WE ARE THE PARTS 4-5

WE ARE THE PARTS

WE ARE THE PARTS

Learning Description

In this lesson, students will use their bodies and space, working together to create visual and corporal models to investigate and represent equivalent fractions.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS, ELA, SOCIAL STUDIES
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my body and work with others to create visual representations of equivalent fractions.

  • I can identify and articulate equivalent fractions.

Essential Questions

  • How can I demonstrate equivalent fractions using my body?

 

Georgia Standards

Curriculum Standards

Grade 4 

4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100

using part-whole strategies and visual models.

 

Grade 5

5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.

 

Arts Standards

Grade 4  

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Use body and movement to communicate a character’s thoughts and emotions.
  2. Collaborate and perform with an ensemble to present theatre to an audience.

 

Grade 5

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Use body and movement to communicate thoughts, ideas, and emotions of a character.
  2. Collaborate and perform with an ensemble to present theatre to an audience.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4

4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), / , is equivalent to a fraction, ×

× , by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

 

Grade 5

5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models, including an area model and number line.

 

 

Arts Standards

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

 

 

Key Vocabulary

Content Vocabulary

  • Denominator – The bottom number in a fraction, indicating how many total equal parts in the whole
  • Equivalent Fractions – Fractions that have the same value, though they have different numerators and denominators
  • Fraction – A numerical value that is part of a whole, indicating a certain number of parts of an equally divided whole
  • Numerator – The top number in a fraction, indicating how many of the total parts are present or included.

Arts Vocabulary

  • Collaborate/Collaboration – Teamwork, working together in a group
  • Pose – A positioning or shape of the body

 

Materials

    • Optional: Paper and pencils for drawing the extension activity

     

     

    Instructional Design

    Opening/Activating Strategy

    • Teach and lead the students in playing Countup, a listening game in which the group tries to count as high as possible, one number per person, randomly, without duplication.  
      • Leader (teacher) gives a cue (e.g., “Ready, Set, Go!”), then someone says “1,” then someone else says “2”, and so on.  If two people say a number at the same time, the round ends and the game reverts to the beginning, back to 1.  
      • If a pattern emerges (e.g., three players start alternating numbers), the round is stopped and a new one begins.  
      • After the game is established, give volunteers the opportunity to give the starting cue.
      • Once students understand the game, emphasize the listening aspect, and the fact that the class will not necessarily get farther by going faster.
      • After playing with cardinal numbers, explore variations through other sequences.  Move into odd/even numbers and multiples (of 3, 5, 10, 4, 6, etc.).  
      • Then move into fractions: Unit fractions (1/2, 1/3, 1/4, 1/5, etc.), the complements of unit fractions (1/2, 2/3, 3/4, 4/5, etc.), and equivalent fractions (1/2, 2/4, 3/6, 4/8, etc.; 1/3, 2/6, 3/9, 4/12, etc.).

     

    Work Session

      EQUIVALENT FRACTION POSES

      • Tell students that they will be using their bodies to create poses that represent equivalent fractions.
      • Review equivalent fractions with students.

      Creating Halves

      • Have two students come to the front or the center of the room, ideally where they can sit on the ground and be seen by all.  
      • Have them sit cross-legged facing each other.  Explain that together, their upper legs form a whole square, and their lower legs bisect the square, or cut it in half.  
        • Have each student say, “I am one half.”
      • Have the two students place one arm with the elbow at their navel and the arm extended out to the center.  Point out that each half has been cut in half, and the resulting parts are fourths of the whole.  
        • Have each student say, “I am two fourths.”  
        • Point out that by splitting the space in half, the students are effectively multiplying the number of parts by two – both the number of parts each student represents and the number of parts overall.  
          • This is the same as multiplying both the numerator and the denominator by the same number to get an equivalent fraction.
      • Have the students use both arms, with elbows on thighs and fingertips to the center, to trisect the shape defined by their legs.  Point out that each half has been cut in thirds, resulting in six parts all together.  Have each student say, “I am three sixths.”
      • Have all the students pair up and find a place in the room to repeat the sequence – “I am one half,” “I am two fourths,” “I am three sixths.”
      • Reflect and discuss how and why the fractions described by the parts created are equivalent.

       

      Creating Thirds

        • Have the students form groups of three.  Rather than sitting cross-legged, have them sit so that their bodies form a single triangle. 
        • Repeat the process with the further divisions of the parts, and the accompanying lines, “I am one third,” “I am two sixths”. Challenge students to see how many equivalent fractions they can make.
        • Have students describe fractions made by combining parts.  For example, “Giselle and I are two thirds,” “Giselle and I are four sixths,” “Mariah and I are six ninths.”
      • If the class does not divide evenly into threes, assign the extra student or two to other groups and have them ask prompting questions, e.g., “Terence, what part are you?”  “Abby and Lucas, what part are you?”

