COMPARE AND CONTRAST WITH THE NUTCRACKER K-1

COMPARE AND CONTRAST WITH THE NUTCRACKER

COMPARE AND CONTRAST WITH THE NUTCRACKER

Learning Description

In this lesson, students will use music to examine and explore the scores of two renowned composers by comparing and contrasting their versions of The Nutcracker.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can listen to compare and contrast different variations of The Nutcracker. 
  • I can analyze music by exploring instruments, dynamics and sound.

Essential Questions

  • How can we compare and contrast different variations of The Nutcracker?

 

Georgia Standards

Curriculum Standards

Kindergarten

ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story.

 

ELAGSEKRL9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

 

Grade 1

ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.

 

ELAGSE1RL9 Compare and contrast the adventures and experiences of characters in stories.

Arts Standards

Kindergarten

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

  1. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form). 
  2. Describe music using appropriate vocabulary (e.g. high/low, loud/soft, fast/slow, long/short). 
  3. Identify basic classroom instruments by sight and sound.

 

ESGMK.RE.2 Evaluate music and music performances.

  1. Explain personal preferences for specific musical works using appropriate vocabulary.

 

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

  1. Describe connections between music and disciplines outside the fine arts.

 

Grade 1

ESGM1.RE.1 Listen to, analyze, and describe music. 

  1. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form). 
  2. Describe music using appropriate vocabulary (e.g. high/low, upward/downward, loud/soft, fast/slow, long/short, same/different). 

 

ESGM1.RE.2 Evaluate music and music performances.

  1. Explain personal preferences for specific musical works using appropriate vocabulary.

 

ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.

  1. Describe connections between music and disciplines outside the fine arts.

 

South Carolina Standards

Curriculum Standards

Kindergarten

READING - LITERARY TEXT

Meaning and Context (MC)

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

7.2 Read or listen closely to compare familiar texts

 

COMMUNICATION - Meaning and Context (MC)

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. 

3.1 Explore how ideas and topics are depicted in a variety of media and formats.

 

Grade 1

READING - LITERARY TEXT

Meaning and Context

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies.

 

COMMUNICATION - Meaning and Context (MC)

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. 

3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.

Arts Standards

Anchor Standard 6: I can analyze music. Benchmark IM.R NL.6-I can identify the elements of music in compositions that I hear.

 

Key Vocabulary

Content Vocabulary

  • Compare - To look for similarities between two different things
  • Contrast - To look for differences between two things

Arts Vocabulary

  • Composer - Someone who writes music
  • Jazz - A genre of music that originated in the African American communities of New Orleans in the late 19th and early 20th centuries; it is characterized by its use of swing and blue notes and complex chords
  • Classical - The formal music tradition of the Western world; the Romantic Period of classical music focused on emotion and expansion of the orchestra
  • Instruments - Tools used to make sound
  • Dynamic - How loud or soft something is
  • Mood - How the music makes someone feel

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Lead students in a musical warm-up to two different songs instructing them to listen carefully to the music played and move different body parts based on how they think the music sounds. 
    • This might include sharp movements like marching or smooth movements like swinging arms, etc.
    • Ask them how the two pieces were the same and how they were different.

 

Work Session

COMPARING AND CONTRASTING STORIES: THE NUTCRACKER

  • Show covers of two different versions of the story, The Nutcracker, and compare and contrast the images as a whole class.
  • Read the two different versions of The Nutcracker.
    • Have students compare and contrast the two stories using a Venn diagram. 
      • This can be done with a partner, individually, or as a whole class discussion. 
      • Remind students when they analyze stories, they look at the characters, the setting and the plot. 

 

COMPARING AND CONTRASTING MUSICAL COMPOSITIONS 

  • Tell students that they will be analyzing music by exploring the instruments, dynamics and mood. 
  • Using the Powerpoint slides, Battle of the Nutcrackers, discuss two styles of music, classical and jazz, as a whole group. 
  • Introduce students to: 
    • Instruments - Students will use pictures to help decide which instrument they hear. 
    • Dynamics - Students will use high, medium and low body levels to help decide the dynamic of the music.
    • Mood - Students will use color to help them determine how the music made them feel.
  • Connect back to The Nutcracker, and introduce composers, people who write music. 
    • Tell students that they will be listening to Tchaikovsky (classical) and Duke Ellington (jazz), who composed the music for two different variations of The Nutcracker: The Nutcracker and The Harlem Nutcracker (see “Additional Resources”).
  • Tell students that they will compare and contrast the two pieces using the Nutcracker Music Analysis Handout as they listen to the two versions of The Nutcracker. 
    • After listening to the two pieces, students will find a partner, and compare how they analyzed the piece.

