Rhyming Animals

RHYMING ANIMALS

RHYMING ANIMALS

Learning Description

Students will learn about rhyming families by creating “cut-outs” of animals inspired by the artist, Henri Matisse, combined with a rhyming word.

 

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 create rhymes using Matisse-inspired cut-outs.

Essential Questions

  • How can I create a rhyme using Matisse-inspired cut-outs?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

ELAGSEKSL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Grade1:  

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

ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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

Arts Standards

Kindergarten & Grade 1:

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

VAK&1.CR.2 Create works of art based on selected themes.

VAK&1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VAK&1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy. 

VAK&1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.I.1.1 Engage in daily opportunities for play and exploration to foster a sense of curiosity, develop the disposition of inquisitiveness, and begin to verbally articulate “I wonders” about ideas of interest.

K.RL.2.1 Recognize and produce rhyming words

K.C.MC.1.1 Explore and create meaning through play, conversation, drama, and storytelling.

K.C.MC.3.2 Use appropriate props, images, or illustrations to support verbal communication.

Grade 1:  

1.I.1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations.

1.RL.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. 

1.C.MC.1.1 Explore and create meaning through conversation, drama, questioning, and story-telling. 

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

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 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

Key Vocabulary

Content Vocabulary

Rhyme – Words that have the same middle sound.

Arts Vocabulary

Geometric shape – One of the seven elements of art; a two-dimensional object such as a square, triangle, or circle.

Cut-outs/collage - An image created using a combination of pieces of paper or images.

 

Materials

  • Construction paper
  • Glue sticks
  • A variety of geometric shapes such as circles, squares, rectangles, and triangles

 

Instructional Design

Opening/Activating Strategy

  • Show students an image of Henri Matisse’s, The Horse, the Rider, and the Clown. Ask students to find things that they recognize in this image (colors, shapes, etc.).
  • Tell students that they will be learning about how the artist, Henri Matisse, created this artwork using paper and scissors.
  • Explain to students that there are different kinds of shapes in art:  geometric, organic, and free-form. Show students the different types of shapes.
  • Ask students to practice creating geometric shapes using their hands or arms.
  • Ask students to identify the types of shapes in Matisse’s, The Horse, the Rider, and the Clown.

 

Work Session

  • Explain that the artist, Henri Matisse, created images by cutting out pieces of paper and putting them together to make images. 
  • Show students several examples of Matisse’s cut-outs.
  • Show students Matisse’s, The Snail, as an example. Ask students if they can see the snail in the image.
  • Tell students that they will be creating cut-outs like Matisse that combine an animal with a rhyming word.
  • Go over a family of words that rhyme with an animal such as a cat, dog, frog, etc.
  • Show students how to use geometric shapes to create an animal. 
  • Ask students to combine the animal with a word that it rhymes with to create a cut-out like Matisse.

Closing Reflection

  • Ask students to write the two words that they showed in their artwork (i.e. cat and hat) in a complete sentence with correct grammar, such as “The cat wears a hat.” 
  • Students will conduct a gallery walk to see each other’s artwork and see the different words that their animal rhymes with.

 

Assessments

Formative

  • Student discussion of rhyming families
  • Student identification of a word that rhymes with the given animal

 

Summative

  • Student “cut-outs” of animal and word that it rhymes with - student artwork should demonstrate that students understand that some words have the same median sounds.

 

Differentiation

Acceleration: Students should come up with their own animal and a word that it rhymes with instead of the provided animal and words that it rhymes with to create their artwork.

Remediation: Provide students with the animal and the word that it rhymes with; after students have created this artwork, ask them to identify another word that rhymes with the animal and the word it rhymes with. Ask students to add this word to their artwork.

 ADDITIONAL RESOURCES

Rhyming Animals presentation 

Types of Shapes handout

Optional supporting text: Henri’s Scissors by Jeanette Winter

*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:  Katy Betts

 Revised and copyright:  September 2023 @ ArtsNOW

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Seussical Rhyme Scenes K-1

SEUSSICAL RHYME SCENES

SEUSSICAL RHYME SCENES

Learning Description

It’s Rhyme Time!  Using sections of Dr. Seuss’s Hop on Pop, students will identify families of rhyming words and use them, with guidance, to create and enact simple story sequences.

