Theatrical Teamwork 4-5

THEATRICAL TEAMWORK

THEATRICAL TEAMWORK

Learning Description

Challenge your students in a brand new way as they work collaboratively to explore critical thinking, creative problem solving, and team work with basic theatrical techniques!

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can collaborate with others to accomplish a goal.
  • I can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • I can build upon the ideas of others to clearly express my own views while respecting the ideas of others.

Essential Questions

  • How can theatre techniques help us collaborate with each other?
  • How can working together help us accomplish our goals?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

 

Grade 5:

ELAGSE5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Arts Standards

Grade 4:

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

 

Grade 5:

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

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.1 Explore and create meaning by formulating questions, engaging in purposeful dialogue with peers and adults, sharing ideas and considering alternate viewpoints.

1.2 Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.

1.3 Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way.

1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts.

1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.

 

Grade 5: 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.1 Consider viewpoints of others by listening, reflecting, and formulating questions before articulating personal contributions.

1.2 Participate in discussions; ask and respond to probing questions to acquire and confirm information concerning a topic, text, or issue.

1.3 Apply effective communication techniques and the use of formal or informal voice based on audience and setting.

1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts.

1.5 Explain personal ideas while building on the ideas of others to demonstrate understanding of diverse perspectives.

 

Arts Standards

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

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

 

 

Key Vocabulary

Content Vocabulary

  • Collaboration - The process of two or more people working together to achieve a common goal by sharing knowledge, learning, and building consensus
  • Diverse perspectives - The variety of viewpoints, experiences, and ideas that individuals from different backgrounds, cultures, and life experiences bring to a discussion or decision-making process

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Improvisation - A creation that is spoken or written without prior preparation
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Conductor - The director of an orchestra or symphony
  • Signal - Non-verbal cue

 

Materials

  • Whiteboard
  • Markers
  • Blank index cards
  • Clipboards, paper and pencils
  • Plastic cup, balloon or beach ball

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: This activity works best in an open space with chairs around the perimeter of the room. 

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • SKILL CUP: This ensemble building warm-up is a good exercise to keep coming back to throughout the year. You will see how your students start to work as a team as the school year passes. You can use a plastic cup, balloon, beach ball, etc. for this activity.
    • Arrange students in a circle.
    • Tap the base of the plastic cup so that it is air-born!
    • Allow students to continue tapping the base of the cup without the cup hitting the floor. (No one can hit the cup two times in a row, but he or she can hit the cup more than once in the sequence.)
    • All students must audibly count to ten; the goal is to keep the cup from hitting the floor before the number ten is reached. If the cup hits the floor, the process must be repeated.
    • At the end of the activity, ask students to reflect on how they had to work together to achieve their goal.

 

Work Session

ORCHESTRAL THEATER: This exercise invites students to discover the actor or actress within!

  • Ask students to define the word conductor. Ask students for some examples of conductors (e.g., Bach, Debussy, Liszt, Beethoven).
  • Discuss this role and identify what signals he/she uses to tell the musicians to slow down, speed up, get louder and softer, and eventually stop. If time permits, show students a segment of an orchestral performance and discuss the body language, postures, signals, etc. that students notice.
  • Arrange students in groups of five. One student will be the conductor and the other four will be the orchestra.
  • Tell the students who are the conductors to think of a name for themselves.
  • One at a time, each conductor will come forward and choose four cards.
  • Each card will have a topic with suggestions for unusual instruments (drumbeat on a cup, etc.).
  • The conductor will give each member of his or her orchestra one of the peculiar instruments to play or be. The conductor may use the suggestions on the card or make up his/her own instrument. 
  • The orchestra members will use a sound and a movement to create/play this instrument. Give students a designated amount of time to create a musical composition.
  • Tell students that the conductor will need to use signals to indicate whether the orchestra members should play faster or slower, louder or quieter, simultaneously or individually (eye contact and focus are important for both the conductor and the instruments). They cannot use words.
  • Finally, the conductor and orchestra will generate a name for the piece of music.
  • Each group will perform their musical composition for the class. Teacher note: Discuss appropriate audience participation and etiquette prior to performances.
  • The conductor should introduce him or herself with their chosen name and the name of the composition.
  • After the performance, all students should take a bow and the audience should applaud.
  • Debrief the process with students asking questions such as what was easy about the exercise and what was challenging. Was it easy or hard to lead (the conductor)? To follow (the orchestra)? Why?

GROUP POEM: This exercise allows students to vocalize their thoughts as a group. It enhances and strengthens the ensemble. The poem can be based on any theme that you wish to explore with your students. You can tie your theme to a particular issue that your class is dealing with, a unit of study, or an attribute that you are exploring.

  • Have students sit in a circle.
  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Tell students to call out the first thing that comes to their minds when you say a particular word such as ”heart”.  Listen for answers and then call out another word such as “love”.
  • Once the students feel free to talk and explore, head toward the theme. (Option: Start with low-stakes words such as “candy” to help the group get comfortable sharing. Then, transition to deeper words like “heart” or “love”.)
  • Tell students that now you are going to start a phrase and they should finish it for you (based on your chosen theme).
    • Examples: “It's hard to be honest when……” or “Forgiveness is…..”
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Forgiveness is”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and distribute it to students on the following day.