 

 

Closing Reflection

  • Facilitate a class discussion around students’ responses to the music.
    • Ask students if their answers differed from their partner’s. Have students justify responses using evidence from the music. 
  • Ask students to share which composer they preferred and why. 

Students will complete the Music Analysis self-reflection checklist.

 

Assessments

Formative

Teachers will assess student understanding by observing students’ contributions to class discussion, music analysis, and ability to work with a partner to compare and contrast.

 

Summative

CHECKLIST

  • Students can compare and contrast two versions of the same story.
  • Students can compare and contrast music.
  • Students can identify mood, dynamics, and instruments in a composition.

 

DIFFERENTIATION 

Accelerated: After listening to both Tchaikovsky’s and Ellington’s versions of a piece from The Nutcracker, students will write or draw a picture (for younger students) to tell about which composer’s piece they preferred. In their writing they should describe the instruments they heard and how it made them feel. 

 

Remedial: 

  • Allow students to work with a partner during the listening analysis. 
  • Complete the Venn diagram and/or music analysis as a class. 

 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: Alexis Patsalos

Revised and copyright:  May 2024 @ ArtsNOW

 

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SOUND SENSATIONS K-1

SOUND SENSATIONS

SOUND SENSATIONS

Learning Description

In this lesson, students will listen to a story called The Listening Walk, and create a class soundscape based on the examples of onomatopoeia in the story. Students will then work in small groups to create and perform their own narratives based on the story exhibiting examples of onomatopoeia.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and create examples of onomatopoeia.

  • I can create a soundscape and produce examples of onomatopoeia using my voice and/or body.

Essential Questions

  • What is onomatopoeia?

  • How can I use my voice and/or body to create examples of onomatopoeia in a story?

 

Georgia Standards

Curriculum Standards

Kindergarten

ELAGSEKW2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

 

Grade 1

ELAGSE1RL4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

 

ELAGSE1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Arts Standards

Kindergarten

TAK.CR.1 Organize, design, and refine theatrical works.

 

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

 

Grade 1

TA1.CR.1 Organize, design, and refine theatrical works.

 

TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Kindergarten

READING - LITERARY TEXT

Language, Craft, and Structure (LCS) Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts. 

9.1 With guidance and support, identify the literary devices of repetitive language and the sound devices of rhyme, onomatopoeia, and alliteration; identify when the author uses each. 

 

COMMUNICATION 

Meaning and Context (MC) 

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 through play, conversation, drama, and story-telling.

 

Language, Craft and Structure (LCS)

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.

5.2 Employ repetitive language, onomatopoeia, and/or alliteration to impact the audience.

 

Grade 1

READING - LITERARY TEXT

Language, Craft, and Structure (LCS) Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts. 

9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. 

 

COMMUNICATION 

Meaning and Context (MC) 

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 through conversation, drama, questioning, and story-telling.

 

Language, Craft and Structure (LCS)

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.

5.2 Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

 

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

 

Anchor Standard 4: I can direct and organize work for a performance to reflect specific content, ideas, skills, and media. 

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

 

Key Vocabulary

Content Vocabulary

  • Onomatopoeia - A word that actually looks like the sound it makes; some examples of onomatopoeia are slam, splash, bam, babble, warble, gurgle, mumble, and belch

Arts Vocabulary

  • Scene - A single situation or unit of dialogue in a play

 

  • Soundscape - A work of art or performance that combines sounds in order to create a particular effect

 

  • Character - An actor or actress in a specified role

  • Voice - The use of vocal expression by actors

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Listen to the onomatopoeia song to review with students.
  • Create sounds with a few classroom items. Ask students what sounds these could represent in nature or otherwise? (Ex. shaking pom poms in a cup could be wind, drumming on a desk could be thunder).