 

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 rhyming words and put them together into simple stories to act out.
  • I can use my voice and body to act out simple stories.

Essential Questions

  • What are rhymes?
  • How can we identify rhyming words and use them in drama activities?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Recognize and produce rhyming words.

Grade1:  

ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds.

Arts Standards

Kindergarten & Grade 1:

TA.CR.2 Develop scripts through theatrical techniques.

TA.PR.1 Act by communicating and sustaining roles in formal and informalenvironments.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.RL.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. 

Grade 1:  

1.RL.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.

Arts Standards

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

 

Key Vocabulary

Content Vocabulary

Rhyme – the repetition of similar sounds in the final stressed syllables and any following syllables of two or more words.

Arts Vocabulary

Act – to pretend to be or do something imaginary.

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.

 

Materials

  • Hop on Pop by Dr. Seuss
  • Small dry erase boards and markers or clipboards with paper, and writing utensils

 

Instructional Design

Opening/Activating Strategy

“The Name Game” song – play and/or teach the classic 1964 song by Shirley Ellis (video and audio versions available online)

     “Katie, Katie, bo-batie,

     Bonana-fanna fo-fatie

     Fee fi mo-matie

     Katie!”

Sing the song with several students’ names.

Introduce or review the concept and definition of rhyming words. “What is a rhyme?  How did we make rhymes with our friends’ names?”

 

Work Session

  • Introduce Hop on Pop by Dr. Seuss. Assess student familiarity with the book.
  • Do a read-aloud of the book.
  • Ask students to recall some rhyming words from the book.  If necessary, walk back through the book to review rhyming words.
  • Re-read the two-page section with the -op rhymes:

“HOP

POP

We like to hop.

We like to hop

on top of Pop.

STOP

You must not

hop on Pop.

  • Brainstorm movements to add to the short poem.  (Drama Instruction)  Discuss using body to hop, to pretend to be Pop, to indicate ‘top,’ and to issue the command to ‘Stop’.  Take suggestions and encourage a variety of possibilities for each.
  • Enact the “Hop on Pop” poem as a short scene with the movements.  (Drama Instruction)  Discuss using voices to say the words with energy and feeling.  Take suggestions on how to say each part.  Practice saying the entire poem together with expression while enacting it.
  • Brainstorm additional rhymes in the -op family (e.g., hop, crop, cop, drop, flop, flip-flop, hip-hop, lop, mop, plop, prop, shop, slop, swap, bee-bop, lollipop, bebop).
  • Take student ideas to create an expanded story for the -op rhyme family.  (E.g., “I drop the slop!  It goes plop.  I go to the shop.  I buy a mop.  I mop the slop,” or “I put on my flip-flop.  I listen to hip-hop.  I bebop to the pool.  I do a bellyflop.  The cop gives me a lollipop.”)  Note: Though it will have rhymes, it need not be a poem, per se, with rhythm and end-rhymes.  Develop gestures and enact the expanded story, saying it with expression.

 

  • Explore other passages of the book, and brainstorm additional rhymes together. Write them on dry erase or clipboards (leaving space on the boards for further writing ahead).

            Possibilities:

            Song, long, wrong, thong, gong, King-Kong, ding-dong, strong, singalong

            Red, bed, head, fed, bread, sled, shed, newlywed

            Pat, bat, sat, hat, cat, rat, flat, brat, mat, gnat, acrobat

            Thing, sing, wing, ring, king, bring, cling, cha-ching, sting, nothing

            Night, fight, light, kite, bite, right, tight, fright, delight, might, write, flight, knight

            Brown, down, town, crown, clown, frown, gown 

            Wet, get, let, pet, bet, jet, net, vet, yet, set, barrette, Corvette

            Possibility:  Use rhymes not in the book, such as friend/bend/send/etc. 

  • Divide the class into small working groups and give each group one of the boards with a rhyme family.  Have them create a short scene and enactment with the rhyming words.  They must use at least 4 words, and they must act out each of the words in their enactment using their bodies.  Have them write their scene text on the board; assist as needed.
  • Have the groups practice their rhyme scenes, reciting their text with expression.  Then have each group share with the rest of the class.

Closing Reflection

Reflect on the process:  What are rhymes?  How did we use rhymes to make simple scenes?  How did we use our bodies and voices to act out our scenes?  What do you think Dr. Seuss would have said if he could have seen our rhyme scenes?