 

PERSON TO PERSON

  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Say to students, “We all have things we want to tell people in our lives but don’t always feel comfortable saying to them in person. if you could say anything to a particular person (ie, your mother, father, teacher, friend, president, etc.) Who would you speak to?”
  • Allow time for students to reflect.
  • Say to students, “Let's all talk to the same person today–to tell that person something that you don’t feel comfortable telling them face to face or you just haven’t ever told them for some reason.”
  • Ask students, “Who are some people you might want to talk to?”. Allow time for answers and write them down.
  • Tell students that now you will take a vote to see who we will all talk to today.
  • Call out a list and have everyone vote one time.
  • Teacher: “Today we are going to talk to…..(the principal). Let’s title our poem, “Students to Principal”.” (Insert the appropriate people based on your students and the person they voted to talk to.)
  • Ask students to now close their eyes and think about standing in front of this person, face to face. Ask students to volunteer to share with the group what they would say to them.
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Students to Principal”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and distribute it to students on the following day.

 

Closing Reflection

  • Allow students to reflect on the process with a 3-2-1 ticket out the door. Students should write three things that interested them about the process, two things they noticed about themselves or that were challenging for them in the process, and one question or comment they have about the process.
  • Provide time for students to either share with the whole class or with a partner.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, contributions to group activities, and collaboration with classmates.

 

Summative

CHECKLIST

  • Students can collaborate with others to accomplish a goal (skill cup, orchestral theatre and collaborative poems).
  • Students can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • Students can build upon the ideas of others to clearly express their own views while respecting the perspectives of others.

 

 

DIFFERENTIATION 

Acceleration: 

  • Arrange students in collaborative groups for poems so that students can work at their own pace.
  • Have students complete a written reflection that builds upon the 3-2-1 ticket out the door.
  • Let this lesson launch into a narrative writing piece about a time that students had to use teamwork and collaboration to accomplish a goal.

Remediation: 

  • Spend time unpacking the activities with examples. Provide examples of responses for the group poem and the person to person poem.
  • Arrange students in collaborative groups so that students can work at their own pace.

*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: Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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Counting with Cups 4-5

COUNTING WITH CUPS

COUNTING WITH CUPS

Learning Description

Help students recognize and cultivate creative and critical thinking using various activities that connect math and music! Consider valuable curriculum connections that assist in the development of problem solving skills through fun and engaging learning experiences.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: MUSIC & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify, speak, and move to a steady beat.
  • I can demonstrate understanding of mathematical concepts, such as fractions and multiplication, etc., through music.
  • I can compose and notate music.
  • I can explain how I used math to create my musical composition.
  • I can compare fractions with the same and different denominators.

Essential Questions

  • How can connecting math and music aid students in their problem solving abilities and cultivate creative and critical thinking?

 

Georgia Standards

Curriculum Standards

Grade 4: 

4.NR.4.2 Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.

4.NR.4.3 Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.

 

Grade 5: 

5.NR.3.1 Explain the meaning of a fraction as division of the numerator by the denominator ( / = a ÷ b). Solve problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

5.NR.3.2 Compare and order up to three fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies.

Arts Standards

Grade 4:

ESGM4.CR.1 Improvise melodies, variations, and accompaniments.

ESGM4.CR.2 Compose and arrange music within specified guidelines.

ESGM4.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

ESGM4.RE.1 Listen to, analyze, and describe music.

ESGM4.RE.2 Evaluate music and music performances.

ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 5:

ESGM5.CR.1 Improvise melodies, variations, and accompaniments.

ESGM5.CR.2 Compose and arrange music within specified guidelines.

ESGM5.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

ESGM5.RE.1 Listen to, analyze, and describe music.

ESGM5.RE.2 Evaluate music and music performances.

ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1 / 2 and represent the comparison using the symbols >, =, or <.

4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations.

4.ATO.5 Generate a number or shape pattern that follows a given rule and determine a term that appears later in the sequence.

 

Grade 5: 

5.NSF.3 Understand the relationship between fractions and division of whole numbers by interpreting a fraction as the numerator divided by the denominator

 

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 7: I can evaluate music.