       

      Beyond Thirds

      • Continue the process with even larger groupings.  
      • Each time, have students seat themselves on the ground with their legs to the side and their feet together. (As the numbers grow larger, the angle formed by each child’s legs grows smaller, and the distance to stretch the arms toward the center grows greater.)  
      • Have students articulate their fractions; then, add an arm to bisect the part, and then two arms.  As the groups grow, the number of groups will get smaller but the number of extra students who can be assigned to ask questions will increase.

       

       

      Closing Reflection

      • Have the students reflect on how they used their bodies to create the fractions, and how they used their voices to name their values.
      • Ask students to reflect on the activity with the following questions: 
        • What are equivalent fractions?  
        • Who can give an example of equivalent fractions?  
        • When you were sitting on the floor, how did you use your bodies to show equivalent fractions?” (“We stretched out our arms to divide the parts.”)  
        • “With numbers in your minds or on paper, how do you find equivalent fractions?” (“We multiply the numerator and the denominator by the same number.”)

      Assessments

      Formative

      Teachers will assess students’ learning by observing students’ participation in creating equivalent fractions with their bodies and students’ responses to class discussion.

       

       

      Summative

      CHECKLIST

      • Students can accurately define, create, and identify equivalent fractions.
      • Students can form equivalent fractions by creating poses with their bodies.

       

       

       

      Differentiation

      Acceleration: 

      • Have students imagine and articulate fractions with greater numerators and denominators, beyond what is apparent in their positions.  E.g., when in groups of 3, call out a higher denominator, such as 12, or a higher numerator, such as 5, and have students identify the fractions they represent with those values.
      • Have students draw a picture of one of their groups as if looking down from the ceiling.  Label the classmates in the group.  Write sentences naming the fractions they represent (e.g., “Alberto is one fifth,” “Cameron is two tenths,” “Alberto, Cameron and Jade are nine fifteenths,” etc.).

      Remediation:

      • Build the Count-up game slowly.  Use a fishbowl process to have a smaller group play the game while others watch, and rotate students through the activity.
      • Limit the process to fractions involving halves and thirds.
      •  

       

      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: Mary Gagliardi and Barry Stewart Mann

      Revised and copyright:  May 2024 @ ArtsNOW

       

       
      Back to Modules

      Literary Characters Come to Life K-1

      LITERARY CHARACTERS COME TO LIFE

      LITERARY CHARACTERS COME TO LIFE

      Learning Description

      Students will use their bodies, voices, facial expressions, and emotions to bring literary characters to life. They will take turns in the “Hot Seat” to speak from their character’s point of view, answering questions from their classmates.  Drawing- or Writing-in-Role will help students embody the character and the story as they delve into their written responses.

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can think and speak from someone else’s point of view.
      • I can use my whole self to create characters from stories.

      Essential Questions

      • How does acting help me to understand and communicate with others? 
      • How can becoming a character help me learn more about a story?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten:

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

      Grade 1:

      ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.

       

      Arts Standards

      Kindergarten:

      TAK.PR.1 Act by communicating and sustaining roles in formal and informal environments.a. Use voice to communicate emotions.b. Use body to communicate emotions.c. Cooperate in theatre experiences.d. Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry,dramatic play).

       

      Grade 1:

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

      1. Use voice to communicate emotions.
      2. Use body to communicate emotions.
      3. Cooperate in theatre experiences.
      4. Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

       

       

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten:

      READING-LITERARY TEXT - Meaning and Context

      Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

      8.1 With guidance and support, read or listen closely to: a. describe characters and their actions; b. compare characters’ experiences to those of the reader; c. describe setting; d. identify the problem and solution; and e. identify the cause of an event.

       

      Grade 1

      READING-LITERARY TEXT - Meaning and Context

      Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

      8.1 Read or listen closely to: a. describe characters’ actions and feelings; b. compare and contrast characters’ experiences to those of the reader; c. describe setting; d. identify the plot including problem and solution; and e. describe cause and effect relationships.

       

      Arts Standards

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

       

       

       

      Key Vocabulary

      Content Vocabulary

      • Character – A person, or an animal or object that has human qualities, in a story.

      Arts Vocabulary

      • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
      • Facial Expressions – The ways that the eyes, mouth, cheeks, forehead and other parts of the face convey feelings
      • Voice - An actor’s tool, which we shape and change to portray the way a character speaks or sounds
      • Pitch – How high or low a voice is
      • Pace – How fast or slow someone’s speech is
      • Volume – How loud or quiet a voice is

      Emotions – Feelings

       

      Materials

      • A preselected book, story, poem, or literary excerpt (preferably with a variety of characters)
      • Paper & pencils
      • Box (any shape, size or color.)