 

Work Session

  • Students will listen to a story that has lots of rich examples of onomatopoeia, The Listening Walk, by Paul Showers. 
  • Students will discuss some of the sounds they saw written out in the story; as students name them, write them down on an onomatopoeia anchor chart. 
  • Students will then create a brief soundscape of the story. 
    • Read the story again (either in full, or just parts of the story). 
    • Tell students that when a sound comes, the students will make the sound aloud.  For example, the text reads, “I hear my father’s shoes on the sidewalk.  My father walks slowly and his shoes go dop dup dop dup”.  As the written word is read aloud, students will tap on the floor with their feet.
  • Split students into small groups or partners. Tell the students they will be creating their own listening walks. 
    • Students will need a main character and at least three things that the character will hear as he/she walks along a path. One student will be the main character, and the other student(s) in the group will make the sounds as the character comes across them in the story.
    • Ask, “What are some things the main character could come across that would make noise?”. 
      • Hand out three index cards to each group. The students will write the onomatopoeia word of the sounds they will be hearing in their scene.  
        • For example, the main character might say, “I was walking along and a bee came buzzing by my ear.” The students will write “buzz” on the card and say buzz as they hold it up during their performance. 
        • The character might say, “Then, a car zoomed by me very fast”. The students will write “vroom” on the card, and say vroom as they hold it up during their performance.
    • Allow time for students to practice acting out the scenes with their group.
      • Circulate the room to assist students as needed. 
  • Tell students that they will be performing their soundscapes for the class. Review audience and performer expectations.
    • Students will act out scenes for the class.

 

Closing Reflection

  • Students will tape up their index cards to the onomatopoeia anchor chart.  
  • Review additions that were made to the chart.
  • Discuss how using onomatopoeia engaged and impacted the audience.

 

Assessments

Formative

Teachers will assess student learning by observing students’ participation in the soundscape exercises, onomatopoeia review, and contributions to small group soundscape creation.

 

Summative

CHECKLIST:

  • Students can create a soundscape and produce examples of onomatopoeia using their voices and/or bodies.
  • Students can identify and create examples of onomatopoeia.

 

DIFFERENTIATION 

Accelerated: 

  • Students can write out a script with the onomatopoeia words included. 
  • Students can include more than three examples of onomatopoeia within the scene. 
  • Students can create various paths in separate settings - one group could be in a city (cars/trains), a farm (cows, pigs, horses), neighborhood (lawn mower, barking dogs), restaurant (silverware clinking), etc.

Remedial: 

  • Work with small groups to formulate the words the main character will say. 
  • Provide a story starter. 
  • Brainstorm ideas as a class of sounds that students could include in their story. 

*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: Chelsea Moore

Revised and copyright:  May 2024 @ ArtsNOW

 

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STORYTELLING THROUGH SHADOW PUPPETS 4-5

STORYTELLING THROUGH SHADOW PUPPETS

STORYTELLING THROUGH SHADOW PUPPETS

Learning Description

Students will engage in a hands-on project to explore the art of storytelling through shadow puppets. They will learn about elements of a story and how to translate them into visual representations using cardstock and other materials. The project will encourage creativity, problem-solving, and collaboration.

 

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 explain the basic elements of a story
  • I can use the design process to plan and create shadow puppets.
  • I can collaborate with classmates to develop a shadow puppet story
  • I can present my shadow puppet story to an audience.

Essential Questions

  • What are the key elements that make up a story?
  • How can we use visual representations like shadow puppets to tell a story
  • How can we work together to create a cohesive shadow puppet performance?

 

Georgia Standards

Curriculum Standards

Grade 4: 

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: 

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: 

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.4 Understand and apply media, techniques, and processes of three-dimensional art.

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of 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.4 Understand and apply media, techniques, and processes of three-dimensional art.

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing: 

  1. 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.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

  1. 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 use the elements and principles of art to create artwork.

VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

 

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

VA.CR NH.2 I can use and combine materials, techniques, and processes to make art.

 

 

Key Vocabulary

Content Vocabulary

  • Design process - A process of revising work
  • Story elements - Characters, setting, plot, conflict, resolution, etc.
  • Narrative - a story or account of events, experiences, or interactions that are usually arranged in a chronological sequence to convey a particular message, theme, or idea
  • Sequence - The chronological order in which events occur within a plot
  • Mood - The overall emotional atmosphere or tone that a piece of writing evokes in the reader

  • Sensory language - Descriptive language that engages the five senses: sight, sound, touch, taste, and smell

  • Transitional words - Terms that help to guide readers through a piece of writing, ensuring that ideas flow smoothly from one to the next

Arts Vocabulary

  • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience
  • Shape - One of the seven Elements of Art; a two-dimensional figure

 

  • Silhouette - The outline or shape of an object or person that appears dark against a lighter background
  • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

 

Materials

  • Overhead projector or flashlight
  • White sheets or large sheet of white paper
  • Cardstock
  • Scissors
  • Tape or glue
  • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
  • Brads
  • Hole punch or awl
  • Bamboo skewers or popsicle sticks
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

  • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The legend of the Chinese Zodiac).
  • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
  • Ask students to identify the elements of a story that they noticed in the video.
  • Ask students: 
    • How did the puppets help to tell the story?
    • What is the job of the puppeteer?