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

 

Key Vocabulary

Content Vocabulary

  • Division - Splitting a quantity into equal parts or groups
  • Multiplication - Combining equal groups to find the total number of items
  • Fractions - A mathematical expression that represents the division of one quantity by another

Arts Vocabulary

  • Body percussion - Sounds produced by striking or scraping parts of the body; typically includes snapping, clapping, patting, and stamping
  • Steady beat - An unchanging continuous pulse
  • Timbre - The unique quality of a sound; also known as tone color or tone quality
  • Dynamics - Volume of sound (loudness, quietness)
  • Found sound - Sounds produced by non-traditional sound sources in the environment (e.g., scraping a ruler along a binder spine, tapping a pencil on a desk)
  • Phrase - A musical sentence
  • Retrograde - A musical line which is the reverse of a previously or simultaneously stated line
  • Rondo - A form of composition in which the first section recurs throughout the piece, alternating with different sections (e.g., A-B-A-B-A or A-B-A-C-A, etc.). This form is found especially in compositions of the Baroque and Classical eras.
  • Tempo - The speed of the beat

 

Materials

  • Variety of unpitched percussion instruments (can be “found sound”, such as, scraping a ruler along a binder spine, tapping a pencil on a desk)
  • Plastic cups in various colors and sizes
  • Rhythm sticks or dowel rods
  • Sound source (e.g., computer and speaker)
  • Musical recordings
  • Large pads and markers
  • Paper and writing utensils (pencils, markers, crayons, etc.)
  • Note cards with mathematical equations

 

Instructional Design

Opening/Activating Strategy

Classroom Tips - You may find it helpful to discuss proper use of, and care for, instruments prior to use. Discuss “resting” position, meaning no sound at all from instruments. Also discuss moving through “space” without touching anything else around. Pretend you are in a bubble and cannot touch anything or anyone in your surroundings.

 

  • Turn on music with a steady beat that is easy for students to follow (or, simply play a steady beat without accompanying music).
  • Students stand in the space (no formation).
  • Leader claps (or plays) the beat while students walk to the pulse.
  • Leader plays four beats (while students move); then students stop and clap four beats (same tempo as leader).
  • Continue the game, moving around the room freely.
  • Have students stop in front of someone and clap their partner’s hands for the second set of four claps.
  • Thus, the sequence becomes:
    • Move to leader’s beat (set 1 = 4 beats)
    • Stop and clap beat alone (set 2 = 4 beats)
    • Move to the leader's beat (set 3 = 4 beats)
      • Stop and clap your partner's hands (set 4 = 4 beats).
  • Have students move to a new partner each time.
  • Extend the sequence by adding additional movements and/or body percussion for subsequent sets of four beats (e.g., move to leader’s beat; clap beat alone; move to leader’s beat; clap partner’s hands; move to leader’s beat; pat beat; etc.).

 

Work Session

Wake-up and Warm-up  

  • Tell students that they will continue the activator, but now, they will turn it into a mathematical equation!
    • Example: 4+4+4+4=16 or 4x4=16
  • Experiment with different tempos and different numbers of beats (i.e., slower tempo, use body percussion or instruments to show 3+3+3+3+=12 or 3x4=12).
  • Introduce a variety of rhythm instruments if available (rhythm sticks, drum, wood block, triangle, tambourine). Otherwise, use objects around the classroom, such as scraping a ruler along a binder spine, tapping a pencil on a desk.
  • Take time to discuss the various shapes of each instrument (compare and contrast both shapes and sounds—timbre).
  • Use students to demonstrate to group various equations that can be solved.
  • Teacher will have two students play 6+6=12.
  • Arrange students in pairs and pass out equations. Then have students “play” equations and have partners solve the equations.
    • For example if a notecard shows 4+4=8, one student would play 4 beats with one instrument or body percussion (such as clapping) and the other student would have to solve by saying “you demonstrated 4+4=8”. Next, have students express the equation in terms of fractions. For example, ½ of the composition was clapping and ½ was stomping.
    • Then switch roles.
    • Then challenge the students to just play the answer (for example, 8). The other student must find a way to “play” 8, such as 2+2+2+2. Then, have students express the composition in terms of fractions.

 

Question and Answer

  • The format of this strategy will have the question being asked on the first eight beats and the answer on the second eight beats); reverse.  Display visuals of numbers.
    1 2 3 4 5 6 7 8
    1 2 3 4 5 6 7 -
    • Have students speak numbers in a given tempo.
    • Have students clap once on each number while speaking; repeat, eliminating speech.
  • Divide the class into two groups.
  • Have students clap twice on one number of their choice; extend to clapping twice on two numbers.
    • Discuss how if we clap twice on one beat (or one number) it represents two half beats. Show the fraction 1/2.
  • Under each of the numbers, draw “stick notation” to show quarter notes and eighth notes. Quarter note =1 and the eighth note =½.
  • Now, incorporate questions and answers. Leader provides a question via clapping the first eight beats; students use part of the question in their answer in the second eight beats (e.g., “use the first part of my question as the first part of your answer”).
    • Extend to other body percussion, found sound, and/or unpitched percussion.
  • Try the strategy using pairs instead of two groups. Divide students into pairs, with one person providing the question and another, the answer; reverse.
  • Incorporate movement; add to a recording if desired (for example, “Hora Agadati” or “Jai Ho”).
    • Have students walk eight beats and then “answer” using body percussion for the next eight beats.
  • Tell students that a phrase in music is a musical sentence. Ask mathematical questions such as, if each phase is eight beats and we have four phases, how many total beats? If the first eight beats are made by clapping, what fraction of the composition is clapping?
  • Have students work in pairs to create a “composition” using rhythm instruments that contains between two and six phrases (each phrase must be between six and twelve beats).
  • Have them label the phrases with capital letters and then show equations for “how they play” each phrase (as demonstrated in the previous activity).
  • Have students compare compositions in terms of fractions. The total number of beats in the composition will be the denominator.