         

         

        Instructional Design

        Opening/Activating Strategy

        THIS IS NOT A BOX 

        • Hold up a small box and offer an imagination challenge for the group. 
          • The object of the game is to transform the box into something it is not. 
          • For example, “This is not a box. This is a butterfly.” (making the box open and close to fly like a butterfly.) 
        • Ask students to describe what you did.
          • Reference the performance skills that actors use to transform an object including the voice, body, face, mind, descriptive language, etc. 
        • Explain that each person in the circle will take a turn. 
          • They will say: “This is not a box. It is a …”
          • They will use their gestures, bodies, facial expressions, and voices to transform the object into something new. 
        • Pass the box around the circle so that each participant can transform it. If students repeat the same actions as their peers, encourage them to act out new ideas.  Provide ideas as needed (be prepared with suggestions, in case students can’t think of new ideas.  For example, depending on the size of the box: a drum, a birthday present, a box of cereal, a frisbee, a box of popcorn at a movie, an old video camera, a hat, a hamster box, a shoe, etc.).
        • The pace of the game is dependent on the needs of the group, but the teacher should keep the goals of spontaneity and creativity in mind.

           

          Work Session

          READ ALOUD 

          • Discuss how the activity activated the entire class’s imagination: the actor conveyed an idea through their acting, and the rest of the class had to visualize or imagine that idea as they observed.  Explain that this lesson will use a similar process to explore characters in literature.
          • Read the selected text aloud.  Model expressive reading by using different voices for the characters, conveying emotion through facial expressions, and employing simple gestures.  Ask students to identify and visualize the characters as they listen.  As appropriate, bring students into the reading as much as possible, providing sound effects, repeating phrases or dialogue, and doing simple movements indicated in the text. 

           

          CHARACTER GROUNDING

          • Ask students to imagine that they are a character from the story. 
          • Model creating one of the characters.  Select a character, then use voice, body, facial expressions, and gesture to become the character, introducing him- or herself to the class.
          • Group Character Creation: Choose a character for the entire class to enact.  It can be the same one that the teacher enacted or a different one.  Guide the students through a step-by-step process to depict the character from the story.
            • Teacher says, “How do we stand, move, or walk as ______ (the character)?”. Use observational language to promote student choices (“I see Olivia is standing tall; Manuel has his shoulders pulled back,” etc.)  
            • Encourage a variety of possibilities – individual actors can interpret the character differently. 
            • Have students stay in their spots or allow them to move, as appropriate for the class and the space.
          • Teacher says, “Let’s add our faces.  How would _______’s face look?  How would he/she use his/her face to express his/her feelings?  Use your eyes, eyebrows, mouth, cheeks; use the angle of your head.”  Listen to students’ ideas, and validate various choices.
          • Teacher says, “How would _______’s voice sound?  Would it be high or low?  Loud or soft? Would he/she talk fast or slow?”  Listen to students’ ideas, and validate various choices.
          • Teacher says, “Characters feel emotions, and actors use their bodies, facial expressions, and voices to convey characters’ emotions.”  
            • Discuss different emotions (happy, sad, angry, frightened, nervous, excited, frustrated, brave, etc.).  
            • Discuss the feelings that the selected character experienced at different points of the story.  
            • Guide students to convey those emotions, modeling as needed.  
            • Solicit a line of dialogue for each, whether drawn directly or inferred from the story.  
            • Using body, facial expressions and voice, convey the emotion while speaking the line, either standing in place or taking a few steps, as appropriate.

           

          HOT SEAT

            • Explain that the class will use an activity called Hot Seat, in which an individual actor will play the character, and the class will have the opportunity to ask the character questions.
          • Generate questions: Give a sample question or two for the character, such as: 
          • How did they feel at different points in the story
          • Why did they do what they did in the story 
          • What did they learn from what happened
          • How they feel about other characters
          • What did they plan to do in the future based on the events of the story
          • Remind students that ‘how’ and ‘why’ questions, and other questions that require some sort of description or explanation, are preferable to ‘who’, ‘when’, and ‘where’ questions, and other questions that only require a brief answer, or a simple ‘yes’ or ‘no’. 
            • For example, “Why were you so angry?” or “How did you feel when . . .?” or “What do you like about . . .?” are stronger than “Were you excited when . . .?” or “How old are you?” or “Who is your best friend?”).
          • Model Hot Seat:  
            • Sit in a chair in front of the class and assume the character from the story in character (with body, facial expressions, and voice).  Speak in first person as the character (“Hello, everyone, I’m __________.  Who has a question for me?”).
            • Select students to ask questions from the group brainstorm, reminding or prompting as needed.  Model strong character choices, making sure to add details and emotional context while answering questions from the Hot Seat.
          • Student Hot Seat Warm Up:
            • Assign students to work in pairs.
            • Have them decide who will go first.  Instruct that student to go into the role as the character (with body, facial expressions, and voice) and introduce themselves to their partners in character. 
            • Instruct the partners to ask questions of the character.
            • Have partners switch and repeat the process.
          • Students in Hot Seat:
            • Draft one student to walk like their character to the front of the room and sit in a chair facing the audience.
            • Start the Hot Seat questioning by asking the student/character to introduce himself/herself (if needed, remind the actor to maintain their character choices). 
            • Ask a question of the character.
            • Give other students the chance to ask questions.