 

Work Session

    • Arrange students in collaborative groups. 
    • Explain to students that they will be writing a story together. Tell students that their narratives must:
      • Have a setting, characters, rising action, climax, falling action, and conclusion.
      • Use descriptive language and sensory details to develop the characters and setting.
      • Use transitional words and phrases to move the reader smoothly through the story.
    • Allow time for students to brainstorm ideas and develop their stories.
      • Provide time for students to engage in a peer-editing process.
    • Explain to students that they will be creating puppets that represent the characters in their story. 
    • Introduce the design process by showing them the image below. 
      • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning their puppets.
      • Students will design and revise their puppets using the design process before creating them.
      • Allow students time to sketch out their plans for their shadow puppets.
      • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely. 
      • Optional: Show students a video of how to make shadow puppets (see “Additional Resources”).
        • Students will collaborate with their group to create their shadow puppets based on their story.
        • Provide time for students to rehearse their shadow puppet stories, focusing on storytelling, timing and puppet movement.
        • Groups will present their shadow puppet stories to the class, followed by a whole group reflection on how groups demonstrated the elements of a story in their puppet presentations.
          • Teacher can model how to celebrate students' creativity and teamwork in presenting their stories.

         

        Closing Reflection

        Facilitate a whole group reflection. Have students write or discuss what they learned from the project about storytelling and creating their puppets and how they would approach it differently the next time.

         

        Assessments

        Formative

        Teachers will assess student understanding by observing students' engagement, collaboration, and understanding during planning and creation sessions.

         

        Summative

        CHECKLIST

        • Students can incorporate elements of a story into their shadow puppet performances.
        • Students can use their creativity in puppet design.
        • Students can design their puppets to demonstrate the characters in their stories.
        • Students can use teamwork skills to work collaboratively.

         

         

        DIFFERENTIATION 

        Accelerated: 

        • Encourage students to experiment with complex puppet designs. 
        • Challenge students to incorporate dialogue or narration into their performances.

        Remedial: 

        • Simplify the storytelling process by focusing on fewer story elements and providing more guidance during planning and creation. 
        • Provide a graphic organizer to assist students in organizing their ideas.
        • Provide pre-cut shapes for students to assemble to create their shadow puppets.

         

        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: Shannon Green. Updated by Katy Betts.

         

        Revised and copyright:  July 2024 @ ArtsNOW

         

        Back to Modules

        STORYTELLING THROUGH SHADOW PUPPETS 2-3

        STORYTELLING THROUGH SHADOW PUPPETS

        STORYTELLING THROUGH SHADOW PUPPETS

        Learning Description

        Students will engage in a hands-on project to explore the art of storytelling through shadow puppets. They will learn about elements of a story and how to translate them into visual representations using cardstock and other materials. The project will encourage creativity, problem-solving, and collaboration.

         

        Learning Targets

        GRADE BAND: 2-3
        CONTENT FOCUS: VISUAL ARTS & ELA
        LESSON DOWNLOADS:

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can identify and explain the basic elements of a story

        • I can use the design process to plan and create shadow puppets.

        • I can collaborate with classmates to develop a shadow puppet story

        • I can present my shadow puppet story to an audience.

        Essential Questions

        • What are the key elements that make up a story?

        • How can we use visual representations like shadow puppets to tell a story

        • How can we work together to create a cohesive shadow puppet performance?

         

        Georgia Standards

        Curriculum Standards

        Grade 2: 

        ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

         

        Grade 3: 

        ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

        1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

        Arts Standards

        Grade 2: 

        VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

        VA2.CR.2 Create works of art based on selected themes.

        VA2.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

        VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. 

         

        Grade 3: 

        VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

        VA3.CR.2 Create works of art based on selected themes.

