READING WITH CUPS…AND MORE! 2-3

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: 2-3
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 perform a 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 2: 

ELAGSE2RF4 Read with sufficient accuracy and fluency to support comprehension. 

  1. Read on-level text with purpose and understanding. b. Read on-level text 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. d. Read grade-appropriate irregularly spelled words.

 

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: 

ELAGSE3RF4 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. d. Read grade-appropriate irregularly spelled words.

 

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:

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

 

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

 

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

 

ESGM2.RE.2 Evaluate music and music performances.

 

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

 

Grade 3:

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

 

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

 

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

 

ESGM3.RE.2 Evaluate music and music performances.

 

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

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.F.4.2 Read texts orally and silently with accuracy, appropriate rate, expression, and intonation. 

 

ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. 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.F.4.2 Read a variety of texts orally and silently with accuracy, appropriate rate, expression, and intonation. 

 

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

 

 

 

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 next writing a narrative inspired by the music.
    • Students should establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally, use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations, use temporal words and phrases to signal event order, and provide a sense of closure.

 

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. Assign each a short poem or nursery rhyme. 
  • Have students create rhythmic patterns using cups to accompany their 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 performance.

 

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 a 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

 

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

 

Back to Modules

Music Inspires Writing 2-3

MUSIC INSPIRES WRITING

MUSIC INSPIRES WRITING

Learning Description

Using music as inspiration for creating original poetry and music, students will develop skills and understandings in language arts and music. Creative thinking, vocabulary development, and structural understanding are necessary to create poetry and music in a prescribed form. Musical skills addressed include improvising, composing, listening, and speaking.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write diamante using the appropriate form and parts of speech.

  • I can create and perform effective musical rendering of my diamante.

Essential Questions

  • How can music inspire written and musical composition?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2SL2 Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

 

ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 

Grade 3:

ELAGSE3W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

 

ELAGSE3L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

 

Arts Standards

Grade 2:

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

 

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

 

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

 

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

 

Grade 3:

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

 

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

 

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

 

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

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.OE.1 Read and write for a variety of purposes, including academic and personal, for extended periods of time. 

 

ELA.2.OE.4 Collaborate with others and use active listening skills. 

 

ELA.2.AOR.2.1 Identify and explain an explicit theme in a literary text. 

 

ELA.2.C.4.1 Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). 

 

Grade 3: 

ELA.3.OE.1 Read and write for a variety of purposes, including academic and personal, for extended periods of time. 

 

ELA.3.OE.4 Collaborate with others and use active listening skills. 

 

ELA.3.AOR.2.1 Identify and explain an explicit theme in a literary text and how it is developed by key details. 

 

ELA.3.C.4.1 Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs.

 

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

 

 

Key Vocabulary

Content Vocabulary

  • Adjective - Describes a noun

  • Noun - Person, place, or thing
  • Verb - Action word 

 

  • Gerund - Verb ending in –ing that acts as a noun

  • Diamante - Poem that looks like a diamond (derived from Italian word for diamond)
  • Synonym - A word that means the same thing as another word
  • Antonym - A word that means the opposite as another word

Arts Vocabulary

  • Body percussion - Sounds produced by striking or scraping parts of the body; typically includes snapping, clapping, patting, and stamping

  • 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)
  • Timbre - Quality of sounds that causes different instruments and/or voices to sound different from each other
  • Rhythm - The pattern of sounds and silences over time, often created by the arrangement of beats, accents, and note durations
  • Melody - A sequence of musical notes that are perceived as a single, coherent entity; it is the part of the music that is most memorable and recognizable, often considered the "tune" of a piece
  • Form - The overall structure or organization of a piece
  • Timbre - The characteristic quality of a musical sound that distinguishes it from other sounds; the different sounds that different instruments make
  • Tempo - The speed at which a piece of music is played
  • Dynamics - The loudness or softness of sound
  • Program music - Compositions with extra-musical content intending to evoke a literary or pictorial association; particularly popular in the 19th century
  • Absolute music - Compositions with no intended literary, dramatic, or pictorial association

 

Materials

  • Paper and pencils
  • Tape
  • Sound source (computer and speakers) 
  • Audio recording (e.g., Vivaldi’s “Four Seasons”) 
  • Whiteboard/flipchart and markers 
  • Visual of diamante form 
  • Visual of diamante poem (“Seasons Change”) 
  • Optional: Template of Diamante Poem for students to use to write their own
  • Hand drum (or other sound source to make a drum beat)

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Arrange student groups in the room so that they can move far enough apart during the creating process to enable careful listening and minimize distraction from other groups.