 

Composing with Cups

  • Display different colored cups and have students reach consensus about desired sound for each (e.g., blue – quarter note, yellow – eighth notes, clear – quarter rest).
  • Introduce silently, having students use creative and critical thinking to figure out the values (number of sounds for each cup) independently first.
  • Teacher should lead this activity in silence, changing cups (number of sounds) and even length of phrase prior to any discussion.
  • Pause and discuss what students observed about the values of each cup.
  • Next, have individual students create rhythmic patterns for others to perform using the different colored cups.
  • Have students “conduct” their patterns by leading other students in performing them.
  • Variations:
    • Experiment with performing multiple patterns at the same time (having two groups perform simultaneously), reading in retrograde (reverse order), adding dynamics (loud/soft), etc.
    • Add to a recording as desired (such as Sousa’s “Stars and Stripes Together”).
    • Have two groups face each other. Have a student compose a pattern behind another group and the group facing him/her perform the rhythm.
      • The group with their back to the composer will write the rhythm using traditional or “stick” notation.
  • Finally, have students work in small groups to create their own composition with cups. Students should notate their composition and be able to explain the mathematical concepts embedded in their composition, such as fractions.

 

Closing Reflection

  • Students will perform their compositions for the group. Discuss appropriate audience participation prior to performances.
  • Ask the audience to help identify mathematical connections.
  • Have students compare different compositions in terms of fractions. For example, students can compare the fraction of claps in one composition to the fraction of claps in another composition even if the total number of beats in the composition is different (different denominators).

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to “play mathematical equations”, ability to move and speak to a steady beat, and collaboration with groups to compose a musical piece.

 

Summative

CHECKLIST

  • Students can identify, speak, and move to a steady beat.
  • Students can demonstrate understanding of mathematical concepts, such as patterns and addition, through music.
  • Students can compose music.
  • Students can explain how they used math to create their musical compositions.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students to add dynamics to and/or change the tempo of their performances and discuss how these changes alter the music.

Remediation: 

  • Scaffold the lesson by composing together as a class and discussing how pattern and addition were used.
  • Reduce the length of the composition students create at the end of the lesson to one phrase of four beats.

*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: Pamela Walker and Maribeth Yoder-White.

Revised and copyright: September 2024 @ ArtsNOW

 

Back to Modules

READING WITH CUPS…AND MORE! 4-5

READING WITH CUPS…AND MORE!

READING WITH CUPS…AND MORE!

Learning Description

Help students explore and connect the worlds of music and language arts while cultivating creative and critical thinking using various activities that support and improve literacy!

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a narrative inspired by music.
  • I can compose a rhythmic pattern using cups.
  • I can create and perform an original poem to accompany my rhythmic pattern.

Essential Questions

  • How do music and language arts naturally overlap to promote literacy and cultivate creative and critical thinking?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4RF4 Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5RF4 Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Arts Standards

Grade 4:

ESGM4.CR.2 Compose and arrange music within specified guidelines.

 

ESGM4.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM4.RE.1 Listen to, analyze, and describe music.

 

ESGM4.RE.2 Evaluate music and music performances.

 

ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 5:

ESGM5.CR.2 Compose and arrange music within specified guidelines.

 

ESGM5.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM5.RE.1 Listen to, analyze, and describe music.

 

ESGM5.RE.2 Evaluate music and music performances.

 

ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.F.4.2 Read a variety of texts orally and silently with accuracy, appropriate rate, expression, and intonation.

 

ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing: a. establish a situation and setting; b. introduce a narrator and/or characters; c. organize a plot structure; d. use narrative techniques such as dialogue, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence events; and f. provide an ending that follows from the narrated experiences or events.

 

Grade 5: 

ELA.5.F.4.2 Read a variety of texts orally and silently with accuracy, appropriate rate, expression, and intonation.

 

ELA.5.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish a situation and setting; b. introduce a narrator and characters; c. establish a plot structure; d. use narrative techniques such as dialogue, precise words, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence the events; and f. provide an ending that follows logically from the narrated experiences or events.

 

Arts Standards

Anchor Standard 1: I can arrange and compose music.