          Teacher note: Be prepared, if necessary, to interject or prompt students with probing questions that get to the heart of the character and the story.

           

            • Optional variations:
            • The above process can be conducted using the same character throughout, or students can be given the option to become other characters in the story.  If necessary, take time to develop questions for each different character.
            • After establishing the practice of Hot Seat, expand it into a panel, having several students sit in a row of chairs, assuming different characters from the story.

            WRITING-IN-ROLE

            • After participating in Hot Seat, ask all students to return to their seats and tell them that they will draw the character and, if appropriate, write something the character might think or say in a thought or speech bubble.  Invite students to have the character say something that a) they said in the story, b) they said in the Hot Seat activity, or c) the student could imagine the character might say or think.

             

            Closing Reflection

            Ask students to respond to one or more of the following reflection questions:

            • How did it feel to become the character?
            • What did you learn about the character from our activity?
            • How did we use our bodies, voices, and facial expressions to play the character(s) and convey their feelings?

            Assessments

            Formative

            Teacher will assess student understanding by:

            • Noting student observations and inferences about the characters.
            • Listening as pairs of students ask and answer questions.
            • Observing as students portray the character in pairs and in the Hot Seat.

             

             

             

            Summative

            CHECKLIST

            • Were students able to step into their role and talk, move, walk, and write from their character’s point of view? 
            • Were the students able to recall and retell a key point of the story from the character’s point of view?

             

             

             

            Differentiation

            Accelerated: 

            • Students in the audience take on another character from the book and speak from that character’s point of view while asking questions to the character in the Hot Seat. 
            • Students can also pick different characters and talk to each other from their seats. They can then improvise and write a scene with the two characters. 

            Remedial: Teacher in the Role - The teacher becomes the character and then asks a student to copy what they are doing, so that the teacher and student are playing the same character at the same time. The teacher then invites other students to ask questions, with prompting as needed.  Teacher and student answer questions together. Then, allow students, who are willing, to take turns in the Hot Seat as the same character.

             

            *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:  April 2023 @ ArtsNOW

             
            Back to Modules

            MOSAICS AND MATH 3-5

            MOSAICS AND MATH

            MOSAICS AND MATH

            Learning Description

            In this lesson, students will use multiplication and division to create a mosaic using a watercolor crayon resist.

             

            Learning Targets

            GRADE BAND: 3-5
            CONTENT FOCUS: VISUAL ARTS & MATH
            LESSON DOWNLOADS:

            Download PDF of this Lesson

            "I Can" Statements

            “I Can…”

            • I can use multiplication and division to create a mosaic.

            • I can use crayon and watercolor to create a crayon watercolor resist painting.

            • I can create an array using a ruler and pencil.

            • I can determine factors of 54.

            Essential Questions

            • How can you utilize multiplication and division to create a mosaic?

            • How can you use an array to determine factors of 54?

             

            Georgia Standards

            Curriculum Standards

            Math

            Grade 3: 3.GSR.7: Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems. 

            3.GSR.8: Determine the perimeter of a polygon presented in real-life, mathematical problems.

            3.PAR.3: Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.

            Grade 4

            4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.

            4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems involving area and perimeter of rectangular figures.

             

            Grade 55.NR.2: Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems. 

            Science Grade 4:S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.a.Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.b.Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).

            Grade 5: S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.a.Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.

             

             

            Arts Standards

            Grade 3: 

            VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

            VA3.CR.2 Create works of art based on selected themes. 

            VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

            VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

            Grade 4: 

            VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

            VA4.CR.2 Create works of art based on selected themes. 

            VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

            VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

            Grade 5: 

            VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

            VA5.CR.2 Create works of art based on selected themes. 

            VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

            VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

             

             

            South Carolina Standards

            Curriculum Standards

            3rd Grade

            3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product. 

            3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend. 

            3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown

             

            4th Grade

            4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. 

            4.ATO.2 Solve real-world problems using multiplication (product unknown) and division (group size unknown, number of groups unknown).

