Theatrical Teamwork K-1

THEATRICAL TEAMWORK

THEATRICAL TEAMWORK

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

ELAGSEKSL6 Speak audibly and express thoughts, feelings, and ideas clearly.

 

Grade 1:

ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

ELAGSE1SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Arts Standards

Kindergarten:

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

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

 

Grade 1:

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

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

 

South Carolina Standards

Curriculum Standards

Kindergarten:

ELA.K.C.8.1 Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: a. enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and b. consider the ideas of others while engaging in conversations.

ELA.K.C.9.1 Ask and answer questions in conversation on a topic.

 

Grade 1: 

ELA.1.C.8.1 Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: a. enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and b. consider the ideas of others by restating what they say during conversations.

ELA.1.C.9.1 Listen to others to ask and answer questions on a topic.

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

 

Key Vocabulary

Content Vocabulary

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

Arts Vocabulary

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

 

Materials

  • Whiteboard
  • Markers
  • Blank index cards
  • Clipboards, paper and pencils
  • Balloon or beach ball

 

Instructional Design

Opening/Activating Strategy

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

 

    • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
      • Stretching: Stretch all major muscle groups.
      • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
      • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
    • UP IN THE AIR: This ensemble building warm-up is a good exercise to keep coming back to throughout the year. You will see how your students start to work as a team as the school year passes. You can use a balloon, beach ball, etc. for this activity.
      • Arrange students in a circle.
      • Explain that the goal of the activity is to keep the balloon or ball in the air. The balloon/ball cannot hit the floor. A player cannot hit the balloon/ball twice in a row.
      • Ask students to help you come up with some guidelines for the game. All players must agree on the guidelines. Post these where the class can see them (such as written or typed on a smart board).
      • Tap a balloon or beach ball into the air!
      • Allow students to continue tapping the balloon or ball without it hitting the floor. (No one can hit the balloon two times in a row, but he or she can hit the balloon more than once in the sequence.)
      • All students must audibly count to ten; the goal is to keep the balloon from hitting the floor before the number ten is reached. If the balloon hits the floor, the process must be repeated.
      • At the end of the activity, ask students to reflect on how they had to work together to achieve their goal.
  • Modifications: Students can also sit in a circle on the floor and roll a ball from student to student instead of tapping a balloon or ball in the air. Reduce the number from ten to five.

 

Work Session

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

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

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

 

Theme based:

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

 

Person to Person:

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

 

Closing Reflection

  • Allow students to reflect on the process by asking them to share something that was interesting to them about the lesson, something they noticed about themselves or that was challenging for them in the lesson, and one question or comment they have about the lesson.
  • Provide time for students to either share with the whole class or with a partner.

 

Assessments

Formative

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

 

Summative

CHECKLIST

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

 

DIFFERENTIATION 

Acceleration: 

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

Remediation: 

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

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

Ideas contributed by: Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

Back to Modules

Using Drama to Explore Story Elements K-1

USING DRAMA TO EXPLORE STORY ELEMENTS

USING DRAMA TO EXPLORE STORY ELEMENTS

Learning Description

Students will use drama to explore the story elements of the text, “The Tortoise and the Hare”. This will be achieved through tableau, pantomime and story-telling during a read-aloud of the text. This role-playing exercise will aid in students’ articulation of the story’s problem and solution.

 

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 the beginning, middle, and end of “The Tortoise and the Hare”.
  • I can identify and use theatre techniques such as tableau and pantomime to demonstrate the emotions of the Tortoise throughout the story.
  • I can use tableau to retell the story.

Essential Questions

  • How can theatre techniques help us understand the elements of a story and gain insight into the experiences of the characters in the story?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

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

 

Grade 1: 

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

Arts Standards

Kindergarten:

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

TAK.CR.2 Develop scripts through theatrical techniques.

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

 

Grade 1:

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

TA1.CR.2 Develop scripts through theatrical techniques.

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

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

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

ELA.K.AOR.6.1 Retell a text orally to enhance comprehension: a. include main character(s), setting, and important events for a story.