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

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

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

 

 

Key Vocabulary

Content Vocabulary

  • Poetry -  A form of literary expression that uses aesthetic and often rhythmic qualities of language—such as meter, rhyme, and structure—to evoke emotions, convey ideas, or tell a story
  • Narrative - A structured account or story that describes a sequence of events, real or fictional, that unfold over time
  • Setting - Where and when a story takes place
  • Characters - The individuals, animals, or beings who take part in the events and actions of the narrative
  • Plot - The sequence of events that make up a story

Arts Vocabulary

  • Pitch - The highness or lowness of a sound
  • Timbre - The unique quality of a sound; also known as tone color or tone quality
  • Dynamics - Volume of sound (loudness, quietness)
  • Harmony - The combination of different musical notes played or sung simultaneously to produce a pleasing sound
  • Tempo - The speed of the beat
  • Texture - The overall feel of a piece based on the number of instruments or voices and how they are arranged
  • Steady beat - An unchanging continuous pulse

 

Materials

  • Plastic cups in various colors and sizes
  • Sound source (e.g., computer and speakers)
  • Musical recordings
  • Paper and writing utensils (pencils)

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Depending on your students, you may find it important to discuss proper use of, and care for, instruments prior to use. Discuss “resting” position, meaning no sound at all from instruments. 

 

  • Play a musical selection for students, such as, “Carnival of the Animals: Aquarium” or “Carnival of the Animals: Fossils”.
  • As students listen, review/discuss elements of music: Pitch, harmony, timbre, dynamics, texture, and tempo.
  • Ask students to make observations about the sounds that they hear and the images that they evoke. Ask students to justify their answers with evidence from the music. For example, “I see two people arguing because the instruments were loud and clashed”.

 

 

Work Session

Responding to Music

  • Have students discuss elements of a story: Setting, plot, character(s), conflict, and theme.
  • Listen again the the piece of music from the warm-up, such as “Carnival of the Animals: Aquarium” or “Carnival of the Animals: Fossils” by Camille Saint-Saёns.
  • Students will draw a line down the middle of a piece of paper to create two columns on their page.
    • In the first column, students write descriptive words about the musical selection specific to the elements of a story answering questions such as:
      • Where do you think this piece of music takes place?
      • What characters do you hear/see in the music?
    • After a couple of times listening and free writing, have the students use the second column to articulate WHAT in the music makes them hear and/or see these things, such as the loud dynamics or the disjointed sounds.
  • Students will continue this activity by writing a narrative inspired by the music.
    • Students should include a situation and introduce the characters; organize an event sequence that unfolds naturally, include dialogue and description to develop experiences and events or show the responses of characters to situations, use a variety of transitional words and phrases, use concrete words and phrases and sensory details, and provide a conclusion that follows from the narrated experiences or events.

 

Composing with Cups  

  • Without saying anything, play a pattern on cups for students.
  • Teacher should lead this activity in silence, changing cups (number of sounds) and even length of phrase prior to any discussion.
  • Have students use creative and critical thinking to figure out the values (number of sounds for each cup) independently first. For example, blue – quarter note, yellow – eighth notes, clear – quarter rest).
  • Pause and discuss what students observed about the values of each cup.
  • Perform a rhythmic pattern using cups.
  • Next, demonstrate how to read a short poem to the rhythm of the pattern created with cups. Have students practice reading the poem with you.
  • Divide students into small groups. Have each group write their own short poem, such as an acrostic or haiku, and create rhythmic patterns using cups to accompany their poem.
  • Students should be sure to write their poems in appropriate form based on the type of poem.

 

 

Closing Reflection

  • Students will perform their compositions for the class. Discuss appropriate audience participation and etiquette prior to performances.
  • Discuss how students spoke the poems to the rhythm of their compositions and how different compositions created a different performances.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to discuss music using musical vocabulary, conferencing with students during the writing process, and collaboration with groups to create a rhythmic pattern to accompany their short poem.

 

Summative

CHECKLIST

  • Students can respond to music by writing a narrative that has a beginning, middle, end, setting, and characters and meets grade level criteria.
  • Students can compose a rhythmic pattern using cups.
  • Students can create and perform an original poem to accompany their rhythmic pattern.

DIFFERENTIATION 

Acceleration: 

  • Divide students into two groups and have them read a selection such as “Fireflies” from Joyful Noise: Poems for Two Voices by Paul Fleischman. Discuss the separate “voices” and the overlap of the “voices”. Students can then do a choral reading of the poem. Play musical selection representing different “voices” such as “Canceling Stamps in Ghana”. Compare it to musical “voices” or parts, discussing melody, harmony, and texture.

Remediation: 

  • Develop the plot, setting, and characters for the narrative as a class or in small groups. Then allow students to work independently to write their own stories.
  • Compose a rhythmic pattern together as a class. Once students have learned it, break students into small groups and have them practice performing it to their individual poems.

 

 

*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. Updated by: Katy Betts.

Revised and copyright: September 2024 @ ArtsNOW

 

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PREHISTORIC COMMUNICATIONS 4-5

PREHISTORIC COMMUNICATIONS

PREHISTORIC COMMUNICATIONS

Learning Description

People of prehistoric times used drawings and symbols to communicate on cave walls.

In this lesson, students will use the Elements of Art, shape, line, color and texture to create an artistic and written sequence of events that mimic those of the past.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use the Elements of Art, shape, line, color and texture to communicate messages used by people of the past.
  • I can identify shapes, lines, colors and textures in examples of prehistoric drawings.
  • I can use some elements of art to draw and write a clear sequence of events.
  • I can convert drawings into words to create a narrative that follows a logical sequence of events.

