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:

Download PDF of this Lesson

"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

Dancing Sentences K-1

DANCING SENTENCES

Dancing Sentences

Learning Description

In this lesson, students will explore punctuation and capitalization through movement and 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 demonstrate my understanding of ending punctuation marks by matching energy quality to punctuation.
  • I can demonstrate my understanding that every sentence should begin with an uppercase letter through movement.
  • I can choreograph a five movement phrase that uses the elements of dance as a tool of communication.

Essential Questions

  • How can I use movement and choreography to show my understanding of the conventions of the standard English language?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). f. Produce and expand complete sentences in shared language activities.

ELAGSEKL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.  Capitalize the first word in a sentence and the pronoun I.  b.  Recognize and name end punctuation.

Grade 1:

ELAGSE1L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.  Print all upper- and lowercase letters. j.  Produce and expand complete simple and compound sentences in response to questions and prompts (declarative, interrogative, imperative, and exclamatory). k.  Print with appropriate spacing between words and sentences.

ELAGSE1L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b.  Use end punctuation for sentences.

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

Grade 1:

1.NSBT.1.c. Read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup)

Arts Standards

Grade 1:

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

 

Key Vocabulary

Content Vocabulary

  • Punctuation - Used to separate sentences and their elements, clarify meaning, and end sentences

  • Declarative sentence - A type of sentence that makes a statement or expresses an opinion ending with a period

 

  • Exclamatory sentence - A type of sentence that expresses strong emotion or excitement ending with an exclamation mark

  • Interrogative sentence - A type of sentence that asks a question ending with a question mark

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers 

 

  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low

Energy qualities:

  • Swinging - Established by a fall of gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum

  • Sustained - Smooth and unaccented; there is not apparent start or stop, only a continuity of energy
  • Percussive - The quality of movement characterized by sharp starts and stops; staccato jabs of energy
  • Vibratory - Quality of movement characterized by rapidly repeated bursts of percussive movements like “a jitter”
  • Suspended - Occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap

 

Materials

  • Sound source and music with a steady beat
  • Cards with ending punctuation marks written on them (one per card)

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Open space as much as possible. Guide students through choreographic decisions rather than suggest ideas. Ask questions as to why they are making their choreographic choices to check for understanding. Remind students that it isn’t about a final product, it’s about the experience in the process. Reminder–A noisy classroom isn’t necessarily an off-task classroom. 

  • Begin by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • 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.
    • Element of Body: 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.). Then, ask them to make different shapes with their bodies.
    • Element of Energy: Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms.
    • Element of Space: Levels - 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.
    • Have students practice what they just learned by saying words such as “high level movement” and have students create a spontaneous high level movement.
    • Have students return to their seats or the carpet.

 

Work Session

  • Divide students into partners or small groups. Tell students that they are going to pick three movements to put together to make a brief dance/movement phrase.
    • Allow time for groups to choreograph and practice.
    • Allow time for those who would like to perform to share.
  • Next, ask students what type of letter every sentence must start with. Students should respond with an uppercase letter.
    • Using dance levels, ask students to create a new movement to represent an uppercase letter in their movement phrase and where it should go (the beginning). Students now have a four movement phrase. 
  • Next, assign each group an ending punctuation for their movement phrase. Ask what type of movement they could create to show the assigned punctuation (i.e., an exclamation mark might be a high-energy jump).
    • Remind students of the element of energy from the activator. Ask students how energy can be used to communicate different types of punctuation. 
    • Provide time to guide students through experimentation of different energy qualities and movements. 
    • Ask students where their punctuation mark should go in their movement phrase. Students should respond that it should be the final movement in their phrase. 
    • Students will then go back to their groups or partners and add a movement to reflect their punctuation. Students should have a total of five movements in their choreography.

 

Closing Reflection

  • Students will perform their dances for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience will identify the movement that showed the uppercase letter and the type of ending punctuation mark. Students should explain how they came to their conclusions.
  • Have students finish by creating a sentence that uses their ending punctuation mark.

 

Assessments

Formative

  • Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of uppercase letters and ending punctuation, ability to translate punctuation into energy levels in movement, and collaboration with groups to choreograph a movement phrase that demonstrates uppercase letters and ending punctuation.

 

Summative

CHECKLIST

  • Students can demonstrate their understanding of ending punctuation by matching energy quality to punctuation.
  • Students can demonstrate their understanding that every sentence should begin with an uppercase letter through movement.
  • Students can choreograph a five movement phrase that uses the elements of dance as a tool of communication. 
  • Students can produce a sentence that correctly uses their ending punctuation mark.