 

Grade 1: 

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

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

ELA.1.AOR.6.1 Retell a text orally and in writing to enhance comprehension: a. include main story elements at the beginning, middle, and end for a literary text.

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

 

Key Vocabulary

Content Vocabulary

  • Narration - The act of telling a story
  • Character - A person, an animal or other figure assuming human qualities, in a story
  • Setting - The time and place in which a story takes place
  • Plot - The events that happen in a story
  • Cause - The reason something happened
  • Effect - What happens because of the cause

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Storytelling - Conveying events in words and images, often by improvisation or embellishment
  • Character - A personality or role an actor/actress recreates
  • Pantomime - Acting without words through facial expression, gesture, and movement
  • Tableau -  A “living picture” in which actors pose and freeze in the manner of a picture or photograph
  • “Rainbow of Desire” Tableau - A technique developed by Augusto Boal as part of his Theatre of the Oppressed methodology. It is used to explore the internal desires and conflicts of a protagonist through a series of theatrical exercises and visual representations. A "Rainbow of Desire" tableau is a visual and physical representation of these internal states, where participants create a series of frozen images (tableaux) to illustrate the various emotions, desires, and conflicts within a character.

 

Materials

    • “The Tortoise and the Hare” by Aesop
    • Markers/crayons
    • Pencils
    • Story Map with characters, setting, and the parts of a plot
    • Smart board/white board
  • Optional - Sock puppet
  • Optional extension - iPad with Sock Puppets app

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Use cueing methods when directing tableau in your classroom: “3-2-1- Freeze”. 

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • Explain that students will explore different characters by changing their walk and physicality. Use simple prompts to get students thinking about different ways to walk and move. Call out various types of characters and ask students to walk around the space embodying those characters. Examples include:
    • A bird searching for a worm to eat
    • A tree blowing in the wind
    • A hungry lion
    • A happy dog

 

Work Session

    • Begin the lesson by reading the text “The Tortoise and the Hare” by Aesop as a whole class.
  • Option: Use a sock to make a simple “sock puppet”. Tell students that the sock puppet will ask some questions throughout the story.
    • Stop the story right before the race. using your sock puppet, say, “The Hare was not very nice to the Tortoise. He kept teasing the Tortoise and calling him mean names like ‘slow poke’. How do you think this made the Tortoise feel?”. Allow time for students to share.
    • Demonstrate how to role-play by stepping into character as the Tortoise. Express in the first person that he/you feels sad and discouraged because of the Hare’s teasing. Ask students to pantomime how the Tortoise feels.
    • Ask students to give the Tortoise/you advice on whether or not he should still complete the race.
  • Finish reading the story.
    • Stop periodically as the Tortoise experiences new emotions. Ask students to pantomime how the Tortoise feels at each pause in the story.
  • After the story, discuss how the Tortoise changed from the beginning to the end with a “Rainbow of Desire” tableau.
    • Explain the concept of the "Rainbow of Desire" and its purpose in exploring internal conflicts and desires.
    • Identify the Tortoise as the protagonist.
    • As the Tortoise, the teacher should express his main desire or conflict. Ask students to help you determine what this is.
    • Ask students to help you identify what emotions the Tortoise had throughout the story while trying to achieve his/your main desire. Record them on the board in sequential order.
    • Divide students into small groups. Assign each group an emotion that the Tortoise experienced. Students should form a frozen image (tableau) that represents that emotion. Remind students to show the emotion through their bodies and faces using pantomime.
    • Have students arrange themselves sequentially to represent the emotions that the Tortoise experiences throughout the story. Tell them that on the count of three, they should freeze in their tableaux: ”3-2-1-Freeze”.
    • The teacher will move around the tableaux in-role as the Tortoise, observing and interacting with each representation to gain insight into their own internal state.
    • After the tableau is created and explored, facilitate a discussion about what was revealed through the images.
  • Have students return to their seats and create story maps for the story about the Tortoise.
    • Students should include the main characters, the Tortoise and the Hare, the setting, and the parts of the plot. Depending on student levels, have students illustrate and describe in sentence-form the beginning, middle, and end of the story.