 

  • Review definitions of nouns, verbs, adjectives and gerunds.
    • Use a hand drum (or other sound source) to set a steady beat. Speaking rhythmically to the beat of the drum, ask students what each part of speech is and have them answer, speaking to the beat of the drum.
  • Ask students what kind of instrument you are using. Ask them if a drum is a noun, adjective or verb. 
  • Have students describe the sound and/or visual appearance of the hand drum; classify these words as adjectives. 
  • Have students describe how one might play the drum (strike, hit, thump); classify these words as verbs. 
  • Next, if appropriate to what students are learning in class, transform the verbs to gerunds (striking, hitting, thumping). 
  • Challenge students to think of an instrument that produces a much different sound from a hand drum (such as a cowbell) and repeat the process of identifying the noun, adjectives, verbs, and gerunds associated with that instrument. Students can do this independently or with a partner.

 

 

Work Session

    • Play a selected piece of music (recommended - Vivaldi’s “Four Seasons”). 
  • Teacher tip: Showing a YouTube video of an orchestral performance may be helpful so that students can see the instruments being played.
    • As students listen, ask them to describe the:
      • Melody (what happens to the melody throughout the performance?)
      • Timbre of the instruments (how do musical instruments sound different?),
      • Tempo (when does the music speed up? Slow down?)
      • Dynamics (when does the music get loud? Soft?) 
    • Throughout the listening exercise, ask students what season they think the music is communicating. Ask them what sounds made them think that.
  • Distribute paper and pencils to students. Play the selected piece of music again and have students write down words associated with the music. 
  • Ask students to work with a partner to see if they can circle the adjectives, put a box around the nouns, and underline the verbs. 
  • Next, using anchor chart paper (one for each part of speech), create a class list of adjectives, nouns, and verbs.
    • As students share, challenge them to use musical terminology when discussing why they chose certain words to describe what they heard. 
  • Pass out a sample diamante poem to partner groups. Have students circle the adjectives, put a box around the nouns, and underline the verbs. If students have learned about gerunds, have them put a squiggly line under the gerunds.
  • Then, project the diamante on the board and have students share responses.
  • Ask students to discuss with their partners what the topic/main idea of the poem is.
  • Discuss how (1) the poem is shaped like a diamond (hence the name diamante); (2) diamante poems can be about one topic or about opposites; (3) the number of words and parts of speech vary by line to create the diamond shape. (4) lines 1 and 7 are nouns that are either synonyms or antonyms. 
  • Have students work with their partners to create a diamante using the words they generated while listening to Vivaldi’s “Four Seasons”. Optional: Pass out Template of Diamante Poem to guide students in their writing.
    • Teacher tip: Depending on your students, it may be helpful to decide as a class what the nouns in lines 1 and 7 will be. Students can work with their partners to write lines 2-6.
  • After students have written their poems, have students experiment with various ways of performing student-created diamantes musically (individually or in small groups).
    • Some options include:
      • Create soundscape by using body percussion, found sound, unpitched percussion, etc. to accompany reading of diamante. 
      • Transfer the text of the diamante to body percussion. 
      • Transfer the text of the diamante to unpitched percussion instruments. 
      • Use different combinations of voices and/or instruments to perform the diamante (e.g., line 1 = solo; line 2 = duet; line 3 = trio; line 4 = quartet; line 5 = trio; line 6 = duet; line 7 = solo). 
      • Alter the tempo (fast/slow) and dynamics (loud/soft/crescendo/decrescendo) while reading the diamante.

 

Closing Reflection

  • Perform student-created diamantes with musical renderings. Discuss appropriate audience participation and etiquette prior to performances.
  • Discuss each performance discussing the parts of speech and the elements of music present.
  • Compare and contrast the diamantes and musical components. Discuss the similarities and differences in the diamantes and the musical components.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; ability to identify and generate nouns, verbs, and adjectives; ability to analyze music in terms of melody, timbre, tempo, and dynamics as discussed in class; and collaboration with group to create a diamante with musical accompaniment.

 

Summative

CHECKLIST

  • Students can write diamante using appropriate form and parts of speech. 
  • Students can create and perform effective musical rendering of their diamante.

DIFFERENTIATION 

Acceleration: 

  • Have students experiment with other forms of poetry (e.g., acrostic poems, shape poems, cinquain poems) adding musical components. 
  • Write diamantes about other topics (e.g., shapes for visual art and math; habitats for science). 
  • Have students add a visual art component to illustrate their poem. Encourage them to think about their use of color in their artwork.
  • Compare and contrast student writing and musical renderings. 

Remediation: 

  • Scaffold the lesson by leading the class to create a collaborative diamante and perform it with body percussion. Then, have students work in groups to create their own.
  • Rather than having students write their own diamante, pass out different diamantes to the class. Have partners identify the parts of speech and the topic/main idea and then perform their assigned poem with musical accompaniment.

 

 

*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

 

 

Back to Modules

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

     

    Back to Modules

    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