 

Assessments

Formative

    • Note how well the students are able to identify rhymes from the book. 
    • Note the students’ ability to add new rhyming words to a rhyme family; note missteps and how they respond when redirected (e.g., ‘‘clock’ is not a rhyme for ‘hop’ – who can explain why?’)
    • Observe how students suggest movements for the scenes. 
    • Observe how students work together in their groups.

     

    Summative

    Have each student write (or tell) 3 groups of words that rhyme from our rhyming scenes today, with at least three words in each group.  If needed, provide the rhyme endings (e.g., -at, -ing, -own).

     

    Differentiation

    Acceleration: 

    • Provide each group with a rhyme ending not included in the book, and have them brainstorm the rhymes on their own, providing support and guidance as needed.
    • Increase the number of rhyme words the group must incorporate into their scene.

    Remediation: 

    • Do the entire lesson in the full class, without dividing into smaller groups.
    • Limit the number of rhyming words in the spoken text, and the complexity of the text.

     ADDITIONAL RESOURCES

    Other rhyme-based Dr. Seuss books, such as One Fish, Two Fish, Red Fish, Blue Fish

    *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:  Barry Stewart Mann

    Revised and copyright:  August 2022 @ ArtsNOW

    Back to Modules

    Creating a Compelling Story From Music

    CREATING A COMPELLING STORY FROM MUSIC

    CREATING A COMPELLING STORY FROM MUSIC

    Learning Description

    Encourage your students to exercise their imaginations and write with courage and conviction. Using music from a wide variety of cultures, students will develop good listening skills and write from the heart using their own voices. This aural exercise will help students think creatively.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • Compose an original story inspired by a piece of music.

    Essential Questions

    • Essential Question: How can music be used to inspire narrative writing?

     

    Georgia Standards

    Curriculum Standards

    Kindergarten:

    ELACCKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

     

    Grade 1:

    ELACC1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

    Arts Standards

    Kindergarten:

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

     

    Grade 1:

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

     

    South Carolina Standards

    Curriculum Standards

    Kindergarten:

    K.MCC.3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened. 

     

    Grade 1:

    1.MCC.3.1 Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure.

    Arts Standards

    Anchor Standard 6: I can analyze music.

     

    Key Vocabulary

    Content Vocabulary

    Character - A person, or animal or other entity that has human characteristics, in a story.

    Setting - Where and when a story takes place.

    Event - A happening, something that occurs in a story.

    Detail - A small, interesting part of a larger whole.

    Title - The name of a creative work.

    Arts Vocabulary

    Dynamics - The volume of sound; how loud or soft it is.

    Pitch - How high or low a note sounds.

    Tempo - The speed at which a musical piece is played; how fast or slow.

    Duration - The length of time a sound lasts; how long or short.

    Timbre - The quality of a sound (round, brassy, sharp, bright).

    Form - The structure or pattern in music; how the sounds are put together.

    Rhythm - A pattern of sound which can be repeated to a regular beat.

     

    Materials

    • Pencils
    • Crayons
    • Paper
    • Audio recordings
    • Sound source (CD Player, iPod, etc.) - 3-5 selections of instrumental music
    • Photographs and prints (optional)

     

    Instructional Design

    Opening/Activating Strategy

    Warm-Up:  Moving to Music

    • Tell the students they are going to have a chance to move to music.  In order to stay safe, remind them to stay in their own personal space.  Have students stand by their desks or tables, or spread them around the room.  Have them keep their feet in one spot, and then stretch out their arms all around; if their hands or arms touch each other, reposition them, or have them reposition themselves, so that each student has ample personal space.
    • Tell students you are going to play instrumental music – just instruments, no words or singing - and as they listen they can sense how it makes them feel, and then move accordingly.  Remind them they must stay in their assigned places, and move only in their own personal space.
    • Put on a selection of instrumental music, possibly from another culture.
    • Model different ways of moving to the music, describing as you do (e.g, “I am waving my arms slowly,” or “This part makes me want to go up on my toes”) and encourage students to move in their own ways.  Possibly, use observational language to comment on some student choices (e.g., “I see Arianna swaying gently,” “Terrence is shaking his knees very quickly”).
    • After the activity, reflect by asking the students how they felt moving to the music, and why they made some of the movement choices they made.  Ask if the music made them imagine particular kinds of people, animals, places, times of day, weather, landscapes, etc.  Perhaps share some ideas of your own (e.g., “I imagined a teenage girl in a long blue dress.  I imagined a big rock along the seashore.”)