 

Closing Reflection

  • Select a few students to share their story maps with the class.
  • Select a few students from the class to stand and create tableaux for each major event as they are read aloud.
  • Ask students if the Tortoise changed from the beginning of our story to the end. How?
  • Ask students how tableau helped them understand the Tortoise’s feelings.
  • Ask students whether drama helped them retell the story’s beginning, middle and end.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of “The Tortoise and the Hare”, participation in Rainbow of Desire tableaux, and conferencing with students during their creation of story maps.

 

Summative

CHECKLIST

  • Students can identify the beginning, middle, and end of “The Tortoise and the Hare”.
  • Students can identify and use theatre techniques such as tableau and pantomime to demonstrate the emotions of the Tortoise throughout the story.
  • Students can use tableau to retell the story.

 

DIFFERENTIATION 

Acceleration: 

  • Have students create a scene between the Tortoise and the Hare that would occur right after the last scene in the story. Students can write out the scene using dialogue or act it out for the class.
  • Technology extension: Using iPads, demonstrate to students how to use Sock Puppets, a digital storytelling app that children will use to create a presentation. Working in small groups, students practice retelling the story with puppets. Students can create a new story ending using digital puppets and compare/contrast their ending to the original story.

Remediation: 

  • Assign groups the beginning, middle, or end of the story. In their groups, students should create a scene acting out their part of the story. Then, put three groups together to act out the beginning, middle, and end of the story. After acting out the story, have students complete their story maps.

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

Ideas contributed by: Jessica Rosa Espinoza. Updated by: Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

Back to Modules

Using Drama to Explore the Beginning, Middle, and End of a Story K-1

USING DRAMA TO EXPLORE BEGINNING, MIDDLE AND END OF A STORY

USING DRAMA TO EXPLORE BEGINNING, MIDDLE AND END OF A STORY

Learning Description

In this lesson, students will use drama techniques to explore the story elements of Swimmy by Leo Lionni. Students will use tableau and pantomime to act out the story as it is read aloud and will then create their own scenes to retell the story after it has been read.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use pantomime and tableau to communicate or retell parts of a story.
  • I can act out a portion of a story and determine where it fits in the sequence–beginning, middle or end.
  • I can accurately retell the parts of a story using writing and illustrating.

Essential Questions

  • How can theatrical techniques help us understand stories better?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

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

 

Grade 1: 

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

Arts Standards

Kindergarten:

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

TAK.CR.2 Develop scripts through theatrical techniques.

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

 

Grade 1:

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

TA1.CR.2 Develop scripts through theatrical techniques.

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

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

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

ELA.K.AOR.6.1 Retell a text orally to enhance comprehension: a. include main character(s), setting, and important events for a story.

 

Grade 1: 

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

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

ELA.1.AOR.6.1 Retell a text orally and in writing to enhance comprehension: a. include main story elements at the beginning, middle, and end for a literary text.

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

 

Key Vocabulary

Content Vocabulary

  • Narration - The act of telling a story
  • Character - A person, an animal or other figure assuming human qualities, in a story
  • Setting - The time and place in which a story takes place
  • Plot - The events that happen in a story
  • Cause - The reason something happened
  • Effect - What happens because of the cause

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Tableau -  A “living picture” in which actors pose and freeze in the manner of a picture or photograph
  • Pantomime - Acting without words through facial expression, gesture, and movement
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Body - An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves

 

Materials

  • Smart board/white board
  • Markers/crayons
  • Story Map with characters, setting, and the parts of a plot
  • Pencils
  • Swimmy by Leo Lionni
  • Optional: Sock puppet or stuffed animal

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Use cueing methods when directing tableau in your classroom: “3–2–1–Freeze”.