        VA3.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

        VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

         

        South Carolina Standards

        Curriculum Standards

        Grade 2: 

        ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

        1. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

         

        Grade 3: 

        ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

        1. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

        Arts Standards

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

        VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

         

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

        VA.CR NH.2 I can use and combine materials, techniques, and processes to make art.

         

        Key Vocabulary

        Content Vocabulary

        • Design process - A process of revising work

        • Story elements - Characters, setting, plot, conflict, resolution, etc.
        • Narrative - a story or account of events, experiences, or interactions that are usually arranged in a chronological sequence to convey a particular message, theme, or idea
        • Sequence - The chronological order in which events occur within a plot

        Arts Vocabulary

        • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience

        • Shape - One of the seven Elements of Art; a two-dimensional figure

         

        • Silhouette - The outline or shape of an object or person that appears dark against a lighter background

        • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

         

        Materials

        • Overhead projector or flashlight
        • White sheets or large sheet of white paper
        • Cardstock
        • Scissors
        • Tape or glue
        • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
        • Brads
        • Hole punch or awl
        • Bamboo skewers or popsicle sticks
        • Masking tape

         

        Instructional Design

        Opening/Activating Strategy

        • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The Three Little Pigs).
        • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
          • Discuss silhouettes and contrast.
        • Ask students to identify the elements of a story that they noticed in the video.
        • Ask students:
          • How did the puppets help to tell the story?
          • What is the job of the puppeteer?

         

        Work Session

        • Arrange students in collaborative groups. 
        • Explain to students that they will be writing a story together.
          • Remind students that narratives have a setting, characters, rising action, climax, falling action, and conclusion.
          • Encourage students to use descriptions of actions, thoughts and feelings to develop the characters.
        • Allow time for students to brainstorm ideas and develop their stories.
        • Explain to students that they will be creating puppets that represent the characters in their story. 
        • Introduce the design process by showing them the image below.
          • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning their puppets.
          • Students will design and revise their puppets using the design process before creating them.
          • Allow students time to sketch out their plans for their shadow puppets.
          • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely. 
        • Optional: Show students a video of how to make shadow puppets (see “Additional Resources”).
        • Students will collaborate with their group to create their shadow puppets based on their story.
        • Provide time for students to rehearse their shadow puppet stories, focusing on storytelling, timing and puppet movement.
        • Groups will present their shadow puppet stories to the class, followed by a whole group reflection on how groups demonstrated the elements of a story in their puppet presentations.
          • Teacher can model how to celebrate students' creativity and teamwork in presenting their stories.

         

        Closing Reflection

        Facilitate a whole group reflection. Have students write or discuss what they learned from the project about storytelling and creating their puppets and how they would approach it differently the next time.

         

        Assessments

        Formative

        Teachers will assess student understanding by observing students' engagement, collaboration, and understanding during planning and creation sessions.

         

        Summative

        CHECKLIST

        • Students can incorporate elements of a story into their shadow puppet performances.
        • Students can use their creativity in puppet design.
        • Students can design their puppets to demonstrate the characters in their stories.
        • Students can use teamwork skills to work collaboratively.

         

        DIFFERENTIATION 

        Accelerated: 

        • Encourage students to experiment with complex puppet designs. 
        • Challenge students to incorporate dialogue or narration into their performances.

        Remedial: 

        • Simplify the storytelling process by focusing on fewer story elements and providing more guidance during planning and creation. 
        • Provide a graphic organizer to assist students in organizing their ideas.
        • Provide pre-cut shapes for students to assemble to create their shadow puppets.
        • Instead of having students write their own stories, have students retell a story that they read in class.

         

        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: Shannon Green. Updated by Katy Betts.

         

        Revised and copyright:  July 2024 @ ArtsNOW

         

        Back to Modules

        STORYTELLING THROUGH SHADOW PUPPETS K-1

        STORYTELLING THROUGH SHADOW PUPPETS

        STORYTELLING THROUGH SHADOW PUPPETS

        Learning Description

        Students will engage in a hands-on project to explore the art of storytelling through shadow puppets. They will learn about elements of a story and how to translate them into visual representations using cardstock and other materials. The project will encourage creativity, problem-solving, and collaboration.

         

        Learning Targets

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

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can identify and explain the basic elements of a story.

        • I can use the design process to plan and create shadow puppets.

        • I can collaborate with classmates to tell a story through shadow puppetry.

        • I can present my shadow puppet story to an audience.

        Essential Questions

        • What are the key elements that make up a story?

        • How can we use visual representations like shadow puppets to tell a story?

