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

    WATER CYCLE ACTIVATION 4-5

    WATER CYCLE ACTIVATION

     

    WATER CYCLE ACTIVATION

    Learning Description

    Students will examine the parts of the water cycle through theatre. After a group of students demonstrates a tableau of the water cycle, the class will break up into groups to enact each part of the cycle and attach vocabulary inherent to each section. The room will be flowing with the water cycle coming to life!

     

    Learning Targets

    GRADE BAND: 4-5
    CONTENT FOCUS: THEATRE & SCIENCE
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can work with others to enact the parts of the water cycle.
    • I can demonstrate my understanding of water conservation methods using pantomime.

    Essential Questions

    • How can acting deepen understanding of the water cycle?
    • How can I demonstrate my understanding of water conservation practices using pantomime?

     

    Georgia Standards

    Curriculum Standards

    Grade 4

    S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.

    1. b. Develop models to illustrate multiple pathways water may take during thewater cycle (evaporation, condensation, and precipitation)

       

       

      Arts Standards

      Grade 4

      TAES4.3: Acting by developing, communicating, and sustaining roles within a variety of situationsand environments.

       

       

       

       

      South Carolina Standards

      Curriculum Standards

      EARTH AND HUMAN ACTIVITY (ESS3)

      5-ESS3-1. Evaluate potential solutions to problems that individual communities face in protecting the Earth’s resources and environment.

       

      Arts Standards

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

       

       

      Key Vocabulary

      Content Vocabulary

        • Clouds – Accumulations of particles of water or ice suspended in the air that are visible above the earth’s surface 

         

        • Collection – The process by which water that returns to the earth’s surface as precipitation gathers in bodies of water; collection happens in oceans, lakes, rivers, and in accumulations of groundwater.

         

        • Condensation – The process by which a gas turns into a liquid; when vapor in the atmosphere gets cold it changes from gas back into liquid in clouds.

         

        • Conservation – Responsible and judicious use of a resource in a way that avoids waste.

         

        • Cycle – Something that happens over and over again in the same way
        • Evaporation – The process by which a liquid becomes a gas; in the water cycle, liquid water evaporates and turns into water vapor. 

         

        • Gas – A substance that is able to expand freely to fill the whole of a container, having no fixed shape and no fixed volume; water in gas form is water vapor.

         

        • Groundwater – Water held underground in the soil or in pores and crevices in rock.

         

        • Liquid – A substance that flows freely without a firm or consistent shape, but of constant volume: water in liquid form is water.
        • Precipitation – The process by which water returns to the surface of the earth in liquid or solid form; precipitation takes the form of rain, snow, sleet or hail.

         

        • Solid – A substance that is firm and stable in shape; not liquid or fluid; water in solid form is ice.
        • States of Matter – The forms in which matter can exist: solid, liquid, and gas 

         

        • Transpiration – The passage of water vapor from a living body into the atmosphere; plants transpire through their leaves; people transpire through sweat.

       

      Arts Vocabulary

        • Act – To pretend; to play a role

         

        • Collaboration – Working together, teamwork

         

        • Pantomime – Pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre

        Tableau – A frozen picture created by actors (plural: Tableaux)

       

       

      Materials

      • 10 sets of photos of the four stages in the water cycle (Condensation, Evaporation, Precipitation, Collection). These should each have two holes punched in top corners and a string through them so that students can wear each photo around their neck to allow their hands and body to move freely.  The photos should have Velcro to attach the words below.
      • 10 sets of paper strips with the following words: Condensation, Evaporation, Precipitation, Rain, Snow, Sleet, Hail, Groundwater, Transpiration, Vapor, Clouds. Each strip should have Velcro on the back so that they can be attached to the pictures above.

      Index cards with the conservation methods written on them. One method for each card.

       

      Instructional Design

      Opening/Activating Strategy

      WATER CYCLE MOVEMENTS

      • Have students stand up in place.  Teach and lead them through movement sequences for four stages of the water cycle, coordinated with articulating the words.  Describe what each movement signifies:
        • Evaporation – 

      “E” – arms out like a body of water circled in front of belly (water)

      “vap” – fingers intertwined and rolling like a body of water (liquid)

      “or” – palms flat out like the sun’s rays (sun)

      “a” - fingers wiggles up in front of face (vapors) 

      “tion” – fingers wiggle up above head to disappear (gas)

      • Condensation  – 

      “Con” – wiggly fingers above head (gas)

      “den” – shiver and hands above heads shake (cold)

      “sa” – hands wave fluidly above head (water)

      “tion” – hands grasp together above head (cloud) 

      • Precipitation –

      “Pre” – arms circled above head like a cloud

      “ci” – wiggles fingers down like rain in front of face (rain)

      “pi” – hands blink open, closed like snowflakes (snow)

      “ta” – punch right fist down (sleet)

      “tion” – punch left fist down then left fist (hail) 

      • Collection – 

      “Col” – arms rounded out in front (lake)

      “lec” – hands out like waves (ocean)

      “tion” – hands moving down low (groundwater)

       

       