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • Introduce the art form of tableau with a warm-up: Statues in the Garden.
    • Tell students that the teacher is the guard of the garden and all of the other players are statues in the garden.
    • The guard counts to ten and says “Freeze”.
    • During the count, all of the other players move around the room and become a frozen statue by the count of 10.
    • Tell students that when the guard is wandering through the garden and is not looking at them, they should change their statue position. However, if the guard sees a statue move or in the process of moving, that player will be “out”.
    • As the teacher wanders through the garden, prompt students to create statues in different environments (ie. statues we may see in a city, statues of animals we may see in a forest, etc,).
    • Debrief the activity sharing that when actors make “frozen pictures” with their bodies, this is called tableau in theatre. Tell students that they will be using tableau in the lesson today.

 

Work Session

  • Read the book, Swimmy, by Leo Lionni, aloud to the class.
  • Pause throughout the reading and ask students to use tableau and pantomime to analyze the characters, setting, and major events.
    • Example: “I wonder what the tuna fish’s face looked like at this point in the story? Can I see everyone make the face of the tuna fish? 3–2–1–FREEZE!”.
    • In this way, students will explore the characters using tableau, movement and pantomime at various points in the text. Select different students to demonstrate the story using tableau, movement, and/or pantomime for the rest of the class.
      • Example: “When Swimmy was exploring the underwater creatures he saw some pretty amazing things! Can anyone remember one creature he saw?” Ask several students to show the class a statue of that creature.
    • When the class gets to the end of the story, discuss the lesson that the school of fish learned. Facilitate a class discussion relating personal experiences to the story’s lesson.
  • Introduce the parts of the story–beginning, middle, and end–with a class visitor such as a puppet or stuffed animal.
    • The class puppet/stuffed animal/etc. should arrive and visit the class right after you finish the story. Tell the puppet that you just finished reading a story.
    • The puppet tells the class that they love retelling stories and shares “Retell a Story Dance” with the class.
    • Students learn the dance: Hand up for the beginning, out for the middle and down for the end.
    • The puppet wants to know what the story is about.
    • As a class, retell the story with the beginning, middle, and end. At each point in retelling the story, students should put their hand in the appropriate position to indicate which part of the story it is–beginning, middle, or end.
  • Divide students into small groups. Assign each group a part of the story–beginning, middle, or end. Each group should create a short scene acting out their part of the story.
    • Circulate the room to work with students and check for understanding as they create their scenes.
  • Put three groups together–one with the beginning, one with the middle, and one with the end of the story. Have students put their scenes together in the correct sequence.
    • Provide time for students to practice. Circulate the room to work with students and check for understanding.

 

Closing Reflection

  • Students will perform the story for the class. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, students should discuss how the groups showed the beginning, middle, and end of the story.
  • Ask students how drama techniques like pantomime and tableau helped them understand the story.
  • As a class, or in small groups, create a story map of the beginning, middle and end of the story using illustrations and descriptions.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, use of pantomime and tableau to act out parts of the story as it is read aloud, discussion of the story’s lesson and relating it to their own personal experiences, retelling of the story, and conferencing with students as they act out their assigned part of the story.

 

Summative

CHECKLIST

  • Students can use pantomime and tableau to communicate or retell parts of the story.
  • Students can act out an assigned portion of a story and determine where it fits in the sequence.

Students can accurately retell the parts of a story using a Story Map.

 

DIFFERENTIATION 

Acceleration: 

  • Writing extension:
    • What did Swimmy learn during the story?
    • How did the school of fish stay safe?
    • Discuss with students how a “school of fish” is much like a family.
    • Ask students: Is there a time in your own life where you helped your family much like Swimmy did?
    • Let students pair-share.
    • Ask students to return to their tables and draw about a time when he/she was helpful to his/her family much like Swimmy. Pair-share their drawings.
    • Chose a few to share-out with the class
  • Visual art extension:
    • This could be a part of a much larger Author Study Unit of Leo Lionni’s texts and illustrations.
    • Table puppets could be created after reading each story.
    • Cover the table with butcher paper and work with the class in small groups to create a backdrop for the story using elements present in the artwork of Lionni’s illustrations (watercolor, texture, crayons).
    • Then, direct students to create character stick puppets.
    • Let students practice retelling the story using their puppets on a table on top of the scenery.
  • Math extension:
    • Create math story problems using the characters in Swimmy and gold fish for manipulatives.
    • Students can create their own stories and get in pairs to test them out with one another.