 

DIFFERENTIATION 

Acceleration: Challenge students to create choreography demonstrating the sentence that they created at the end of the lesson. Students can add in other types of punctuation, such as commas. Students can think about how they can express their nouns and verbs through movement.

Remediation: 

  • Complete the whole five-movement choreographic process as a class before assigning individual partners/groups their own choreography.
  • Chunk the lesson by creating the three-movement phrase in one session, adding a movement for uppercase letters in a second session, and adding a movement for ending punctuation in a third lesson.

 

 

*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: Melissa Dittmar-Joy. Updated by Katy Betts.

Revised and copyright:  August 2024 @ ArtsNOW

Back to Modules

All In A Row, Adding In A Row 1

ALL IN A ROW

Addition Tableau

ALL IN A ROW: ADDITION TABLEAU

Learning Description

Students will represent numbers with their bodies. They will work together to form addition sentence tableaux in order to visualize how 1-, 2-, and 3-digit addition works.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can play a role in an addition tableau.

Essential Questions

  • How can the arts help to clarify mathematics concepts?

 

Georgia Standards

Curriculum Standards

Grade 1:

MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Arts Standards

Grade 1:

TAES1.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

 

South Carolina Standards

Curriculum Standards

Grade 1:

1.NSBT.1.c. Read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup)

Arts Standards

Grade 1:

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

 

Key Vocabulary

Content Vocabulary

Place Value - The value of where the digit is in the number, such as units, tens, hundreds, etc.

Arts Vocabulary

Statue (Statues) - An actor frozen in a pose.

Tableau (Tableaux) - A group of actors frozen to create a picture.

 

Materials

Plus (+) and equal (=) sign placards that can stand on the floor (one possibility – written with marker on an inverted file folder - or part thereof – and capable of standing like a tent).

 

Instructional Design

Opening/Activating Strategy

Letter Statues
Introduce or review what a statue is – an actor in a frozen pose. Explain that the students will make letter statues with their bodies. Call out one letter at a time and have them make the letters. Use a drum, another percussion instrument, or clapping to cue the statues. Encourage students to be creative, using full body, limbs, fingers, etc., and exploring the possibilities of standing, kneeling, sitting, lying down, etc., as appropriate for the classroom space. Use observational language to comment on the different ways in which students use their bodies to create the statues.

 

Work Session

Number Statues

  • Repeat the process with numbers (single digits). After exploring multiple possibilities, inform students that they will focus on making number statues that use their whole bodies, and for which they will remain standing. Practice standing number statues.
  • Ask students how they would make a statue of a number up to 100. Elicit from them, or guide them to, the idea of working in pairs or trios.
  • Introduce or review what a tableau is – a group of actors frozen in a picture. Explain that tableaux often create pictures with characters and settings, but the tableaux today will be of numbers and number sentences.
  • Invite two, and then three, volunteers to model creating a tableaux up to 100. Ask students what each digit in a multiple-digit number represents. Introduce or review the concept of place value. Ensure that students understand that the digit to the left represents a higher place value than the digit to the right, and identify the units: ones, tens, and hundreds places.
  • Have students work in pairs to create a 2-digit number tableau (full-body, standing). Have them work together to say the name of the number together out loud. After creating a number, have them switch positions and say the name of the number with the digits switched. Move among the pairs to confirm that they are expressing each number correctly.
  • If students have grasped the 2-digit numbers and are ready for 3-digit numbers, have them repeat the process in trios. Each trio can explore all the possibilities with their three digits (if the digits are all different, e.g., 1, 2, and 3, there will be six permutations: 123, 132, 213, 231, 312, 321.)
  • Introduce the idea of moving from number tableaux to addition sentence tableaux.
  • Invite three students to model a simple addition sentence tableau, e.g., 3 + 4 = 7. Have the students assume their positions, and then have them speak the sentence together. (Note: this is an opportunity, if relevant, to introduce or reinforce the Commutative Property of addition by having the addends switch places.)
  • Provide plus and equal sign tent cards and have students work in trios to create addition sentence tableaux.
  • Use the same process, first modeling and then having the students work in small groups, to move into more complex addition sentences: adding two 1-digit numbers that result in a 2-digit sum (e.g., 5 + 7 = 12), adding a 1- and a 2- digit number together, without and then with sums that require making a new ten (e.g., 31 + 7 = 38, and then 29 + 3 = 32), and then adding two 2-digit numbers, without and then with sums that require carrying to the tens and hundreds places (e.g., 45 + 12 = 57, then 24 + 19 = 43, then 74 + 38 = 112).