             

             

            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 (read) 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

            • Array - A way of arranging objects or images in rows and columns
            • Multiplication - Repeated addition of numbers of the same size
            • Division - Repeated subtraction of numbers of the same size
            • Factor - A number that can be used to evenly divide into another number

            Arts Vocabulary

            • 7 Elements of Art - Line, shape, form, texture, color, value, space
            • Line - One of the seven Elements of Art; it is a mark made by a pointed tool such as a brush, pen or stick; a moving point.
            • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes.
            • Space - How the Elements of Art are organized in an artwork. It is used to create the illusion of depth. Space can be two-dimensional, three-dimensional, negative and/or positive.
            • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
            • Variegated watercolor wash - A watercolor wash that transitions from one color to another color
            • Crayon watercolor resist - The process of using crayon or oil pastel (oil based) to draw on a surface and then covering it with a watercolor wash.
            • Mosaic - An artform that is a picture or pattern produced by arranging together small colored pieces of hard material, such as stone, tile, or glass. (Oxford Languages)
            • Composition - The way the Elements of Art are arranged in an artwork
            • Warm colors - Red, orange, yellow
            • Cool colors - Green, blue, violet
            • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow)
            • Complementary colors - Colors across from each other on the color wheel (Example: Orange and blue)
            • Contrast - An arrangement of opposite elements in a composition to create visual interest

             

             

            Materials

              • 12x18-inch black construction paper
              • 9x6-inch white mixed-media paper
              • Crayons or oil pastels in warm and cool colors
              • Watercolor set
              • Paintbrushes
              • Water cups with water
              • Ruler
              • Pencil
              • Scissors
              • Glue sticks

               

               

              Instructional Design

              Opening/Activating Strategy

              • Show students an image of an ancient Roman mosaic on a board (Examples of ancient Roman mosaics).
              • Ask students to identify as many geometric shapes as they can in the image. 
              • Have students compare their findings with a partner. 
              • Then, ask students to take turns outlining the shapes on the board.
              • Explain that Shape is one of the seven elements of art that they will be using to create their own mosaic. 
              • Show students where the ancient Roman Empire was in relationship to where students live. 
              • Define for students what a mosaic is.
              • Briefly go over the 7 Elements of Art. Ask students to identify as many as they can in the image of the ancient Roman mosaic.

               

              Work Session

              • Explain that students will be focusing on Line, Shape, Space, and Color in their mosaic.
              • Demonstrate to students how to create a 6x9-in array using pencil and ruler. 

              Teacher tip: Have students mark their paper at each one inch interval around the entire paper. Then, have students connect the marks to create an array.

              • Ask students to use mathematical concepts that they have learned to determine how many 1-inch squares they have. 
              • Ask students to identify the area and perimeter using mathematical strategies.
              • Tell students that in the next step, they will be creating a watercolor-resist painting. They will draw with crayon and paint over the crayon with watercolor. The wax in the crayon will “resist” the water in the watercolor. 
              • Show students a color wheel. 
                • Discuss the different ways we can organize colors into color schemes: Warm, cool, complementary, and analogous (see color wheel)
                • Tell students that they will be drawing lines and shapes over the entire surface of their paper using either warm OR cool colored crayons. 
              • Tell students that next they will be painting over the entire surface of the paper in watercolor. Show students how to create a variegated watercolor wash using the video.
                • Students should create a variegated watercolor wash in warm colors if students used cool colored crayons; students should use cool colors if they used warm colored crayons. This will create contrast. 
                • Direct students to make observations about the water cycle as they watch the water in the watercolor evaporate and the paper dry. Ask students if this is a chemical or physical change.
              • Once the watercolor wash is mostly dry, students should cut out each square and divide them into equal groups using factors of 54.
              • Explain that students are going to arrange their groups (factors of 54) in a composition on their black paper. Once they have arranged them, they will glue them down.
                • Composition is how an artist arranges the elements of art, like line, shape, and color, in their artwork.

              Teacher tip: Have students place all of their pieces on their paper BEFORE beginning to glue them down.

               

              Closing Reflection

              • Have students explain to a partner how they grouped their pieces of the watercolor-resist into factors of 54 in their mosaic.
              • Ask students to explain how they determined the size of their groupings.
              • Ask students to identify which elements of art they used in their mosaic.

              Assessments

              Formative

              Teachers will assess understanding through the:

              • Shapes students identified in Roman mosaic
              • Students’ ability to group pieces of mosaic into factors of 54
              • Students’ color choices (checking for understanding of warm and cool colors)

               

              Summative

              CHECKLIST

              • Students will demonstrate what they learned by creating a watercolor crayon resist mosaic that utilizes contrasting warm and cool colors and demonstrates that they can arrange watercolor pieces in factors of 54 in a compositionally interesting way on their paper.

               

               

              Differentiation

               

              Acceleration: Instead of using 1x1-inch squares, have students determine other ways to divide their paper into equal sections (example).

