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

 

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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

 

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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

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MOVEMENT AND MEASUREMENT 2-3

MOVEMENT AND MEASUREMENT

MOVEMENT AND MEASUREMENT

Learning Description

In this math and dance lesson, students will compare tall and short height through dance levels. With partners, they will participate in a mirror dance demonstrating their understanding of levels and measurements.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use levels to compare movements that are taller and shorter.

  • I can use my body to demonstrate changes in levels and size.

  • I can use instruments of measurement, such as a ruler or meter stick, to test my conclusions.

  • Grade 3: I can choreograph a dance and organize the data into a line plot.

Essential Questions

  • How can dancers use levels to compare movements that are taller and shorter?

  • How can you use your body to demonstrate changes in levels and size? 

  • What instruments can we use to determine height?

 

Georgia Standards

Curriculum Standards

Grade 2

2.MDR.5: Estimate and measure the lengths of objects and distance to solve problems found in real-life using standard units of measurement, including inches, feet, and yards.

 

2.MDR.5.2 Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools.

 

2.MDR.5.3 Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.

Arts Standards

Grade 2

​​ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance. a. Apply dance terminology to describe and create movement (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).

 

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Grade 2

2.MDA.3 Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter). 

 

2.MDA.4 Measure to determine how much longer one object is than another, using standard length units.

 

Grade 3

3.MDA.4 Generate data by measuring length to the nearest inch, half-inch and quarter-inch and organize the data in a line plot using a horizontal scale marked off in appropriate units.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 2: I can choreograph a dance.

 

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Measurement - The size, amount, degree, or capacity of something; it is typically determined by using an instrument or device marked in standard units

  • Inches - A unit of length in the United States customary systems of measurement; twelve inches make a foot

  • Foot - A unit of length in the United States customary systems of measurement

  • Meter - The base unit of length in the International System of Units (SI)

  • Meter stick - A tool that measures meters
  • Ruler - A tool that measures inches

Arts Vocabulary

  • Movement - The various actions performed by the body to create and express motion, rhythm, and emotion

  • Mirror dance - A type of dance exercise or performance in which two dancers face each other and perform movements that mirror each other's actions, as if one dancer is the reflection of the other in a mirror

  • Shape - The positioning and form of the dancer's body

  • Levels - The use of different heights or vertical spaces through which dancers move and position their bodies (high, middle, low)

  • Choreography - The art of designing and arranging movements to create a structured and cohesive performance

 

Materials

  • Photos of dancers demonstrating different levels
  • Drum or music
  • Meter stick
  • Ruler

 

Instructional Design

Opening/Activating Strategy

Show students several photographs of dancers in various positions that show different heights. Ask students to compare the height of the different positions. Tell students that the height of a dancer’s movement is called a level (high, middle, low).

 

Work Session

    • Lead exploration of taller and shorter shapes and movements with “Move and Freeze”. 
    • Teacher will need a drum or music for accompaniment.  
      • Tell students that they are going to dance “Move and Freeze”. This means that when they hear the drum or music, they move, and when it stops, they freeze in a shape, like a statue. 
      • Remind students to make sure that they have a “space bubble” around them so that they don’t bump or touch anyone. 
      • Tell students that they will dance in “self-space”, which means that they will stay in one spot. 
      • Begin the exercise. When the teacher stops the drum or music, tell students to freeze in a shape at a high level. Then, to stretch their shape taller, and freeze again, then stretch taller, and then freeze again. Do the same with low levels to make a shape shorter. 
    • Reflect by asking students whether they were able to make their high level shapes taller and their low level shapes shorter. How do they know? 
    • Next, tell students that they will be creating a mirror dance with a partner to explore tall and short shapes and movements. 
      • Ask students to find a partner. One will start as the leader and one as the follower. 
      • Students will face each other; as the leader moves, the follower will mirror the leader’s movements.
      • Verbally cue leaders as they demonstrate tall and short movements for their partner to mirror. 
        • Tell leaders to start by making tall movements with high levels; then, to freeze in a tall shape. 
        • Tell leaders to use even taller movements; then, to freeze in a shape. 
        • Tell leaders to use shorter movements with a low level. Then, to freeze in a short shape. 
        • Tell leaders to use even shorter movements and freeze in a shape. 
        • Once students understand the concept, allow them to choreograph their own movements.
      • Allow the followers to participate in the leader role and the leaders to participate in the follower role.
      • Facilitate pair-share reflection.
        • Tell students to respond to the following questions: 
          • What types of movements and levels did you pick when you were the leader? Tall, short?
          • Partners, how did you know that was true (that they were tall or short)?
    • Tell students that “Dancing Mathematicians” wonder why things are true, so they will test their conclusions.
      • Review units of measurement with students: Inches, feet and meters.  
      • Review how to use a measuring device such as a meter stick and/or ruler.
      • Ask for two student volunteers. Volunteer 1 will make a short shape at a low level. Volunteer 2 will make a tall shape at a high level. 
      • The class should state which is taller and which is shorter. Ask students what instrument they could use to determine the difference between the heights and determine if their conclusions were correct.
      • Ask a third volunteer to measure the difference between the heights. Discuss findings as a class.

     

    Grade 3 extension: 

    • Tell students that they will be choreographing a dance using high, middle, and low levels. 
      • They can choose the movements and body shapes they would like to use in each level. 
      • They should have at least eight movements in their choreography and should have movements in each level. 
      • They can repeat levels, movements, and shapes however they would like.
    • After they have choreographed their dance, students should interpret their choreography into data and organize their data into a line plot.
    • Students will perform choreographed dances for the class and share their line plots.