Teaching Tips:

  • As appropriate to the class, use established addition strategies (counting on, making ten, etc.) to calculate sums, and advance only as far in the sequence of complexity as the class can manage.
  • This may be a lesson that is done over time. The first step may best be suited for when single digit addition is taught, then adding 2-digit addition as the concept is taught, and so on.

 

Closing Reflection

Ask students: How did you use your bodies to create letter and number statues and addition sentence tableaux? Which were more challenging, letter statues or number statues? How do we determine the name and value of a 2- or 3-digit number? How did you determine your place or role in the number sentence?

 

Assessments

Formative

  • Students should be able to calculate answers to the mathematical problems.
  • Students should accurately represent the numbers with their bodies.

 

Summative

Assign various addition problems to the students at the level reflected in the lesson, and gauge their ability to visualize and complete the problems.

 

Differentiation

Acceleration: Acceleration and remediation are built into the lesson in terms of how far into the sequence of complexity the lesson goes, and how much students are asked to create and calculate the numbers and addition sentences on their own. For acceleration, there should be greater complexity and more independent (unguided, in pairs, trios, quads, and more) work.

Remediation: Acceleration and remediation are built into the lesson in terms of how far into the sequence of complexity the lesson goes, and how much students are asked to create and calculate the numbers and addition sentences on their own. For remediation, there should be less complexity, more modeling, and more full-class, guided work.

*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: Mary Gagliardi and updated by Barry Stewart Mann

Revised and copyright: August 2022 @ ArtsNOW

Back to Modules

Carnival of the Animals K-1

CARNIVAL OF THE ANIMALS

CARNIVAL OF THE ANIMALS

Learning Description

Students will expand knowledge about music vocabulary through exploration of The Carnival of the Animals, composed by Camille Saint-Saëns. Students will be able to use key music terms in discussions with their peers and in persuasive writing.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use musical vocabulary to describe music I hear.
  • I can use musical vocabulary to share my opinion about music.

Essential Questions

  • How can you write to describe and share your opinion about music you hear?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKW1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

 

Grade 1: 

ELAGSE1W1 Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

 

WIDA English Language Proficiency Standards:

Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. 

Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

 

Arts Standards

Kindergarten:

MKGM.6: Listening to, analyzing, and describing music.

MKGM.10: Moving, alone and with others, to a varied repertoire of music.

 

Grade 1:

M1GM.6: Listening to, analyzing, and describing music.

M1GM.10: Moving, alone and with others, to a varied repertoire of music.

 

 

 

South Carolina Standards

Curriculum Standards

Kindergarten:

Standard 1: Write arguments to support claims with clear reasons and relevant evidence. 

1.1 Use a combination of drawing, dictating, and writing to state the topic and communicate an opinion about it.

 

Grade 1:

Standard 1: Write arguments to support claims with clear reasons and relevant evidence. 

1.1 Explore print and multimedia sources to write opinion pieces that introduce the topic, state an opinion, give a reason for the opinion, and provide a sense of closure.

 

 

Arts Standards

Anchor Standard 6: I can analyze music.

Benchmark GM.R NL.6 I can identify contrasts in music.

Benchmark GM.R NM.6 I can identify the elements of music. 

Anchor Standard 7: I can evaluate music.

GM.R NL.7.1 I can listen and respond to music.

 

 

Key Vocabulary

Content Vocabulary

  • Opinion writing - A form of writing in which the author expresses their personal views or opinions on a particular topic or issue; it is characterized by the use of persuasive language and supporting arguments to convey the author's stance

Arts Vocabulary

  • Tone color (Timbre) - The quality of sound; component of a sound that causes different instruments to sound different from each other
  • Pitch - Relative highness or lowness of a tone in relation to other tones
  • Tempo - The speed at which a music piece is performed
  • Dynamics - Volume of sound (loudness, quietness
  • Movement - A self-contained part of a musical composition or musical form

 

Materials

    • Recording of The Carnival of the Animals composed by Camille Saint-Saëns
    • Book illustrating The Carnival of the Animals
    • Writing paper
    • Chart paper
    • Marker
    • Large pictures of each animal
    • Pencils
    • Pitched percussion instruments (xylophone, tone bars, etc)

     

     

    Instructional Design

    Opening/Activating Strategy

    • As a group, have students brainstorm animals they might find at a carnival. If needed, project an image of a carnival for students.
    • Discuss what a carnival is and what animals you might see there. 
    • Have students turn and talk to their neighbor to discuss their favorite animal.