              Remediation: 

              • Rather than creating a watercolor resist, have students use construction paper in contrasting colors to create their mosaic. 
              • Students can also fold paper into equal sections instead of using a ruler to measure equal sections before cutting.
              • Provide an array for students rather than having students create their own with rulers.

               

               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:  Katy Betts

              Revised and copyright:  2024 @ ArtsNOW

               
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              PATTERNS IN MOTION K-1

              PATTERNS IN MOTION

              PATTERNS IN MOTION

              Learning Description

              Understand the structure of pattern and sequence through the elements of dance and choreography using movements that represent geometric shapes!

               

              Learning Targets

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

              Download PDF of this Lesson

              "I Can" Statements

              “I Can…”

              • I can recognize the difference between a pattern and a sequence in shapes and movements.

              • I can create choreography to represent a pattern or sequence.

              • I can create movements to represent geometric shapes.

              Essential Questions

              • What are different ways we can represent sequence and patterns through movement?

              • How can I create choreography to represent a pattern or sequence?

              • How can I use movement to represent geometric shapes?

               

              Georgia Standards

              Curriculum Standards

              Kindergarten: 

              K.PAR.6: Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time.

               

              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.PAR.3: Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns found in real-life situations.

               

              1.GSR.4: Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

               

               

               

               

              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.

               

              ESDK.CN.3 Identify connections between dance and other areas of knowledge.

               

              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.

               

              ESD1.CN.3 Identify connections between dance and other areas of knowledge.

               

               

               

              South Carolina Standards

              Curriculum Standards

              Kindergarten:

              K.ATO.6 Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns.

               

              K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). 

               

              Grade 1:1.ATO.9 Create, extend and explain using pictures and words for: a. repeating patterns (e.g., AB, AAB, ABB, and ABC type patterns); b. growing patterns (between 2 and 4 terms/figures).

               

              1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle).

               

               

              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.

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

               

               

               

              Key Vocabulary

              Content Vocabulary

              • Pattern - A set of elements repeated in a predictable manner
              • Sequence - A series of elements arranged with intention and does not always follow a pattern
              • Geometric shape - A figure that is defined by mathematical properties and is measurable

               

               

              Arts Vocabulary

              • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
              • Choreographer - A person who creates dances
              • Body shapes - Forms that the entire body or body parts take when making movement

               

               

              Materials

                • Music source and speakers
                • Cards printed with shapes
                • Cards printed with groups of shapes in patterns or sequences

                 

                 

                Instructional Design

                Opening/Activating Strategy

                • Play music with a strong beat. As a class group, lead students in a warm up that establishes the beat of the music such as marching or clapping.
                • Next, lead them in making movements that have obvious geometric qualities using vocabulary from The Elements of Dance to describe body shapes. Examples include straight lines using arms and legs, rounded shapes using arms, etc.

                 

                Work Session

                Movement discovery

                • Show students cards with geometric shapes printed on them and ask them to move to the beat to represent the shape of the card until you show a different card. Repeat this several times until students have discovered/created several different movements.

                Establish pattern versus sequence:

                • Continue the discovery activity holding the cards up for shorter periods of time and in patterns, ABAB at first and then more complicated. Open a handle question: How am I arranging the cards? How am I arranging your dance steps?
                • Ask students to explain the arrangement of the dance steps. They should arrive at the concept of patterns.
                • Repeat two previous steps using a sequence instead of a pattern.
                • Discuss the difference between a sequence and a pattern.

                Choreographic process

                • Divide students into small groups. Give each group a card printed with a pattern or a sequence represented in shapes. Without sharing with other groups, students identify whether their card shows a pattern or sequence.
                • Students create dances based on the order of shapes on their cards and the dance movements that they discovered during previous segments of the lesson. Encourage students to use movements from the warm-up or create new movements using the movements from warm-up as inspiration.
                • Allow students time to practice their dance.

                Performance

                • Peers identify whether the performing group is showing a sequence or pattern. When a pattern is performed, peers describe the pattern in terms of shapes represented by the dance movements.

                Closing Reflection

                • Groups explain why they chose certain movements to express certain shapes. 
                • Students discuss their understanding of the difference between a sequence and a pattern.

                Assessments

                Formative

                Teachers will assess understanding through: 

                • Student engagement in collaborative discussion about movement choices and math concepts.
                • Students’ use of dance vocabulary to describe body shapes during discussion.
                • Students’ progress toward a finished choreography during collaborative group work period.

                 

                 

                Summative

                CHECKLIST

                • Students can present choreography that accurately portrays their assigned pattern or sequence. 
                • Students can recognize the difference between a pattern and a sequence in shapes and movements.
                • Students can create dance movements that represent geometric shapes.
                • Students can explain why they chose certain movements to express certain shapes.
                • Peers/audience can accurately identify the pattern or sequence expressed in peer choreography.