     

    Work Session

    • Ask students to describe, in general, what we hear when we hear music, and how pieces of music are different from one another (e.g., some are faster, some have loud drums, some are sad, some have quiet parts).  Lead them to discussion of various elements of music – dynamics, tempo, pitch, duration, melody, etc.  Talk about the extremes in each (loud/soft, fast/slow, etc.)
    • Explain that students will listen to another piece of instrumental music.  This time, they will not move, but should listen for the musical elements, and think about the images these elements create in their minds.
    • Play a different piece of instrumental music, ideally one that contrasts the piece used in the opening activity.  Encourage students to listen with their eyes shut.
    • Tell students that they will be creating/composing original stories in response to the music.  Post and review with the students the following questions:
      • What is the title of my story? 
      • Where does my story take place? 
      • When does my story take place? 
      • Who are the characters? 
    • Give students paper and writing/drawing utensils.  Depending on the teacher’s goals and the students’ skill level, students can write and/or draw to create their stories.
    • Play the music again.  Ask the students to listen carefully again and to write or draw answers to the questions.
    • Repeat the process with two or three more contrasting pieces of instrumental music.  Have students create an idea page for each.
    • Have each student choose their favorite piece of music and compose a story that includes the title, setting, characters, and events inspired by the music.  Encourage them to include details.
    • Have students share their stories in pairs or trios.  Possibly, have volunteers share their stories in front of the entire class.  If they can speak loud enough, possibly play the selection of music softly as they are reading/telling their story.

     

    Classroom Tips:

    • A wide range of music is best (e.g. Native American, Scandinavian, African, Asian, Latin American, flute, international jazz, violin, saxophone, harp); avoid using music familiar to or easily identified by students.

    Closing Reflection

    Ask students:  How did the music inspire story ideas in your mind?  Which elements of the music were most important to you in creating your story?  What did you like about this activity?  What was easy or hard about this activity?

     

    Assessments

    Formative

    • Students participate actively in the warm-up.
    • Students cite the elements of music in their reflections on their music-listening and story composition.
    • Students use their time efficiently to write or draw ideas for their stories.

     

    Summative

    Student stories as written or drawn show clear evidence of having characters, settings, events, and titles.

     

    Differentiation

    Acceleration: 

    Add in the concepts of conflict/problem (“a challenge that the main character faces and must resolve”) and/or protagonist and antagonist (“the main character in the story,” and “the character who is opposed to or in conflict with the main character”) as elements that the students must clearly develop in their stories. 

    Remediation: 

    Work as a full class to develop the first story.  Then develop more stories as a full class, or have students work in small groups. 

    Take care to choose musical selections that are not too challenging or jarring.

     ADDITIONAL RESOURCES

    • Putumayo World Music can be accessed at Putumayo.com, or accessed through streaming services like Spotify or Apple Music.
    • Longer loops in GarageBand or similar apps can be useful.
    • A search of “World Music” will bring up links to YouTube videos that feature varieties of multicultural instrumental music.

    *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:  Janice Akers
    Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, Vilma Thomas, and Barry Stewart Mann.

     Revised and copyright:  Date updated @ ArtsNOW

    Back to Modules

    Haiku Choreography K-1

    HAIKU CHOREOGRAPHY

    HAIKU CHOREOGRAPHY

    Learning Description

    In this lesson, students will explore and understand the structure of haiku poetry by using the structure of haiku to create choreography.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can create movements/choreography to beats and patterns.

    • I can create choreography to the structure of haiku poetry.

    • I can communicate meaning through movement.

    Essential Questions

    • How can I show the structure of haiku through dance and choreography?

     

    Georgia Standards

    Curriculum Standards

    Kindergarten:

    ELAGSEKRL5 Recognize common types of texts (e.g., storybooks, poems).

     

    ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

    1. Count, pronounce, blend, and segment syllables in spoken words.

     

    Grade 1: 

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

     

    ELAGSE1RF3 Know and apply grade-level phonics and word analysis skills in decoding words.

