In a Fraction of a Beat 4
Description
Through movement and music accompaniment, students will explore fractions in the organization of sound.
Through movement and music accompaniment, students will explore fractions in the organization of sound.
Students will review some of Kandinsky’s works to find shapes. Students will create a collaborative piece of art using shapes and lines that is inspired by the artwork of Wassily Kandinsky.
"I Can" Statements
“I Can…”
Essential Questions
Curriculum Standards
Kindergarten:
K.GSR.8 Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.
Grade 1:
1.GSR.4 Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.
1.GSR.4.1 Identify common two dimensional shapes and three dimensional figures, sort and classify them by their attributes and build and draw shapes that possess defining attributes.
1.GSR.4.2 Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.
Arts Standards
Kindergarten:
VAKMC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
VAKPR.1 Creates artworks based on personal experience and selected themes.
VAKPR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills.
VAKAR.1 Discusses his or her own artwork and the artwork of others.
Grade 1:
VA1MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning.
VA1PR.1 Creates artworks based on personal experience and selected themes.
VA1PR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills.
VA1AR.1: Discusses his or her artwork and the artwork of others.
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.
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.
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).
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
Teaching Tips:
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?
Formative
Summative
Acceleration: After the assessment, have the students practice combining two or more simple shapes to create a different shape. Example: You can combine two triangles to make a rectangle.
Remediation: Provide students with a printed copy of the types of shapes as a visual guide. Provide a visual guide for the types of shapes and lines that the student is required to include in their part of the artwork.
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: Carolynn Stoddard. Updated by Katy Betts
Revised and copyright: August 2022 @ ArtsNOW
Through composition of word chains describing plane figures, students will develop skills and understandings in mathematics and music. Teamwork and creativity are necessary to create an interesting word chant that demonstrates understanding and identification of plane figures. Musical skills addressed include improvising, composing, listening, speaking, playing instruments, and moving.
Using rhythmical experiences in music, the students will explore numbers and their relationships. Every aspect of music can be described mathematically. An understanding of patterns, the ability to develop operations, reveal functions, and being able to move toward higher levels of abstractions, can be strengthened through parallel music study. Dividing beats and meters: patterns; and starting the same patterns at different times to create canons: developing operations will be explored in this lesson.
Discover the possibilities of paper sculpture! Allow your imagination to soar as you explore this team-building process that celebrates an intuitive process of art making by generating non-objective sculpture on a large-scale.