PERFECTLY PRETTY PYSANKY EGGS K-1

PERFECTLY PRETTY PYSANKY EGGS

PERFECTLY PRETTY PYSANKY EGGS

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

Kindergarten:

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

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

 

Grade 1:

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

 

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

Arts Standards

Kindergarten:

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

 

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

 

Grade 1: 

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

 

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

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

READING - Literary Text

Principles of Reading

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

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

 

Grade 1:

READING - Literary Text

Principles of Reading

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

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

Arts Standards

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

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

 

Key Vocabulary

Content Vocabulary

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

Arts Vocabulary

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

 

Materials

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

 

Instructional Design

Opening/Activating Strategy

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

 

Work Session

SESSION 1 – Building Background 

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

 

SESSION 2 – Application 

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

 

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

 

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

 

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

 

Closing Reflection

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

 

Assessments

Formative

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

 

Summative

CHECKLIST

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

 

DIFFERENTIATION 

Acceleration: 

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

Remediation:

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

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

Ideas contributed by: Kim Spivey

Revised and copyright:  June 2024 @ ArtsNOW

 

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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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EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS K-1

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

Learning Description

In this lesson, students will learn about the properties of light by creating shadow puppets. Students will observe how light interacts differently with translucent, transparent, and opaque materials. They will use the design process to plan, experiment, and refine their shadow puppet designs, culminating in a shadow puppet performance that demonstrates a life science concept they are learning.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can demonstrate a life science concept I am learning about through puppetry.

  • I can create a shadow puppet using the materials and design I planned.

  • I can explain how light interacts with different materials to create shadows.

Essential Questions

  • How can shadow puppetry be used to demonstrate concepts in life science?

  • How does light interact with different materials?

 

Georgia Standards

Curriculum Standards

Kindergarten

SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.

 

Grade 1

S1P1. Obtain, evaluate, and communicate information to investigate light and sound. 

  1. Use observations to construct an explanation of how light is required to make objects visible. 
  2. Ask questions to identify and compare sources of light. 
  3. Plan and carry out an investigation of shadows by placing objects at various points from a source of light. 

 

S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals. 

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

 

South Carolina Standards

Curriculum Standards

Kindergarten

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

 

K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

 

Grade 1

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

 

1-LS1-2. Obtain information from multiple sources to determine patterns in parent and offspring behavior that help offspring survive.

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.

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

 

Key Vocabulary

Content Vocabulary

  • Shadow - A dark area that forms when an object blocks light

  • Light - A form of energy that travels in waves and can be seen by our eyes

  • Design process - A process of revising work

  • Organism - Any individual living entity that can carry out life processes independently

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 or stiff paper
  • 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/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.

Grade 1: 

  • Discuss the properties of light and the difference between translucent, transparent, and opaque materials.
  • Explore light and materials with students.
    • Divide the students into small groups.
    • Provide students with different materials such as translucent paper, transparent plastic, opaque cardstock and a light source such as a flashlight.
    • Tell students to experiment with the materials to see how they affect the transmission of light and shadows by shining a light on them.
    • Discuss the findings as a class.
    • Have students sort materials into transparent, translucent, and opaque.

 

Work Session

  • Tell students that they will be using transparent, translucent, and opaque materials to create shadow puppets that demonstrate one of the life science concepts they are learning about, such as the relationship between the needs of different plants or animals and the places they live.
  • Introduce the design process by showing students the image below. 
    • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.

 

    • Divide students into small groups. Assign each group a life science concept.
    • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
    • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
    • 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 to create their shadow puppets. Teacher tip: Pre-cut shapes out of cardstock so that students can simply assemble pieces together to create their shadow puppets. 
      • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
    • After creating their shadow puppets, students will collaborate with their groups to plan their performances. 
      • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
    • Provide time for groups to practice and refine their performances before presenting to the class.

     

    Closing Reflection

    • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
    • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
    • At the end of the lesson, have students complete a 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

     

    Assessments

    Formative

    Teacher will assess student learning by:

    • Observing students' engagement and participation in the activator.
    • Grade 1: Observing students' engagement and participation during the exploration and experimentation phase.
    • Checking students’ understanding of life science concepts through questioning and discussions.
    • Providing feedback on students' initial puppet designs to guide them in the revision process.
    • Reviewing students’ 3-2-1 tickets out the door.