    1. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

    Arts Standards

    Kindergarten:

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

     

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

     

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

     

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

     

    Grade 1:

    ESD1.CR.1 Demonstrate an understanding of the choreographic process.

     

    ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

     

    ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

     

    ESD1.RE.1 Demonstrate critical and creative thinking in dance.

     

    South Carolina Standards

    Curriculum Standards

    Kindergarten:

    ELA.K.F.3.7 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words

     

    ELA.K.AOR.5.1 Identify and describe the basic characteristics of literary text to include narrative, drama, and poetry. 

     

    ELA.K.AOR.8.1 Determine the effectiveness of an author’s use of words and phrases in literary, informational, and multimedia texts: 

    1. identify and explain descriptive words and phrases that suggest feelings or appeal to the senses.

     

    Grade 1: 

    ELA.1.F.3.7 Read a two-syllable word by breaking the word into syllables. 

     

    ELA.1.AOR.1.2 Identify and explain the purpose of forms of figurative language to include alliteration and onomatopoeia, as well as descriptive phrases and words, and imagery.

    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

    • Poem - A genre of literature

    • Line - A sequence of words arranged in a specific order, typically forming a complete thought or phrase
    • Beat - The rhythmic pattern or meter of a poem
    • Theme - The underlying message, central idea, or insight into life that a story, poem, or other work of literature conveys
    • Imagery - The descriptive and figurative language an author uses to create vivid mental pictures and sensory experiences for the reader
    • Haiku - A traditional form of Japanese poetry consisting of three lines with a syllable pattern of 5-7-5

    Arts Vocabulary

    • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece

    • Beat - The rhythmic pulse or pattern of the music that dancers move to
    • Form - The overall structure or arrangement of movements, sequences, and choreography within a dance piece
    • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)
    • Shape - The visual configuration or arrangement of the dancer's body or limbs in space
    • Tempo - The speed or pace of the music to which dancers perform
    • Energy - The quality, intensity, and dynamic force behind movement

     

    Materials

    • Several examples of haiku poetry
    • Music
    • Crayon, colored pencil, or marker–anything that shows color and has a name

     

    Instructional Design

    Opening/Activating Strategy

    • Place one feeling word in each corner of the classroom. 
    • Give each student a crayon, colored pencil, or marker–anything that shows color and has a name.
      • Tell students to move to the feeling word that they think their color name best fits. Allow students to discuss why they selected that word.
    • Next, divide students into partners. Have partners create a movement to show their feeling word. Encourage students to use their whole bodies.
      • Now, have students stand in a circle. Students should be standing next to their partner. 
      • Turn on music. Allow each pair to say their feeling word and show their movement. This will make one class “feeling dance”. 
    • Debrief the activity with students discussing how students used movement to communicate an idea. Tell students that dancers and choreographers also communicate meaning through dance.
      • Ask students to share observations about how feelings were expressed differently.

     

    Work Session

    INTRODUCE BEAT IN DANCE

    • Discuss beats and how dancers and choreographers use beats. Show students a video to demonstrate. 
    • Choose one movement from each feeling word from the activator. Without music, have students follow your movements as you put them together to make one dance. 
    • Now, add music. Count as you perform the movements. Have students follow along with you.

     

    INTRODUCE LEVELS AND ENERGY IN DANCE

    • Engage students in a movement exercise that will allow them to learn about and explore levels in dance.
    • Play music with a steady beat. Help students find the beat by tapping their toes on the ground or patting their legs. 
    • 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.
    • Tell students that they will play a movement game in which they should make a movement that corresponds to the word that they hear.
      • Demonstrate using the word “mountain”. Start by standing tall and straight with arms by your sides. Then, slowly lift your arms away from your body, away from your sides, until they meet above your head in a point.
        • Ask students how you showed the idea of a mountain using your body. 
        • Now, crouch down low and bring your hands together into a point just above your head. Ask students if this movement is the same. They should say that in one you stood tall and in one you crouched low. Ask them which is a better movement for “mountain”. 
        • Tell students that dancers use levels to communicate meaning just like standing tall for “mountain”.
      • Allow students time to explore movement using levels by saying different nature-related words and allowing students time to respond with movement.