Essential Questions

  • How can I use the Elements of Art, shape, line, color and texture to communicate messages used by the people of the past?
  • How can art inspire narrative writing?

 

Georgia Standards

Curriculum Standards

Grade 4:ELAGSE4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

 

Grade 5:

ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

Arts Standards

Grade 4:

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning

 

VA4.CR.2 Create works of art based on selected themes.

 

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

 

Grade 5:

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning

 

VA5.CR.2 Create works of art based on selected themes.

 

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

 

South Carolina Standards

Curriculum Standards

Grade 4:

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s views while respecting diverse perspectives.

 

WRITING - Meaning, Context, and Craft

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

1.1 Write opinion pieces that: a. introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. use information from multiple print and multimedia sources; c. provide reasons supported by facts and details; d. use transitional words or phrases to connect opinions and reasons; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; f. use paraphrasing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the opinion presented.

 

Grade 5:

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s views while respecting diverse perspectives.

 

WRITING - Meaning, Context, and Craft

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

1.1 Write arguments that: a. introduce a topic or text clearly, state a claim, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. use information from multiple print and multimedia sources; c. provide logically ordered reasons supported by relevant facts and details; d. use transitional words, phrases, and clauses to connect claim and reasons; e. develop and strengthen writing as needed by planning, revising, editing, rewriting; f. use paraphrasing, summarizing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the claim presented.

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

  • Hieroglyphics – A system of writing that employs characters in the form of pictures
  • Narrative - A literary term for the events that make up a story. It is the way the events connect and make up the plot of a story or book
  • Sequence - A set of related events, movements, or things that follow each other in a particular order
  • Transition – Words or phrases that are used in writing to connect one idea to the next

    Arts Vocabulary

    • Images - A representation of the external form of a person or thing in art
    • Symbols - A thing that represents or stands for something else, especially a material object representing something abstract
    • Texture - How an object feels or looks as though it might feel
    • Graphic - Relating to visual art, especially involving drawing, engraving, or lettering
    • Neutral Color - Hues that appear to be without color, and that don’t typically appear on the color wheel. Neutral colors, therefore, do not compete with primary and secondary colors and instead complement them.
    • Line - A mark connecting two points
    • Shape - An enclosed line; it is two dimensional and can be geometric or organic

     

    Materials

    • Images of prehistoric drawings
    • Brown craft paper
    • Oil pastels or paint (neutral colors)/Alternative: Make your own paint using mud
    • Color sticks/Black markers
    • Paper and pencils

     

    Instructional Design

    Opening/Activating Strategy

    • Students will work in teams of four to compare different images of cave drawings from prehistoric times (see “Additional Resources”).
    • Students will create a graphic organizer or chart to display their comparisons and briefly share them with the class.
    • Teacher will pose questions to students such as:
      • What were the most popular symbols that you noticed in the cave paintings?
      • What ideas were communicated?
      • Were there certain things that were more noticeable than others?

     

    Work Session

    • Explain to students that they will be creating cave paintings using the Elements of Art, shape, line, color and texture to communicate a simple sequence of events.
    • Discuss sequence in writing and explain to students that they will convert their final drawing into a sequential written narrative using transition words and following the writing process.
    • Explain that in prehistoric times people used natural resources found on the Earth to paint symbols on cave walls that communicated different messages.
    • Share photos of different prehistoric drawings/images and discuss Elements of Art. Students can work with a partner to discuss where they see the elements.
      • Shape (geometric, organic)
      • Line (bold, thin, jagged, curved)
      • Color (neutral)
      • Texture (bumpy, rocky, uneven)
    • Discuss and show how people used different symbols to represent living and nonliving things because letters, numbers and the alphabet were not created at that time.
    • Discuss and mix different neutral colors of browns, tans, and beiges that mimic prehistoric “paint” used from natural resources.
    • Crumple up a piece of brown paper that represents the rocky texture of a cave wall where many prehistoric drawings were found.
    • Demonstrate drawing/painting (oil pastels or paint) a simple sequence of events using crumpled brown paper and Elements of Art that simulate the way prehistoric people communicated messages.
    • Assign students to work individually, in pairs, or a large group using one, long, textured piece of brown craft paper.
    • Assign students a specific number of “events” they will need to draw/paint for their sequential composition.
    • Students should create a rough draft of their sequence of events using the symbols they will use in their painting on plain white paper. Remind students that their symbols need to have meaning–they are not just random.
    • After students have completed the sequential drawings/paintings, they will convert them into phrases or sentences to develop a written sequential composition.
    • Using this as an outline, students will turn their writing into a full narrative.
    • Be sure to remind students to use sequence transition words that show one idea moving to the next. Students will follow the writing process throughout the lesson to complete the assignment.
    • Students should engage in the peer review, editing, and revising process.