    Closing Reflection

    • Ask students to explain how they used levels to make shapes and movements that were taller and shorter in height.
    • Ask students to explain how they determined which movements were taller and which were shorter. 
    • Ask students to explain how these strategies can help them estimate measurement in other scenarios.

     

    Assessments

    Formative

    Teachers will assess students’ understanding by observing students’ discussion of levels in dance photography, participation in “Move and Freeze”, and their participation in the mirror dance and choreography.

     

    Summative

    CHECKLIST

    • Students can use levels to compare movements that are taller and shorter.
    • Students can use their bodies to demonstrate changes in levels and size.
    • Students can use instruments of measurement, such as a ruler or meter stick, to test their conclusions.

          Grade 3 extension: 

    • Students can choreograph a dance with eight movements that show low, middle, and high levels.
    • Students can interpret choreography as data and organize data into a line plot.

     

    DIFFERENTIATION 

    Accelerated: 

    • Students can compare objects in the room by length (long/short) and create choreography with long and short locomotor movements (any movement that travels through space from one location to another).
    • Students can estimate the height of their movements and check them with a ruler or meter stick.
    • Students can choreograph a dance that uses low, middle, and high levels. 

    Remedial: 

    • For students who struggle with understanding space, this activity can be done outside to allow more space. 
    • Physically adapt this lesson so that students use only upper or lower body movement.

    *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: Jessica Wurst

    Revised and copyright:  May 2024 @ ArtsNOW

     

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    DOL EMPATHY IN ART 2-3

    EMPATHY IN ART

    EMPATHY IN ART

    Learning Description

    In this lesson, students will be exposed to the work of three artists: Margaret Keane, Norman Rockwell and Fabio Napoleoni. Students will use artworks by these artists to practice using empathy.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: VISUAL ARTS & SOCIAL EMOTIONAL LEARNING
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can express the meaning of empathy and can empathize with others.

    • I can identify the emotions portrayed in an artwork and use clues from the artwork to justify my answers.

    Essential Questions

    • What does empathy mean?

    • How do artists express emotions in their work?

     

    Georgia Standards

    Curriculum Standards

    ASCA: Behavior Standards

    School counselors provide culturally sustaining instruction, appraisal and advisement, and counseling to help all students demonstrate: Social Skills.

    B-SS 4. Empathy

    B-SS 6. Effective collaboration and cooperation skills

    Arts Standards

    Grade 2

    VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

     

    VA2.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art. a. Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.

     

    Grade 3

    VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

     

    VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. a. Apply art skills and knowledge to improve understanding in other disciplines. 

     

    VA3.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

     

    South Carolina Standards

    Curriculum Standards

    ASCA: Behavior Standards

    School counselors provide culturally sustaining instruction, appraisal and advisement, and counseling to help all students demonstrate: Social Skills.

    B-SS 4. Empathy

    B-SS 6. Effective collaboration and cooperation skills

    Arts Standards

    Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

    Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

     

    Key Vocabulary

    Content Vocabulary

    • Empathy - The ability to understand and share the feelings of another person

    • Perspective - The lens through which individuals interpret information, experiences, and interactions
    • Emotion - A combination of feelings, bodily responses, and behaviors that occur in response to situations or events

    Arts Vocabulary

    • Painting - A two-dimensional artwork made using wet media such as tempera, oil, or watercolor

    • Color - One of the seven Elements of Art; reflected or absorbed light; color can be used to express emotion or mood in an artwork
    • Value - One of the seven Elements of Art; the lightness or darkness of something; artists can use value to create mood

     

    Materials

     

    Instructional Design

    Opening/Activating Strategy

    • Project an image of the artwork Girl at a Mirror by Norman Rockwell. 
    • Ask students to “step inside” the image.
      • Ask students to consider what the girl might be thinking about? Feeling? Why is she looking at herself in the mirror?
      • Have students share their thoughts with a partner.
      • Facilitate a class discussion around student responses. Emphasize that students can have different interpretations because of their individual perspectives and that no perspective is “wrong”. 
    • Discuss the concept of empathy and perspective with students.

     

    Work Session

    • Introduce students to the three artists they will be looking at: Margaret Keane, Norman Rockwell and Fabio Napoleoni.
    • Show students images of these artists' paintings through the presentation.
    • Break students into small groups. Ask each group to select one of the artworks from the presentation.
      • Ask students to consider what the character in the image might be thinking about? Feeling? What in the image tells them that?
        • Ask students to pay attention to physical elements in the paintings, the facial expressions of the characters, the colors and the value the artists use. 
      • Allow students to present their analysis to the class. 
    • Students should select one artwork to analyze individually. Students will create a description of their selected painting, reflecting on who the character is and what their life might be like using the Step In. Step Out. Step Back. graphic organizer. Project page two of the graphic organizer while students complete page one.

    Remind students to pay attention to physical elements in the paintings, the facial expressions of the characters, the colors and the value the artists use.

     

    Closing Reflection

    • Allow students to share their analysis in small groups providing visual evidence from the painting for their analysis.
    • Facilitate a class discussion about how students can use the same skills that they practiced to analyze art to empathize with others.

     

    Assessments

    Formative

    Teachers will assess student understanding of empathy by observing students’ answers during class and small group discussion and students’ individual artwork analysis.

     

    Summative

    CHECKLIST

    • Students can express the meaning of empathy and can empathize with others.
    • Students can identify the emotions portrayed in an artwork and use clues from the artwork to justify their answers.

     

    DIFFERENTIATION 

    Accelerated: Students can expand their graphic organizer into a journal entry from the perspective of the character in their painting.

    Remedial: Allow students to complete the analysis and graphic organizer with a partner.

     

     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: Shiela Garth

    Revised and copyright:  May 2024 @ ArtsNOW

     

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