        • How can we work together to create a cohesive shadow puppet performance?

         

        Georgia Standards

        Curriculum Standards

        Kindergarten:

        ELAGSEKRL2 With prompting and support, retell familiar stories, including key details. ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story.

         

        Grade 1: 

        ELAGSE1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.

        Arts Standards

        Kindergarten: 

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

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

        VAK.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

        VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. 

         

        Grade 1: 

        VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

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

        VA1.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

        VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

         

        South Carolina Standards

        Curriculum Standards

        Kindergarten:

        ELA.K.AOR.1.1 Identify and describe the main character(s), setting, and events that move the plot forward. 

        ELA.K.AOR.2.1 Retell familiar stories using main story elements in a literary text. 

         

        Grade 1: 

        ELA.1.AOR.1.1 Identify and describe the main story elements, such as character(s), setting, and events that move the plot forward. 

        ELA.1.AOR.2.1 Retell a story using main story elements and identify a lesson in a literary text.

        Arts Standards

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

        VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

         

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

        VA.CR NH.2 I can use and combine materials, techniques, and processes to make art.

         

        Key Vocabulary

        Content Vocabulary

        • Design process - A process of revising work

        • Story elements - Characters, setting, plot, conflict, resolution, etc.

        • Narrative - a story or account of events, experiences, or interactions that are usually arranged in a chronological sequence to convey a particular message, theme, or idea

        • Sequence - The chronological order in which events occur within a plot

        Arts Vocabulary

        • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience

        • Shape - One of the seven Elements of Art; a two-dimensional figure

         

        • Silhouette - The outline or shape of an object or person that appears dark against a lighter background

        • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

         

        Materials

        • Overhead projector or flashlight
        • White sheets or large sheet of white paper
        • Cardstock
        • Scissors
        • Tape or glue
        • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
        • Brads
        • Hole punch or awl
        • Bamboo skewers or popsicle sticks
        • Masking tape

         

        Instructional Design

        Opening/Activating Strategy

        • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The Three Little Pigs).
        • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
          • Discuss silhouettes and contrast.
        • Ask students to identify the elements of a story that they noticed in the video.
        • Ask students: 
          • How did the puppets help to tell the story?
          • What is the job of the puppeteer?

         

        Work Session

        • Arrange students in collaborative groups. 
        • Explain to students that they will be retelling a story that they read in class. 
          • Remind students that they will need to identify the setting, characters, beginning, middle and end of the story.
          • Have students draw illustrations of the beginning, middle, and end of the story. Students should write a brief description of each illustration.
        • Explain to students that they will be creating puppets that represent the characters in their story. 
        • Introduce the design process by showing them the image below. 
          • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning their puppets.
          • Students will design and revise their puppets using the design process before creating them.
        • Allow students time to sketch out their plans for their shadow puppets.
        • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely. 
        • Students will collaborate with their group to create their shadow puppets based on their story. 
          • Remind students that they must retell the beginning, middle and end of the story in their performances. Students should use their illustrations to help them.
          • Provide time for students to rehearse their shadow puppet stories, focusing on storytelling, timing and puppet movement.
        • Groups will present their shadow puppet stories to the class, followed by a whole group reflection on how groups demonstrated the elements of a story in their puppet presentations.
          • Teacher can model how to celebrate students' creativity and teamwork in presenting their stories.

         

        Closing Reflection

        Facilitate a whole group reflection. Have students write or discuss what they learned from the project about storytelling and creating their puppets and how they would approach it differently the next time.

         

        Assessments

        Formative

        Teachers will assess student understanding by observing students' engagement, collaboration, and understanding during planning and creation sessions.

         

        Summative

        CHECKLIST

        • Students can incorporate elements of a story into their shadow puppet performances.
        • Students can use their creativity in puppet design.
        • Students can design their puppets to demonstrate the characters in their stories.
        • Students can use teamwork skills to work collaboratively.

         

        DIFFERENTIATION 

        Accelerated: 

        • Encourage students to experiment with complex puppet designs. 
        • Challenge students to write their own story rather than retell a story from class.

        Remedial: 

        • Provide a graphic organizer to assist students in organizing their ideas.
        • Provide pre-cut shapes for students to assemble to create their shadow puppets.

        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: Shannon Green. Updated by Katy Betts.

         

        Revised and copyright:  July 2024 @ ArtsNOW

        Back to Modules