                 

                Differentiation

                Acceleration:

                • Have groups create their own patterns using movements that represent geometric shapes and lines.
                • Incorporate ELA concepts by having students use rhyming words to create a pattern (example: ABAB - Cat, fox, hat, box) and then create choreography to represent the pattern.

                Remediation:

                • Create choreography as a whole class to the same pattern or sequence. Then, break students into groups to create their choreography to their assigned pattern or sequence.
                • Establish certain movements for shapes as a class that all students will use in their pattern or sequence choreography. Once students demonstrate mastery of the pattern or sequence using movements established as a class, allow students to create or choose their own movements for their pattern or sequence.

                 

                 ADDITIONAL RESOURCES

                • Classroom Tips: Set up chairs and tables in a circular format to maximize students’  engagement and ability to see their peers during the activity and  performance. Also establish parameters for acceptable movement choices and discuss audience  behavior/etiquette with students.
                • The Elements of Dance

                *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 and updated by: Julie Galle Baggenstoss and Melissa Dittmar-Joy. Updated by Katy Betts.

                 

                Revised and copyright:  April 2024 @ ArtsNOW
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                ARTISTIC EXPLORATIONS 6-8


                ARTISTIC EXPLORATIONS 

                ARTISTIC EXPLORATIONS

                Learning Description

                In this lesson, students will learn about how portrait artists convey characteristics through color and style. Students will then use what they learned to create an artwork to express the changes that a character in a text undergoes due to a conflict or event in the text.

                 

                Learning Targets

                GRADE BAND: 6-8
                CONTENT FOCUS: VISUAL ARTS & ELA
                LESSON DOWNLOADS:

                Download PDF of this Lesson

                "I Can" Statements

                “I Can…”

                • I can identify and explain how a character changes throughout a text due to a conflict or event. 

                • I can use color and style to describe a character in a text.

                Essential Questions

                • How does a character change throughout a text due to a conflict or event? 

                • How can I use color and style to describe a character in a text?

                 

                Georgia Standards

                Curriculum Standards

                Grade 6

                ELAGSE6RL3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

                 

                 

                Grade 7

                ELAGSE7RL3 Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

                ELAGSE7RL6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

                 

                Grade 8

                ELAGSE8RL3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

                 

                 

                 

                 

                 

                Arts Standards

                Grade 6

                VA6.CR.1 Visualize and generate ideas for creating works of art.

                VA6.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

                VA6.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

                VA6.CR.4 Incorporate formal and informal components to create works of art.

                 

                Grade 7

                VA7.CR.1 Visualize and generate ideas for creating works of art.

                VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

                VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

                VA7.CR.4 Incorporate formal and informal components to create works of art.

                 

                 

                Grade 8

                VA8.CR.1 Visualize and generate ideas for creating works of art.

                VA8.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

                VA8.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

                VA8.CR.4 Incorporate formal and informal components to create works of art.

                 

                 

                 

                 

                 

                South Carolina Standards

                Curriculum Standards

                Grade 6

                Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

                8.1 Describe how a plot in a narrative or drama unfolds and how characters respond or change as the plot moves toward a resolution; determine the impact of contextual influences on setting, plot and characters.

                Grade 7

                Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

                8.1 Analyze how setting shapes the characters and/or plot and how particular elements of a narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters. 

                Grade 8

                Standard 6: Summarize key details and ideas to support analysis of thematic development.

                6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary.

                Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

                 

                Arts Standards

                Artistic Processes: Creating-I can make artwork using a variety of materials, techniques, and processes.

                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.

                Artistic Processes: Responding- I can evaluate and communicate about the meaning in my artwork and the artwork of others.

                Anchor Standard 5: I can interpret (read) and evaluate the meaning of an artwork.

                Artistic Processes: Connecting- I can relate artistic ideas and work with personal meaning and external context.Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

                 

                Key Vocabulary

                Content Vocabulary

                • Characterization - The process throughwhich an author develops anddescribes the personalities of thecharacters in a story
                • Theme - A central or underlying idea ormessage that the author conveys
                • Point of view - The perspective fromwhich a story is narrated or presented
                • Perspective - An individual's particularway of seeing, understanding, orinterpreting something
                • Internal conflict - When a characterexperiences a struggle or dilemmawithin themselves
                • External conflict - The struggle or clashbetween a character and an externalforce, which can be another character,society, nature, or

                 

                 

                Arts Vocabulary

                • Color - One of the seven elements of art; reflected or absorbed light
                • Style - The distinctive and recognizable way in which an artist expresses themselves through their artwork
                • Subject - The primary object, scene, or concept that the artwork is about
                • Portrait - An artist’s depiction of a person

                 

                 

                Materials

                  • Pencils
                  • Scissors
                  • Tape or glue sticks
                  • Colored pencils and/or markers
                  • Blank color wheel
                  • Cube template
                  • Color and Feelings/characteristics graphic organizer

                   

                   

                  Instructional Design

                  Opening/Activating Strategy

                  • Organize students in small groups of 2-3. Give each group a copy of one of the following artworks. Multiple groups can have the same image. 