     

    Closing Reflection

    • Allow students to share their drawings/paintings with their classmates without using spoken words.
    • Students in the audience will try to guess what message is being communicated.
    • Offer all students the opportunity to revise drawings based on their peers’ feedback to ensure that a proper sequence has been established for writing.

     

    Assessments

    Formative

    The teacher will assess students’ understanding of prehistoric communication by analyzing student drawings for the incorporation of shapes (geometric and organic), color (neutral), line, and texture. The teacher will analyze students’ writing for sequencing using transition words and following the writing process.

     

    Summative

    CHECKLIST

    • Students can compare/contrast a variety of prehistoric drawings for similarities and differences that help establish a background for understanding systems of communication used during prehistoric times.
    • Students can use symbols and drawings that represent and/or mimic a variety of living

    and non-living things during prehistoric times.

    • Students can create neutral colors and textured paper to demonstrate their understanding of color and texture used for prehistoric cave drawings.
    • Students can convert symbols/drawings to words to develop a sequential unfolding of events in a written composition.
    • Students can write a narrative that follows a logical sequence of events and meets grade level standards criteria.

     

    DIFFERENTIATION 

    Acceleration: 

    • Assign additional drawings for some students.
    • Assign a set of students (several groups of three) to collaborate, communicate, and create one group sequence of events using long brown craft paper.
    • Students create a unique alphabet composed of different symbols and then write short messages to their peers using that alphabet.

    Remediation:

    • Decrease the number of drawings for some students.
    • Assign specific elements of art or symbols for some students to focus on.

     ADDITIONAL RESOURCES

    *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. Updated by Katy Betts.

    Revised and copyright:  June 2024 @ ArtsNO

     

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    Stained Glass 4-5

    STAINED GLASS

    STAINED GLASS

    Learning Description

    The long-standing tradition of making stained glass became popular again during the 1800’s with the Tiffany lamps. During this period, female artists, including Clara Driscoll and the “Tiffany Girls”, designed beautiful Tiffany Lamps, such as the famous “Dragonflies” and “Wisteria”, but never received credit or recognition for their work. In this lesson, students will apply their knowledge of art and active literacy skills to showcase their creative expression by designing and creating their own stained glass. Students will then write an opinion piece responding to whether the women who created stained glass should have received credit for their work.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can identify and apply the Elements of Art, shape, line, color, and space to create an original stained-glass design.
    • I can write an opinion piece that answers a prompt and meets grade level writing standards.

    Essential Questions

    • How can I use the Elements of Art, shape, line, color and space, to create an original stained-glass design?
    • How can the process of art-making help us identify and empathize with others?

     

    Georgia Standards

    Curriculum Standards

    Grade 4:ELAGSE4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

     

    Grade 5:

    ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

    Arts Standards

    Grade 4:VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

     

    VA4.CR.2 Create works of art based on selected themes.

     

    VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

     

    Grade 5:

    VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

     

    VA5.CR.2 Create works of art based on selected themes.

     

    VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

     

    South Carolina Standards

    Curriculum Standards

    Grade 4:

    COMMUNICATION - Meaning and Context

    Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s views while respecting diverse perspectives.

     

    WRITING - Meaning, Context, and Craft

    Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

    1.1 Write opinion pieces that: a. introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. use information from multiple print and multimedia sources; c. provide reasons supported by facts and details; d. use transitional words or phrases to connect opinions and reasons; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; f. use paraphrasing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the opinion presented.

     

    Grade 5:

    COMMUNICATION - Meaning and Context

    Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s views while respecting diverse perspectives.

     

    WRITING - Meaning, Context, and Craft

    Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

    1.1 Write arguments that: a. introduce a topic or text clearly, state a claim, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. use information from multiple print and multimedia sources; c. provide logically ordered reasons supported by relevant facts and details; d. use transitional words, phrases, and clauses to connect claim and reasons; e. develop and strengthen writing as needed by planning, revising, editing, rewriting; f. use paraphrasing, summarizing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the claim presented.

    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

    • Composition - The structure of a piece of writing using words and sentences to produce coherent work
    • Persuasive writing - A piece of writing that convinces or persuades others
    • Opinion writing - A piece of writing that expresses personal thoughts or feelings about something

    Arts Vocabulary

    • Color - A way to describe an object based on how it reflects or emits light
    • Complementary colors - Colors that are across from each other on the color wheel
    • Line - A mark connecting two points
    • Shape - An enclosed line; it is two dimensional and can be organic or geometric
    • Stained-Glass - Colored glass used to form decorative or pictorial designs by painting and setting contrasting pieces of glass in a lead framework like a mosaic
    • Space - The area around, between, within, or surrounding components of an artistic piece

       

      Materials

       

      Alternative material choices: 

      • Watercolor paper and watercolor paints can be substituted for transparents sheets and markers

       

      Instructional Design

      Opening/Activating Strategy

      • Project an image of a stained glass window, such as Wisteria, (or, if available, show students a physical example).
      • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
        • First, students will identify what they see in the stained glass. Emphasize that they should make objective observations about the image (i.e. colors, lines, shapes, if there are images they recognize, etc.).
        • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
        • Finally, ask students what they wonder about the image.
      • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
      • Discuss the seven Elements of Art using the Elements of Art handout provided.
      • Have students partner with one or two neighbors. Assign different sections of the room the following Elements of Art: Line, shape, space and color. Ask students to work with their partner(s) to identify where they see these elements. Use communication strategies such as “Turn and Talk” or “Think, Pair, Share”.
      • Explain to students that they will use the Elements of Art of shape, line, color and space to create a unique stained-glass design.

