MOVEMENT BY CHANCE: EXPLORING DANCE AND DATA PATTERNS K-1

EXPLORING DANCE AND DATA PATTERNS

MOVEMENT BY CHANCE: EXPLORING DANCE AND DATA

Learning Description

Students will explore the concept of chance dance, inspired by Merce Cunningham, while simultaneously developing data interpretation skills. Students will begin by learning about Cunningham’s innovative approach, where movements are determined randomly using dice, coins, or digital tools. Working in small groups, they will create short dance sequences by assigning movements to numbers and rolling dice to determine how many times each movement will be performed. After performing their sequences, students will record data on movement frequency, patterns, and transitions. They will then analyze this data using charts or graphs, discussing trends and drawing conclusions about how randomness influences artistic composition. This lesson merges creative expression with mathematical thinking, encouraging students to see patterns in both dance and data.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a chance dance sequence using randomization.
  • I can analyze movement patterns by collecting and interpreting data.

Essential Questions

  • How can we use data interpretation to analyze and understand patterns created through chance dance?

 

Georgia Standards

Curriculum Standards

Grade 1:

1.MDR.6.4 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to compare and order whole numbers.

Arts Standards

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

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

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

ESD.CN.1 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.MDA.3 Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category.

K.MDA.4 Represent data using object and picture graphs and draw conclusions from the graphs.

 

Grade 1:

1.MDA.4 Collect, organize, and represent data with up to 3 categories using object graphs, picture graphs, t-charts and tallies.

1.MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar graphs.

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 5: I can describe, analyze, and evaluate a dance.

 

Key Vocabulary

Content Vocabulary

  • Data - Facts and statistics collected together for reference or analysis
  • Analyze - Examine methodically and in detail the constitution or structure of something, especially information, typically for purposes of explanation and interpretation
  • Interpret - Explain the meaning of information, words, or actions
  • Charts - A sheet of information in the form of a table, graph, or diagram
  • Graphs - A diagram showing the relationship between variable quantities, typically of two variables, each measured along one of a pair of axes at right angles

Arts Vocabulary

  • Merce Cunningham - American modern dancer and choreographer who developed new forms of abstract dance movement
  • Chance Dance - Chance dance is a choreography technique that uses chance to determine the order of a sequence of movements. It can also refer to a movement activity where participants create a dance using a random method like rolling dice.
  • Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
  • Choreographer - The person who designs or creates a dance piece
  • Form - How a dance/choreography is structured (put together)
  • Level - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)

 

Materials

 

 

Instructional Design

Opening/Activating Strategy

  • Create a short dance with students using a movement list to select from.
    • Example movement list:
      • Jump
      • Hop
      • Clap
      • Turn
      • Slide
      • Change levels
      • Change directions
    • Explain to the students that a piece of choreography is a collection of data.
    • Using the data/choreography, create a chart/graph to represent all the steps in the dance such as object graphs, picture graphs, t-charts, tallies, and bar graphs.

Work Session

  • Watch video/discuss who Merce Cunningham is and how he used the concept of chance to create dances.
  • Discuss how this concept applies to dancers and choreographers.
  • Break class into groups.
  • Give each group and set of movement cards (each group's cards should be the same) and one die.
  • Tell the students to randomly select a card then roll the die to indicate the number of times that movement will be done.
  • Continue until they have used all the cards.
  • Have the students create a graph/chart (ex. object graphs, picture graphs, t-charts, tallies, and bar graphs) to represent all the data in their choreography.
  • Share each group's choreography with the whole class.

 

Closing Reflection

  • Facilitate a discussion around the following questions:
    • How was each group's dance different even though each group had the same data to start with?
    • How did chance impact the outcome?

 

Assessments

Formative

  • The teacher will assess student learning throughout the lesson by observing students’ ability to use various movements in dance and their ability to use chance to create a unique piece of choreography.

Summative

  • Students’ data chart they create about their choreography
  • Create a list of questions to ask about the students about the choreography/data–Example questions:
    • How many total movements were in your dance?
    • Which movement did you do the most/least in your dance?
    • Compare all data charts
    • Which group's dance had the most jumps?
    • Which group had the most dance moves in their dance?

 

 

Differentiation

Accelerated: 

  • Have the students collect the data from all groups’ choreography and create various types of charts/graphs representing all the data or comparing the data of different groups.

 

Remedial:

  • Give the students a chart/graph that is already created and have them create choreography from the data.

 

Credits

Ideas contributed by: Melissa Dittmar-Joy

*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.

Revised and copyright:  May 2025 @ ArtsNOW

 

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WEATHER SOUNDSCAPE K-1

WEATHER SOUNDSCAPE

WEATHER SOUNDSCAPE

Learning Description

In this lesson, students will work collaboratively to create a weather soundscape depicting the sounds of a drizzle, rainshower, downpour, and thunderstorm.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a weather soundscape.