                  ○ The Scream by Edvard Munch 

                  ○ Weeping Woman by Pablo Picasso 

                  ○ Rembrandt Laughing by Rembrandt van Rijn 

                  ○ Self Portrait in a Cap by Rembrandt van Rijn 

                  ○ Sorrowing old man ('At Eternity's Gate') by Vincent Van Gogh 

                  • Ask students to identify and write down what they think the person in the artwork might be thinking and feeling. Direct students’ attention to the style, color, and subject of the artwork. 
                  • Then, ask students to write down how they came to that conclusion using evidence from the image. Encourage students to talk about how the artist uses color. 
                  • Project each of the images on the board. Students will share their conclusions with the class. 
                  • Explain to students that they will be creating artwork that shows how a character in a literary work changes over the course of the text.

                   

                  Work Session

                  • Review perspective and point of view with students. 
                  • Each student should select a character from the text being studied. 
                  • Students should determine what the catalyst for change is that the character experiences in the text, such as an internal or external conflict, a specific event, etc. 
                  • Show students an image of a color wheel. Tell students that color can communicate different things to different people, and that artists use color as a means of 

                  communication. Show students Woman with Folded Arms by Pablo Picasso. Ask students how Picasso uses color as a tool of communication. 

                  • Provide each student with a blank color wheel. In the same small groups at the activating strategy, have students label their color wheels with the colors and the 

                  feelings/characteristics they associate with that color. Students can use multiple words for each color. Use blue as an example–it can represent sadness, melancholy, calm, peacefulness, etc. 

                  • Next, pass out cube templates. Tell students that they will write a summary of the event, conflict, etc. that propelled change in the character on the bottom inside of what will become the cube/box. 
                  • On each of what will be the sides of the cube, students should briefly explain how the character changed due to the event, conflict, etc. See here. 
                  • Next, students will create four artworks on the reverse side of each character change explanation that illustrate the character of choice at four different points in the text. Each artwork should represent the character at different points in the text as he/she has changed. These will be on the outside of the cube/box when the box is constructed. See here.

                  ○ Students should think about how artists from the activator portrayed different characteristics and emotions. 

                  ○ Students should also use their color wheels to help them determine what colors they will use in each illustration. 

                  ● Finally, students should use tape or glue to put the cube together. Artwork should be on the outside of the cube and explanations on the inside. See here.

                  Closing Reflection

                  Group students in groups of 4-5. Students should see if they can determine which character from the text each of their classmates selected for their artwork. 

                  Then, students should present their artwork stating which character they selected, identifying the catalyst for change, and explaining how each of their illustrations show the change the character experienced.

                  Assessments

                  Formative

                  Teachers will assess understanding through the following questions: 

                  • Are students able to explain how artists communicate characteristics and emotions visually? 
                  • Are students able to identify an event or conflict that leads to change in a character and explain how that character changes over the course of the text? 
                  • Are students able to connect color to emotions/characteristics?

                   

                  Summative

                  CHECKLIST 

                  • Does students’ artwork: 

                  ○ Identify the event or conflict that leads to change in a character? 

                  ○ Demonstrate visually and verbally how the character changes throughout the text? ○ Use color to communicate feelings and characteristics of the character? ● Are students able to present their artwork stating which character they selected, identifying the catalyst for change, and explaining how each of their illustrations show the change the character experienced?

                  Differentiation

                  Acceleration: Students should select one of the artworks discussed in class. Students should conduct an independent study on the artwork and artist. Students should create their artwork in the style of this artist. 

                  Remediation: 

                  ● Allow students to orally explain how the event or conflict changed the character. ● Allow students to use bullet points or a numbered list to explain how the event or conflict changed the character. 

                  ● Allow students to work in small groups on the same artwork and character. Each student can create one small artwork that they will cut out and glue onto the box to make the collaborative artwork.

                   

                  ADDITIONAL RESOURCES 

                  ● Artworks: 

                  ○ Woman with Folded Arms by Pablo Picasso 

                  ○ The Scream by Edvard Munch 

                  ○ Weeping Woman by Pablo Picasso 

                  ○ Rembrandt Laughing by Rembrandt van Rijn 

                  ○ Self Portrait in a Cap by Rembrandt van Rijn 

                  ○ Sorrowing old man ('At Eternity's Gate') by Vincent Van Gogh 

                  ● Cube template 

                  ● Color wheel 

                  ● Color and Feelings/characteristics graphic organizer

                   

                  *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: 2024 @ ArtsNOW
                  Back to Modules