    LEARN ABOUT HAIKU

    • Share the origin of haiku poetry and read an example.
      • As students listen to the poem, invite them to close their eyes and visualize the images in their mind.
        • Ask them what images come to mind. Discuss as a class.
      • Draw student’s attention to the structure of haiku poetry. Help students count the syllables in each line of the haiku. 
      • Conduct the same process with another example. Ask students if they notice any patterns emerging. 
      • Discuss how all haikus follow a 5-7-5 syllable structure.
    • Discuss how dancers/choreographers can use poetry structure as a base for choreography. 
    • Display a haiku poem for students to see. Ask students, “If a dance followed haiku structure, how many beats would be in the beginning, middle, and end?”.
      • Students should arrive at 5-7-5.

     

    CHOREOGRAPHING DANCE

    • Select a haiku to read as a class.
      • Ask the students to identify the images that come to mind in each line. 
      • Count the syllables in each line.
    • Tell students that they will be choreographing a dance that follows the structure of the haiku and that shows the images that the haiku conveys. Encourage students to think about how they could use levels to help them show the images in the poem. 
    • Divide students into groups of two or three students. Assign each group a line of the poem. Each group will choreograph a movement phrase for their line of the poem. 
    • Once students have finished their choreography, put three groups together so that all lines are represented. Allow time for groups to practice their sequence.
    • Pause students in their practice. Tell students that now they will practice counting with their movements. Demonstrate by counting to five completing a movement phrase for the first line, counting to seven completing a movement phrase for the second line, and counting to five again completing a movement phrase for the third line.
      • Provide time for students to practice performing to the count.

    Closing Reflection

    • Students will perform their choreography for the class. Have the class practice counting the 5-7-5 structure before each performance starts. Then, have groups perform each movement phrase while the class counts together.
      • Ask the audience members how the movements and levels demonstrated the images portrayed in the haiku.

     

    Assessments

    Formative

    Teacher will assess students by asking students about their choreographic choices and how they aid in the audience’s understanding of the structure and images in the haiku.

     

    Summative

    CHECKLIST

    • Students can identify the structure and images in a haiku poem.
    • Dance assessment:
      • Choreography:
        • Students can create a choreography that has a beginning, middle, and end. 
        • Students can create a choreography that demonstrates the structure and images in a haiku poem.
      • Audience:
        • Students can discuss the performances of the other groups and identify how movements demonstrate the structure and images in a haiku poem.

     

    DIFFERENTIATION 

    Accelerated: 

    • Have advanced students create choreography for the entire haiku instead of only one line.
    • Add additional Elements of Dance, such as Energy, for students to incorporate into their choreography.

    Remedial: 

    • Create choreography for a haiku together as a class before (or instead of) having individual groups choreograph independently. 
    • Focus on haiku structure or images instead of both in the lesson.

     

     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: Melissa Joy. Updated by: Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

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    Exploring Writing through Still Life K-1

    EXPLORING WRITING THROUGH STILL LIFE

    EXPLORING WRITING THROUGH STILL LIFE

    Learning Description

    Students will build a still life composition, explore the space with their senses, draw what they see, and write from the point of view of one of the objects in their still life focusing on spatial relationships and descriptive words.

     

    Learning Targets

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

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    "I Can" Statements

    “I Can…”

    • I can describe a still life.
    • I can create a still life drawing.
    • I can write from the point of view of an object in my still life drawing.

    Essential Questions

    • What is a still life?
    • How can I use a still life as an engaging writing prompt?

     

    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: 

    ELAGSE1W2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

    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.C.2.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory pieces about a topic with supporting details.

     

    Grade 1:

    ELA.1.C.2.1 Write informative/explanatory pieces to name a topic and provide information about the topic. When writing: a. introduce a topic; b. provide information with details to develop the topic; and c. provide a concluding statement or idea.

    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 5: I can interpret and evaluate the meaning of an artwork.