Remediation: 

  • Divide the lesson into two separate sessions. On day one, focus only on reading the story and acting out the story in real time using pantomime and tableau. On day two, focus on the parts of the story and retelling them through acting.
  • Act out the parts of the story as a whole class rather than assigning parts of the story to individual groups.

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

Ideas contributed by: Jessica Rosa Espinoza. Updated by: Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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Using Movement and Dance to Explore Symmetry 2-4

USING MOVEMENT & DANCE TO EXPLORE SYMMETRY

USING MOVEMENT & DANCE TO EXPLORE SYMMETRY

Learning Description

In this lesson, students will explore symmetry using movement and dance. They will begin this exploration by examining images and determining whether or not they are symmetrical, recognizing the defining attributes that make a shape symmetrical. Students will then create symmetrical formations with their bodies and identify the line of symmetry present during these formations. Finally, students will collaborate to combine what they learned about dance and symmetry to choreograph a final dance performance.

 

Learning Targets

GRADE BAND: 2-4
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify symmetrical and asymmetrical shapes as well as a line of symmetry.
  • I can use my body to create symmetrical shapes.
  • I can create movements and choreograph dances that use symmetry, levels, and locomotor movements.

Essential Questions

  • How can symmetry be used in choreography?
  • What are the attributes of a symmetrical shape?

 

Georgia Standards

Curriculum Standards

Grade 2: 

2.GSR.7: Draw and partition shapes and other objects with specific attributes and conduct observations of everyday items and structures to identify how shapes exist in the world.

2.GSR.7.2 Identify at least one line of symmetry in everyday objects to describe each object as a whole.

 

Grade 3: 

3.GSR.6: Identify the attributes of polygons, including parallel segments, perpendicular segments, right angles, and symmetry.

3.GSR.6.3 Identify lines of symmetry in polygons.

 

Arts Standards

Grade 2: 

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

 

 

South Carolina Standards

Curriculum Standards

Grade 4

4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

 

Arts Standards

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

Anchor Standard 2: I can choreograph a dance.

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

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

 

Key Vocabulary

Content Vocabulary

  • Symmetry - When one half of an object is a mirror image of the other half
  • Asymmetry - When one half of an object is not a mirror image of the other half
  • Line of Symmetry - An imaginary line where you can fold the image so that both halves are exactly the same
  • Reflection - An image or shape as it would be seen in a mirror

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers
  • Formation - The arrangement or positioning of dancers in a performance area

 

Materials

  • Sound source and music with a steady beat
  • Jump ropes
  • Anchor chart/poster paper
  • Markers
  • Pencils
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Use cueing methods when directing in your classroom, such as “3-2-1- Freeze” and the term “Actor’s Neutral”. Make your expectations for the group dance task explicit and go over these before the group work begins. Display them so that students can refer back to them if they need to during their group working time. 

 

Teacher prework: Post images of dancers in symmetrical and asymmetrical poses throughout the room. Post large chart paper next to each image.

 

  • Conduct a Gallery Walk with students of images of dancers in symmetrical and asymmetrical shapes.
  • Students will circulate the room observing the images of dancers.
  • Students will write on the chart paper next to each image what they notice about the dancer’s shape.
  • Come back together as a whole class. Look at each image together as a class reading the comments and asking students to share their comments.