     

    Summative

    CHECKLIST: 

    • Students can demonstrate a concept in life science through a shadow puppet performance.
    • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.
    • Grade 1: Students can explain the properties of light and shadow.

     

    DIFFERENTIATION 

    Accelerated: 

    • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
    • Students can write a sequence of events to explain/narrate their performances.

    Remedial: 

    • Provide students with pre-made shadow puppets and translucent, transparent and opaque materials. Encourage students to experiment with the materials and use them to demonstrate a life science concept. 
    • Pair students together to create one shadow puppet to demonstrate their concept.
    • Provide a sequencing guide or graphic organizer for students to plan their performances. 

     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

     

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    SIMPLE MACHINE HEXATHLON CHALLENGE K-1

    SIMPLE MACHINE HEXATHLON CHALLENGE

    SIMPLE MACHINE HEXATHLON CHALLENGE

    Learning Description

    In this lesson, students will read how Mazie engineers simple machines in her house when students read the book, Mazie’s Amazing Machines, by Sheryl Haft. Students will embody the six simple machines in their groups by creating tableaux and playing the 3-Second Machine Game. They will then be challenged to create a hexathlon (six-event) competition using pantomime by demonstrating simple machines using their bodies.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can bring simple machines to life using my body.

    • I can work as a team to design simple machines. 

    • I can work as a team to pantomime everyday tasks using simple machines. 

    • I can explain the role of force and motion in simple machines.

    Essential Questions

    • How do simple machines help make tasks in our everyday lives easier?

    • How do the parts of something help make the whole?

    • What is the relationship between an object’s physical attributes and its resulting motion?

     

    Georgia Standards

    Curriculum Standards

    Kindergarten

    SKP2. Obtain, evaluate, and communicate information to compare and describe different types of motion. a. Plan and carry out an investigation to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied. (Examples could include toss, drop, push, and pull.)

    Arts Standards

    KindergartenTAK.PR.1 Act by communicating and sustaining roles in formal and informal environments. c. Cooperate in theatre experiences. d. Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

     

    South Carolina Standards

    Curriculum Standards

    Kindergarten

    K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

     

    K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

    Arts Standards

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

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

     

    Key Vocabulary

    Content Vocabulary

    • Simple machines - Basic mechanical devices that are used to make work easier by altering the magnitude or direction of a force

    • Motion - The change in position or orientation of an object with respect to a reference point or frame of reference
    • Force - A push or pull that can cause an object to change its state of motion, accelerate, deform, or experience other effects

     

    • Lever - A simple machine consisting of a rigid beam or bar that is free to pivot around a fixed point called a fulcrum

    • Pulley - A simple machine consisting of a grooved wheel (often called a sheave) that is mounted on a fixed or movable axle
    • Wedge - A simple machine consisting of a triangular-shaped object with a sharp edge or inclined plane on one or both of its sides
    • Inclined plane - A simple machine consisting of a sloping surface or ramp that reduces the amount of force required to lift or move objects vertically
    • Wheel and axle - A simple machine consisting of a wheel (a circular object with a central hole) mounted on an axle (a cylindrical shaft)
    • Screw - A simple machine and a type of fastener that consists of a cylindrical shaft with a helical (spiral) ridge or thread wrapped around it
    • Fulcrum - A fixed point or pivot around which a lever or other mechanical device rotates or moves
    • Load - The force or weight that is applied to a structure, device, or system

    Arts Vocabulary

    • Body - The physical presence, movements, and expressions of an actor

    • Gestures - The movements and actions of the body, particularly the hands, arms, and face, that are used by actors to convey emotions, thoughts, intentions, and messages to the audience
    • Tableau - A static and silent scene or picture created by actors who freeze in specific poses or positions to represent a moment or concept
    • Pantomime - A form of performance where actors use gestures, facial expressions, and body movements to convey a story or narrative without speaking

     

    Materials

     

    Instructional Design

    Opening/Activating Strategy

    • Show the video – Coca-Cola Music Machine: "I'd Like to Buy the World a Coke".
    • Ask students to describe what they saw.
      • Ask students what the purpose of the machine was in the video. 
      • Discuss what a simple machine is.
    • Introduce Rube Goldberg to students.
      • Read the book Mazie’s Amazing Machines by Sheryl Haft, 
      • While reading the book, explore each simple machine with a body movement. Focus on the shapes that students will make with their bodies and how the shapes will be different depending on the purpose of the machine (i.e., a wedge versus a wheel).
      • After reading the book, ask students which Mazie machine was their favorite and how it made life simpler.