  • I can ask questions and share observations to develop an understanding of patterns and variations in weather.

Essential Questions

  • How can we use our bodies and found sound as tools to create the sounds of weather?

 

Georgia Standards

Curriculum Standards

Grade 1: 

S1E1 Obtain, evaluate, and communicate weather data to identify weather patterns.

Arts Standards

Grade 1: 

ESGM1.CR.2 Compose and arrange music within specified guidelines.

 

ESGM1.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

Arts Standards

Anchor Standard 1: I can compose and arrange music.

 

Anchor Standard 4: I can play instruments alone and with others.

GM.P NL.4 I can make sounds with classroom instruments and other sound sources.

 

Key Vocabulary

Content Vocabulary

  • Weather - The condition of the air and atmosphere at a specific place and time, it includes factors like temperature, wind, humidity, and precipitation (like rain or snow)

 

  • Rain - Liquid water that falls from clouds to the ground; it forms when water vapor in the atmosphere condenses into droplets, which combine and grow heavy enough to overcome air resistance and fall due to gravity

 

  • Drizzle -  Light rain made up of very small water droplets that fall close together; it’s gentler than regular rain and usually feels misty

 

  • Rain shower - A short burst of rain that starts and stops quickly, it’s often heavier than drizzle but doesn’t last long

 

  • Downpour - A very heavy and sudden rain that falls quickly and can make it hard to see

  • Thunderstorm - A storm with thunder, lightning, and usually heavy rain; It happens when warm, moist air rises quickly and forms tall clouds; thunderstorms can also bring strong winds or hail

Arts Vocabulary

  • Unison - A single melody; all instruments or voices sing/play the same notes

  • Timbre - The distinctive quality of sounds; the tone color or special sound that makes one instrument or voice sound different from another

  • Dynamics - Loud and soft sounds; volume

  • Soundscape - A collection of sounds that create the feeling or mood of a place, event, or scene

  • Found sound - Any sound from everyday life, like a door closing, water running, or birds chirping, that is used to create music or tell a story in theater or art 

 

Materials

Rhythm sticks (if available), tin foil pans, items around the room that can make sounds

 

Instructional Design

Opening/Activating Strategy

  • Review weather vocabulary with students.
  • Ask the students to make a sound and/or body movement that reminds them of each word as each word is said again.
    • It may help to project an example of each weather word as it is said.

 

Work Session

  • Pass out a limited amount of supplies to students, such as rhythm sticks (if available), tin foil pans, pencils, etc. Explain that these will be students’ instruments for class.
  • Lead the class through a structured experimentation of the different sounds that they can create with the various materials. As the students experiment, discuss what weather words each of the sounds remind them of.
    • Have students experiment with playing quietly and loudly (dynamics).
    • Tell students that the different sounds that instruments make is called “timbre”.
  • Break students into partners or small groups. Give each group three weather words.
    • Each group will create a weather soundscape consisting of three different sounds to represent the three different types of weather using the materials available. 
      • Each sound should be performed in a sequence.
      • Groups can perform each sound in unison (all students perform all sounds) or can take turns performing their sounds (i.e. one person performs each sound).
  • Allow time for students to rehearse. Circulate to work with students and check for understanding.

 

Closing Reflection

  • Students will come to the rug and each group will perform their soundscape. 
  • The teacher will facilitate class discussion after each performance by asking the class which weather words they think the students performed and why they think that, how the timbre of each instrument sounded different and reflected the weather, were the sounds loud or soft (dynamics), did the group perform in unison or did each group member perform separately?
  • After all the groups perform, the students will reflect in their groups about what they liked about the soundscape they created and what they could have done differently. Students will share out.

 

Assessments

Formative

  • The teacher will observe: 
    • Student review of weather vocabulary and ability to connect sound to the meaning of the vocabulary words
    • Student experimentation with instruments
    • Student collaboration on creating the soundscape
    • Student responses to reflection questions

 

 

Summative

CHECKLIST: 

  • Can students create a soundscape with three distinct sounds representing three weather words?
  • Can the sounds reflect the type of weather? 
  • Can students explain how the performers used timbre and dynamics to express the different types of weather?

 

DIFFERENTIATION 

Accelerated: 

  • Have the students create a story to go with their soundscape. 
  • Incorporate rhythm and beat into the lesson.

Remedial: 

  • Create soundscapes for each type of weather together as a class. 
  • Reduce the number of weather words for their soundscape to one or two.

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

Ideas contributed by:  Erin Biddie and Katy Betts

Revised and copyright:  Jan 2025 @ ArtsNOW

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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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