 

Work Session

  • Review or teach about symmetry and the attributes that shapes must have in order to be symmetrical.
  • Tell students that they will be using movement to demonstrate their understanding of symmetry.
  • Begin by engaging students in a physical warm-up.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
    • Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
    • Next, tell students to create shapes with their bodies at the level the teacher calls out (high, mid, or low).
    • Next, incorporate symmetry to the prompt, such as, a low level symmetrical shape and high level asymmetrical shape.
  • Next, students will have the opportunity to create symmetrical formations with a partner (this can also be done individually).
    • Divide the class in half.
    • Group A will move to music. When the music stops, the partners will freeze in a formation that shows symmetry.
    • Group B (observers) will use a jump rope to create a “line of symmetry” on selected partners to check if their formation is symmetrical. Demonstrate how to do this before having students do it. If it is not, give students an opportunity to problem solve and revise their formation so that it is symmetrical.
    • Tell students that they will now incorporate levels: Low, mid and high to make symmetrical shapes.
    • Periodically pause the music to allow dancers to reflect on the prompt given: “What did we like about what we saw? What do we have to remember to do in order to remain symmetrical?”
    • Group A will switch roles with Group B so that Group B performs while Group A acts observes.
  • Tell students that they will now explore partner mirroring.
    • Each pair should select their three favorite moves or shapes from the previous exercise. The movements will be performed as locomotor movements (traveling from one place to another, such as one wall of the room to the opposite wall). Tell students that the path made by a dancer is called a pathway.
    • Tape a “line of symmetry” down the middle of the floor. Tell students that one partner will stand on either side of the line of symmetry to perform their dance.
    • Students will work with their partner to choreograph a short locomotive movement phrase using their three chosen movements.
    • Students will perform their movement phrases using the line of symmetry taped on the floor.
  • Bring the lesson to a close in a final group dance.
    • Divide students into small groups of four students.
    • Set criteria for group dances. An example of requirements is as follows; simplify requirements as needed.
      • Beginning pose/shape
      • Symmetrical shapes (three different shapes using different levels)
      • Partner mirroring (using upper and lower body)
      • Locomotor movement on the line of symmetry
      • Ending pose/shape

 

Closing Reflection

  • Students will perform their dances for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • Turn up the volume of the music and help students find the steady beat by tapping their toes on the floor.
  • After each performance, the audience will discuss where they saw examples of symmetry in each dance and how the groups used locomotor movement, levels and mirroring in their choreography.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, identification of symmetrical and asymmetrical shapes, ability to use levels and body shapes to create symmetry, and collaboration with their groups to create choreography.

 

Summative

CHECKLIST

  • Students can identify symmetrical and asymmetrical shapes as well as a line of symmetry.
  • Students can use their bodies to create symmetrical shapes.
  • Students can create movements and choreograph dances that use symmetry, levels, and locomotor movements.

 

DIFFERENTIATION 

Acceleration: Challenge students to create their own criteria for their group choreography using symmetry and the dance concepts that they learned in class. Students should be able to articulate how they used dance concepts and symmetry in their choreography.

Remediation: 

  • Reduce the number of movements students are required to include in their choreography.
  • Scaffold this lesson by leading the class in whole class choreography before students choreograph in their groups.
  • Chunk each activity, gradually adding in steps.
  • Rather than requiring students to complete all dances, allow students to choose which activity they want to use to demonstrate their understanding of symmetry (alternately, assign different tasks based on students’ levels–more advanced students can create the small group dance with a partner, and students performing at a lower level can explore creating a symmetrical formation with a partner).

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

Ideas contributed by: Jessica Rosa Espinoza. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

 

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Visualizing Vocabulary K-1

VISUALIZING VOCABULARY

VISUALIZING VOCABULARY

Learning Description

Students will learn basic vocabulary words (based on the discipline or main objective of the classroom lesson) and visually incorporate the word and definition into the actual meaning. This art becomes a visual learning hallway for the student body to utilize.

 

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 creatively use images in artwork to demonstrate my understanding of vocabulary words.
  • I can use color and line to create emphasis in my art.

Essential Questions

  • How can visual art promote understanding and comprehension of vocabulary words?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

ELAGSEKL4 With guidance and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

  1. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

 

Grade 1: 

ELAGSE1L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

 

  1. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Arts Standards

Kindergarten: 

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

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

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

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

 

Grade 1:

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

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

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

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

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

ELA.K.AOR.7.1 Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: a. ask and answer questions about words and phrases to determine their meaning; and b. use words and phrases acquired through conversations, being read to, and responding to texts.