     

    Work Session

    SIMPLE MACHINE TABLEAU GAME

    • Explain to students that they will be making a tableau demonstrating a simple machine that they learned about in the book.
      • Explain to students that a tableau is a static and silent scene or picture created by actors who freeze in specific poses or positions to represent a moment or concept.
    • Give each student a lanyard with the name of a simple machine. 
    • Have students get in groups of three with students who have the same simple machine. 
    • Have each group create a tableau of their machine using each group member. Then ask students to “bring it life” and demonstrate how the simple machine works with movement.
    • Discuss each machine’s physical attributes and how that impacts its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when force is applied.

     

    INTRODUCE PANTOMIME

    • Explain to students that pantomime is a form of performance where actors use exaggerated gestures, facial expressions, and body movements to convey a story or narrative without speaking. Actors use acting and reacting in pantomime. 
    • Show students a video of pantomime such as Le Mime Marceau or Punch & Mimi- Brushing Teeth.
    • Give students a prompt, such as brushing teeth, to practice pantomime.

     

    EVERYDAY SIMPLE MACHINE TASKS

    • Show students pictures of the following activities. Ask them to match them to the simple machines.
      • Wheelchair ramp, skateboard ramp, slide (Inclined plane)
      • Knife, axle, plow, prop to keep a door open (Wedge)
      • Lid to a jar, bottle opener, corkscrew (Screw)
      • Steering wheel of a car, bicycle pedal (Wheel and axle)
      • Flagpole with flag, raising and lowering blinds (Pulley)
      • Scissor handle, paperclip, clothespin (Lever)
    • Discuss how the physical attributes of each machine impacts how it functions. 

     

    CLASS HEXATHLON PHYSICAL CHALLENGE

    • Introduce hexathlon events to students. These are Olympic-like events that have six different sports or competitions that athletes must perform.
    • Tell students that they will create a Pantomimed Hexathlon Class Competition, with each of the six competitions representing the six simple machines.
    • Have each group develop a team name. 

     

    DEVELOP GAMES

    • Students should focus on creating body shapes that reflect the simple machine.
    • Next, have students develop a pantomime for their machine.
      • Tell students that it should have a beginning, middle, and end movement. This will help clarify and slow down the movements to avoid an overall general movement that does not show distinct parts. 

     

    LET THE GAMES BEGIN

    • Set the stage by playing Olympic music.
    • Invite each group to perform their machine. 
    • Have students in the audience identify which simple machine each task used.
    • Discuss how students’ body shapes were different based on the machine and the task it was intended to complete.

     

    Closing Reflection

      • Facilitate a class discussion that reflects on the following questions:
        • How can you use simple machines in your life to make everyday tasks easier? 
        • Can you design a machine in your house or community to help someone in need? Which simple machines would it use? 
      • Have students draw a diagram of the beginning, middle, and end of their machine pantomime.
    • If applicable, students should reflect and write about their machines and their process in designing them in their STEAM journal.

     

    Assessments

    Formative

    Teacher will assess students by:

    • Circulating the room assessing students’ understanding of the simple machine movements. *Adjust and correct students as you encounter movements that do not reflect the simple machine. 
    • Asking questions to determine if students’ bodies match the simple machine movements. 
    • Asking specific questions about the body shapes students use to represent the machines.

     

    Summative

    CHECKLIST

    • Students can accurately bring simple machines to life with their bodies using pantomime and tableau.
    • Students can draw a diagram of the beginning, middle, and end of each task pantomime with labels of simple machine names as well as any related vocabulary. 
    • Students can explain the relationship between an object’s physical attributes and its resulting motion.

     

    DIFFERENTIATION 

    Accelerated: 

    • Have students videotape their group, introducing and enacting their Hexathlon competition machines on Flip Grid or another recording application. 
    • Have students pantomime multiple simple machines (or all six), instead of just one. 

    Remedial: 

    • Instead of individual groups pantomiming their own simple machines, the class can pantomime the six simple machines together.
    • Focus only on the simple machines that use push and pull.

     

     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:  Susie Spear Purcell. Updated by: Katy Betts.

    Revised and copyright:  August 2024 @ ArtsNOW

     

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