     

    Work Session

      • Have a recording preset to use the selections of The Carnival of the Animals you want students to hear. Place the large pictures of the animals on chart paper and hang up for students to see.
      • Have students sit in a circle on the floor.
      • Discuss that music has different qualities, including timbre, pitch, tempo, and dynamics. 
        • For example, small animals such as a bird or frog may make soft, high-pitched, thin or shrill sounds, while larger animals like an alligator may make loud, low-pitched, thick or rumbling sounds.
        • Play two different sounds that demonstrate the difference in high and low pitch (use pitched percussion instruments or recordings of pitched percussion instruments if possible).
        • Discuss the sounds that animals make using these musical terms. Playing audio clips may be helpful. 
      • After the students understand the different types of sound, play the first selection from The Carnival of the Animals.
      • Have students stand under the picture of the animal that they think matches the sounds. 
        • Have students move like the animal would move. 
        • Ask students to explain why they chose the animal that they did.
        • Ask students to describe the music using the terms timbre, pitch, tempo, and dynamics; write the words students say on chart paper.
      • After the animal has been identified, read the passage of the book that matches the animal and discuss qualities of the animal that are illustrated by the music.
      • Repeat this process for the other animals.
      • When all the music has been played, tell students to select their favorite animal from the music and book, The Carnival of the Animals. 
        • Kindergarten will use a combination of drawing, dictating and writing to convey their opinions. Encourage students to support their opinion with one to two reasons why they chose that animal.
        • First grade will convey their opinions through writing. Students should be sure to provide closure to their writing after they have stated their opinions and at least one reason for their opinions.
        • Students should use at least one musical term (timbre, pitch, tempo, and/or dynamics) in their opinion writing.

       

      Closing Reflection

      Allow students to share their opinions with the class. Establish agreed-upon guidelines for sharing and listening.

      Assessments

      Formative

      Teachers will assess students’ understanding by observing students’ responses during class discussion, students’ identification of the animals in The Carnival of the Animals using musical vocabulary, and students’ discussion of their favorite animals and reasons for their opinions.

       

       

      Summative

      CHECKLIST

      • Students can use musical vocabulary to describe music they hear.
      • Students can use musical vocabulary to share their opinions about music through drawing, dictating, and writing.

       

      Differentiation

      Acceleration: 

      • Students can choose a new animal and create a musical composition to represent its characteristics using musical vocabulary.
      • Once students have picked their favorite animal from The Carnival of Animals, they will conduct research (through internet or book resources) to gather factual information about their animal to include in their opinion writing. Gifted Assessments Students will use mechanics to develop persuasive writing that includes facts and opinions.

       

      Remediation:

      • ESOL Modifications and Adaptations: ESOL teachers will conduct a mini lesson on opinions and persuasion, allowing students to role play (ex: persuading their parents for an extra cookie or staying up later on a school night).
      • Special Education Modifications and Adaptations: Ask each student to name their favorite animal from the story. Record responses using a tally chart and ask students to identify the animal with the greatest number of votes. Work in small groups or as a whole to list attributes of the animal with the greatest amount of votes. Correlate the attributes to the musical vocabulary and then use the attributes to write or dictate two to three sentences about the animal.

       

      ADDITIONAL RESOURCES

      • Recordings and illustrated books of The Carnival of the Animals are commercially available. One example is Saint-Saens, C. & Turner, B. C. (1998). Carnival of the animals. New York, NY: Henry Holt and Co. 
      • Audio recordings of the various movements are available through streaming online music sites like http:// www.grooveshark.com (search: Carnival of the Animals).
      • Full recording and descriptions of each of the 14 movements: http:// en.wikipedia.org/wiki/
      • The Carnival of the Animals Animal Sound Clips from the U.S. Fish and Wildlife Service: http://www.fws.gov/video/sound.html
      • Ballet company performances of The Carnival of the Animals: http://YouTube.com.

      *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: Sandi Evans. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas. Reviewed by Emily Threlkeld. Updated by Maribeth Yoder-White.

      Revised and copyright:  June 2024 @ ArtsNOW

       
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