       

      Work Session

      BACKGROUND:

      • Share a brief video of making a stained-glass design, such as The Art of Stained Glass - BBC (start at 1:40).
      • Show students images of different stained-glass window designs (see “Additional Resources”). Highlight a window design by French artist, Henri Matisse, and his use of organic shapes.
      • Provide a brief history of the Tiffany Company from the 1800's. Show the photo of Clara Driscoll and the “Tiffany Girls’” famous Tiffany Lamps that they designed but received no credit or recognition for.
      • Discuss with students the history of female artists from the 1800’s who were not given the same credit or recognition as their male counterparts for their artistic contributions.
      • Discuss the inequalities between men and women of the 1800's and gather opinions about how students would feel if they were in Clara’s or the Tiffany Girls’ shoes.
      • Tell students that they will be writing an opinion piece responding to the following question: Given the historical context, do you think that the Tiffany Girls and Clara Driscoll should have received credit for their work? Why or why not.
      • Tell students that they will be creating a unique stained-glass design to explore the Elements of Art and to connect with these women as artists before beginning their writing.
      • Explain to students that they will create an original stained-glass design inspired by Clara Driscoll or Henri Matisse.

       

      STAINED GLASS DESIGNS:

      • Pass out white paper the size of the transparencies.
      • First, students will draw their design for their stained glass on the white paper. Show them the wax sticks so that they understand how they move and bend before creating their designs. If the designs are too complex, they will not be able to create their stained glass with the wax sticks.
      • Model the process using wax sticks (Wiki) and different colored markers to create a stained glass.
      • Distribute the materials and explain the purpose of the wax and transparencies (represents the shine of light coming through a window). Show students how to place their transparency over their design, which will be their guide for where to place their wax sticks. Tip: It is helpful to tape the design to the table and tape the transparency on top of the design.
      • Allow students to take a few minutes to familiarize themselves with the texture of the wax sticks and to practice bending, folding, and firmly pressing them on the transparency to create unique shapes. When ready, the students may begin to create their designs.
      • Tell students that they may have to press on the wax sticks to keep it secure to the paper and that the closer the color is to the wax stick, the cleaner the line. Ask students to select complementary (colors across from each other on the color wheel) and vibrant colors for a more dynamic outcome.
      • Explain to students that after their design has been neatly colored, the wax sticks will be removed to reveal a white space (negative space).
      • Remove the wax sticks to reveal lines and ask students to color the white space with black markers to represent the dark color of the lead in authentic stained-glass designs.

       

      Optional: The wax sticks can be used on the back of their designs to hang the finished product near/on a window.

       

      PERSUASIVE WRITING

      • Now that students have learned about the Tiffany Girls and Clara Driscoll and have explored the process of designing their own stained glass, students should respond to the following prompt: Given the historical context, do you think that the Tiffany Girls should have received credit for their work? Why or why not.
      • Students’ writing should meet grade level standards criteria.
      • Provide time for students to engage in peer review, editing and revising.

       

      Closing Reflection

      • Allow students to share their stained-glass designs and justified reasons for the posed question from above.
      • Close the lesson by reviewing the Elements of Art and the importance of recognizing unique creations that provide opportunities for creative expression.

       

      Assessments

      Formative

      Teachers will assess student learning by observing students’ responses to the activator, identification of the Elements of Art, discussion of women’s rights and the Tiffany Girls and Clara Driscoll, creativity when designing and creating their stained glass, and conferencing with students during the writing process.

       

      Summative

      CHECKLIST

      • Students can identify and apply the Elements of Art such as shape, line, color and space for artistic expression through their stained glass designs.
      • Students can apply strategies of writing by incorporating justified reasons for their opinions.
      • Students can write an opinion piece that answers the prompt and meets grade level writing standards.

       

      DIFFERENTIATION 

      Acceleration: 

      • Vary the number of shapes/lines required for the stained-glass design.
      • Add complexity by challenging students to use only organic shapes/lines for stained-glass design.
      • Have students write two opinion pieces–one arguing for one side and the other arguing for the other side of the prompt. Or, assign students a side for their compositions.

      Remediation:

      • Pair students to work on their designs and writing.
      • Decrease the number of reasons students must provide for the opinion writing.

       ADDITIONAL RESOURCES

      *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. Updated by Katy Betts.

      Revised and copyright:  June 2024 @ ArtsNOW

       

      Back to Modules