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

     

    Key Vocabulary

    Content Vocabulary

    • Informational/descriptive writing - A type of writing that aims to educate or inform the reader about a specific topic
    • Point of view - The perspective from which the story is told

    Arts Vocabulary

    • Still life - A painting or drawing of an arrangement of objects, typically including fruit and flowers and objects contrasting with these in texture, such as bowls and glassware.
    • Composition - The placement or arrangement of the visual elements, such as figures, trees, and so on in a work of art, as distinct from the subject or the style with which it is depicted. It can also be thought of as the organization of the elements of art according to the principles of art.
    • Balance - How the elements of art (line, shape, color, value, space, form, texture) relate to each other within the composition in terms of their visual weight to create visual equilibrium.
    • Shape - In the visual arts, shape is a flat, enclosed area of an artwork created through lines, textures, colors or an area enclosed by other shapes such as triangles, circles, and squares.
    • Form - A three-dimensional composition or object within a three dimensional composition.
    • Color - Present when light strikes an object and it is reflected back into the eye, a reaction to a hue arising in the optic nerve.
    • Texture - One of the seven elements of art; it is how something feels or looks like it would feel

     

    Materials

    • Flowers, pots, plants, fabric or any other interesting elements
    • Paper
    • Pencils
    • Colored pencils, crayons, or other coloring materials
    • Printed pictures of still life artwork (see “Additional Resources” below)

     

    Instructional Design

    Opening/Activating Strategy

    Classroom Tips: Set up two spaces in the room to build each still life with access all the way around the composition.

     

     

    Work Session

    • Explain to students that artists have painted and drawn still lives for centuries.
      • A still life is a painting or drawing of an arrangement of non-living objects. Still lives typically include fruit and flowers and objects contrasting with these in texture, such as bowls and glassware.
    • Divide students into small groups or partners. Pass out printed images of still lives to each group or partner (see “Additional Resources” below).
      • Ask students to describe what they see in each still life. Ask students to describe the colors, shapes, and textures that they see.
      • Ask them to use directional language like “next to”, “above”, “in front of”, etc. to explain how the objects are arranged.
      • Provide time for students to share about their still lives.
    • Explain to students that they will be creating their own still life to draw as a class.
      • Place a few objects on each table. Ask each group to choose one object to contribute to the still life.
      • Once groups have selected. Create two different still life arrangements for students to choose to draw (alternately, assign students one of the still lives to draw).
      • Have students arrange themselves around still life.
    • Now that the still life arrangements have been formed, ask students to describe what they see–what shapes, colors, and textures are there?
      • Ask them to use directional language like “next to”, “above”, “in front of”, etc. to explain how the objects are arranged.
      • Ask students how their perspective is different based on where they are sitting. For example, one student may be able to see a whole banana in the arrangement, but another student may only be able to see part of the banana.
    • Pass out paper and drawing materials. Allow time for students to draw their still life. Encourage students to use the whole space on their paper.
    • Once students have finished their artwork, explain that they will be writing from the point of view of one of the objects in their still life drawing.
      • Remind students that point of view is the way someone views the world, so, the point of view of each of the objects in the still life will be different.
      • Project the still life from the opening activity. Model how to select one of the objects and write from that object’s point of view using descriptive details.
        • Choose what you would like your students to focus on in their writing.
          • It could be spatial concepts, such as “next to”, “above”, “in front of”, etc.
          • It could be descriptive words/adjectives like colors, textures, and shapes.
          • It could be sensory words like textures, sights, and smells.
      • Students will then choose an object from their own still life drawing and write from the object’s point of view using descriptive details.
        • For younger students, providing sentence starters will be key to success.
        • Examples:
          • I am an _______ (apple).
          • I am _______ (red) and _______ round.
          • I am sitting on the _______ (table). it is _______ (hard).
          • I can see _______ (the vase) in front of me and the _______ (banana) beside me.

     

    Closing Reflection

    Within their small groups, students should share their still life drawings and writing. Encourage students to notice how each person’s drawing is different based on where they were observing the still life arrangement.

     

    Assessments

    Formative

    Teachers will assess students’ understanding by observing students’ participation in the activator, contributions to class and small group discussion, work on still life artwork, and conferencing with students during the writing process.

     

    Summative

    CHECKLIST

    • Students can describe a still life.
    • Students can create a still life drawing.
    • Students can write from the point of view of an object in their still life drawing.

     

    DIFFERENTIATION 

    Acceleration: 

    • As an extension, students can pair up and write a dialogue between their object and someone else's object in the still life.
    • Students can write a narrative using the items in the still life as characters.

    Remediation: 

    • Provide either fill-in-the-blank or sentence starters to support student writing.
    • Allow students to dictate their informational writing rather than write it.

     ADDITIONAL RESOURCES

    Still life examples to show students:

    Technology Extension:

    Technology Resources:

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

    Ideas contributed by: Shannon Green. Updated by: Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

    Back to Modules