - A type of graph that displays data along a number line, where each data point is marked with an "X" or dot above its corresponding value
  • Data - Facts, figures, or information collected for analysis, reference, or study

Arts Vocabulary

  • Acoustics - The branch of physics that deals with sound and sound waves
  • Body percussion - Sounds produced by striking or scraping parts of the body; typically includes snapping, clapping, patting, and stamping
  • Dynamics - Volume of sound (loudness, quietness)
  • Texture - The thickness or thinness of sound
  • Pitch - The highness or lowness of sound

 

Materials

  • Audio recording of drum composition (examples can be found on iTunes, Spotify, YouTube, etc.)
  • Sound source (computer and speakers)
  • Drums of three different sizes (improvise with other objects, such as buckets or pots, that can be used in place of a drum if you do not have drums available)
  • Plastic cups of three different sizes
  • 8-beat visual (numbers 1-8 spaced evenly)
  • Pencils
  • “Pitch detective” charts for each student
  • “Pitch detective” visual on board

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Arrange student groups throughout the room so that they can move far enough apart during the creating process to enable careful listening and minimize distraction from other groups. Perform compositions out of sight of “audience,” so students rely on listening rather than sight to identify sounds heard. 

 

  • Play a recording of drums as students enter the room.
  • Have students listen and then discuss with a partner what they heard.
  • Introduce musical terms (e.g., instrument names, dynamics, pitch, texture, etc.) as students make observations.

 

Work Session

  • Take out three different sized drums (or buckets turned over). Demonstrate different pitches (high, medium, low) of various size drums (using the same relative force when you hit each drum).
  • Ask students if they can determine the relationship between sound and drum size.
  • Now, transfer these acoustical principles to various size plastic cups.
  • Play a listening game with students. Out of students’ sight, perform 4- or 8-beat rhythmic patterns (or beats) on different drums and/or cups.
  • Challenge students to identify what was heard (e.g., three sounds on a small drum and one sound on a medium drum).
  • Have students echo the pattern, using body percussion (e.g., clap for high drum, pat for medium drum, stamp for large drum).
  • Perform an 8-beat rhythmic pattern using low, medium, and/or high sounds, and have students identify what they heard (high, medium, and low).
    • Keep the patterns simple by using quarter notes (one sound for each beat) and eighth notes (two sounds on each beat only).
    • Using an 8-beat visual (see below) may be helpful to guide student responses.

1    2    3    4    5    6    7    8

  • Divide students into groups of four to six students, with each student having a cup. Have students create an 8-beat pattern using cups.
    • Remind them to include everyone in the composing and performing process.
  • Distribute pencils and “pitch detective” charts. While each group performs (out of the sight of their classmates), the other students will be “pitch detectives” and notate what they hear on their charts.
    • For example, using a blank 8x3 table (such as appears below), students could write an “X” in the appropriate boxes based on what they hear. The boxes below would demonstrate four high sounds, two medium sounds, and two low sounds.

 

Closing Reflection

  • Compare and contrast student compositions, discussing the differences in pitches and rhythms.
  • Finally, have students graph the data that they recorded on their “pitch detective” charts.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; ability to use musical vocabulary to describe music; ability to identify high, medium, and low sounds; and collaboration with group members to create an 8-beat pattern using cups.

 

Summative

CHECKLIST

  • Students can identify high, medium, and low sounds aurally.
  • Students can verbally describe the impact of size on sound.
  • Students can create and perform an 8-beat rhythmic pattern.
  • Students can identify pitch elements of peers’ compositions verbally and through notation.
  • Students can graph the data that they recorded.

 

DIFFERENTIATION 

Acceleration: 

  • Provide students with a variety of materials (including but not limited to cardboard boxes, plastic hangers, foil, rubber bands in different sizes, etc). Ask students to build (or design) new instruments that play different pitches. Allow students to research and explore how instruments are made. Having different students research different instruments will allow for discussion on how they make different sounds.
  • Combine two student compositions into a 16-beat phrase.
  • Combine two student compositions simultaneously, producing a thicker texture.
  • Alter dynamics and/or tempo of student compositions.
  • Have students write compositions for others to perform using various notational systems.
    • Write 1-2 Xs in each cell of a 3x8 table.
    • Use other symbols (triangle, square, circle) to represent high, medium, and low sounds.
  • Have students write sequential steps for generating new compositions.

Remediation:

  • When performing rhythmic patterns, have students perform a four beat pattern.
  • Group students into pairs as they complete their “pitch detective” charts.
  • Make the “pitch detective” charts 4x3.

ESOL Modifications and Adaptations:

  • Ensure that students have a clear understanding of the concepts of steady beat and pitch, along with the music vocabulary words texture, dynamics, acoustics, and body percussion prior to teaching this lesson.

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Maribeth Yoder-White. Modifications, Extensions, and Adaptations Contributed by: Candy Bennett, Patty Bickell, Vilma Thomas, and Lori Young. Updated by: Katy Betts.

Revised and copyright: September 2024 @ ArtsNOW

 

Back to Modules