 

Grade 1: 

ELA.1.AOR.7.1 Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: a. use sentence-level context clues (e.g., examples) to determine the meaning of a word or phrase; b. use provided reference materials to build and integrate background knowledge; c. use provided reference materials to determine the meaning of words and phrases; and d. use words and phrases acquired through conversations, being read to, and responding to texts.

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

Specific content vocabulary will be unique to the unit being studied.

Arts Vocabulary

  • Elements of Art - The elements of art are a commonly used group of aspects of a work of art used in teaching and analysis, in combination with the principles of art
  • Line - An element of art (or math) that defines space, contours and outline
  • Shape - A two dimensional enclosed space that is defined as 2 lines meet
  • Color - An art element with 3 properties: hue, value and intensity, a response to reflected light. There are several color theories, such as primary, secondary, neutral, tertiary, complementary, analogous, monochromatic, etc.
  • Contrast - Placing two things side by side that are visually different
  • Negative space - The background of an artwork, empty space, or space around the subject matter

 

Materials

  • 9” x 12” white mixed media paper
  • Pencils with erasers
  • Markers, crayons, colored pencils
  • Collage materials
  • Glue (if using collage)
  • Sponges for glue (if using collage)
  • Paint
  • Paintbrushes (if using paint)
  • Water cups (if using paint)

 

Instructional Design

Opening/Activating Strategy

  • Show students an artwork by the artist Roy Lichtenstein.
  • Ask students to make observations about the colors and shapes that they see in the image.
  • Next, ask students what the word means. Do students see any connection between the background and the word? If so, what?
  • Help students make the connection between the meaning of the word and visuals that Lichtenstein used.
  • Tell students that in the lesson today, students will be visualizing vocabulary words from their lesson through artwork.

 

Work Session

  • Introduce the lesson by reviewing vocabulary words from the unit of study.
  • Facilitate a discussion around examples of symbolism.
    • Draw or project symbols on the board such as a peace sign, a heart, a smiley face, a stop sign, etc. Ask students to tell you what each means. Then, explain that a symbol is an image that communicates meaning.
  • Ask students how they could represent the meaning of the word symbolically, or using images. Students will brainstorm creative ways to visually show what their word is.
  • Tell students that now they will make an artwork to show the definition of their vocabulary word.
  • Have students draw their word with a pencil on their paper. Encourage them to write big.
  • Next, students will fill in the negative space, or “empty space”, around their word with images that represent the meaning of the word. They can draw, collage, paint, or use a combination, depending on what the teacher chooses. Encourage students to completely fill in the negative space of their artwork.
  • Refer back to the artwork by Lichtenstein. Ask students to make observations about how the artist used color to make the word stand out.
    • Students may notice that the word “Pop” is much brighter than the other colors in the artwork, that he used a different color from the background, and that the letters are outlined in black.
    • Tell students that by using a color for their word that is different from the background images, it will create contrast and make the word stand out.
  • Now, have students go over their word with markers creating emphasis.

 

Closing Reflection

  • Hang the artwork in the hallway or around the classroom. Conduct a gallery walk so that students can observe how their classmates interpreted their vocabulary words.
  • Facilitate a discussion around how students used images to represent meaning.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, brainstorming ways to show a word visually, and artistic process as they create their artwork.

 

Summative

CHECKLIST

  • Students can creatively use images in artwork to demonstrate their understanding of an assigned vocabulary word.
  • Students can use color and line to create emphasis in art.

 

DIFFERENTIATION 

Acceleration: Have students write a sentence using their vocabulary word to illustrate what their artwork shows.

Remediation:

  • Provide strips with a handwriting guide on them. Students will write their word using the guide and glue it on their paper before adding visuals.
  • Provide pre-cut out images from magazines, etc., for students to select from to glue on their artwork. This will provide students with a limited number of visual options for the meaning of their vocabulary word.

*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: Debi West and Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

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