      Work Session

          • ACTIVATING THE WATER CYCLE
            • Introduce the concept of tableau – a frozen picture created by actors.  Explain that the class will be creating tableaux of the water cycle.
            • Invite four students to the front of the class.  Work with the students, with suggestions from the rest of the class, to create a tableau that portrays the water cycle.  
              • Remind the class that the water cycle is not linear, so the students should not be standing in a line. 
              • Remind them that there is no proper beginning or end – it’s a continuous cycle.
              • Encourage the students to be creative in determining how they can use their bodies to convey the cyclical nature of the processes.  As appropriate to the class rules and culture, allow students to take positions up on chairs or down on the floor.
            • Have students wear the photo that correlates with their part of the cycle.
            • Ask other students to come up and velcro the appropriate vocabulary word to the appropriate part of the cycle where it belongs.
            • Activate the cycle by having students adopt movements – heads, hands, arms, legs, full bodies – that convey what is happening in their part of the water cycle, and add in any appropriate sounds. Remind students of the motions they used at the beginning of class.

             

            GROUP TABLEAUX

            • Divide the class into groups of four.  Have each group create and then activate their own tableau of the water cycle.  Encourage them to find different ways, from what was modeled for the class, to position themselves and move for their parts of the water cycle, and to interact with others in their group as well.
            • Give each group the photo visuals and ask each person to wear one part of the cycle.  Then have them attach the appropriate vocabulary to their part.
            • Have groups show their cycles to the rest of the class.
            • Reflect on the different interpretations of the different groups, and how each conveyed concepts about the water cycle.

             

            WATER CONSERVATION

            • Ask the class: “Do you think that we will have water forever?”  Explain: “Water does keep cycling but we can misuse and overuse water and some places are in danger of drought.”
            • Remind students that, “Water is one of our most important resources.”  Ask students: 
              • “Why is it so important?  What do we use water for?  Is it important to other organisms as well?”  
              • Be sure to discuss that we use water to produce and prepare food, clean our bodies, wash our dishes and clothes, process our waste, and manufacture and transport goods; we use it for recreation, and to produce hydroelectric power.  
              • As individuals, we use large amounts of water:  it is estimated that the average American uses around 180 gallons of water a day.
            • Discuss Conservation – the responsible and judicious use of a resource in a way that avoids waste.
            • Introduce and discuss the following list of water conservation practices: 
            1. Avoid watering the lawn or garden between 10 am and 6 pm.
            2. Take shorter showers.
            3. Wash the car over the lawn instead of the driveway.
            4. Turn off the water when brushing teeth. 
            5. Use wastewater from cooking to water plants.
            6. Run the dishwasher and clothes washer only when full.
            7. Keep water in the refrigerator for cold water.
            8. Fix leaky faucets and hoses.
            9. Do not use the toilet as a garbage can.

            Brainstorm other ideas that the students might have.  Put those on additional cards.

             

            WATER CONSERVATION PANTOMIMES

            • Introduce Pantomime - pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre.
            • Model and practice a simple pantomime activity (e.g., sweeping the floor, eating a sandwich, swinging a baseball bat, etc.).  
              • Encourage students to think about the size, weight and shape of the objects in their pantomimes; to be specific with their movements; and to include facial expressions.
            • Have students come up one at a time, or in small groups, and pick a card with a water conservation practice on it.  
              • Have the individual or small group pantomime the action on their card. They should not speak during the pantomimes.
            • Have other students guess which water conservation practice they are showing.  After guessing, have the class describe the specific aspects of the pantomime that conveyed the water conservation practice.

           

           

          Closing Reflection

          • Review the words and movements for the parts of the water cycle.
          • Review the drama strategies used – Movement, Tableau, and Pantomime.
          • Ask students to reflect on how their thinking about water and the water cycle has changed through the lesson.
          • Ask students to discuss steps they might take in their lives to use water responsibly.

           

           

          Assessments

          Formative

          Teacher will assess understanding of the water cycle and methods of water conservation through the opening activity, class discussion, and observation.

             

            Summative

            • CHECKLIST: 
              • Students can accurately identify the key components of the water cycle and match vocabulary words with steps of the water cycle.
              • Students can work together cooperatively to create tableaux.
              • Students can use their bodies expressively, and create tableaus with a variety of angles, shapes, levels, and facial expressions.
              • Students can pantomime water conservation practices silently and with detailed movements and facial expressions

               

              • Have students draw a diagram of the water cycle, with each part labeled accurately.
              • Have students draw a picture, using stick figures in particular poses, to portray their group’s water cycle tableau.
              • Have students write a paragraph about their own water use and how they plan to incorporate water conservation practices into their daily lives.

             

            Differentiation

             

            Acceleration: 

            • Rather than using predetermined movements for the activator, have students collectively come up with the movements for each syllable.
            • When adding movement to the tableaux, have students speak a sentence as their part of the water cycle (e.g., “I am precipitation – I love raining down on the mountains and plains, and on cities and towns and making everyone have indoor recess!”)

             

            Remediation: 

            • Encourage groups to come up with alternate ideas for the water cycle tableaux, but allow them to replicate what was done in the model tableau.
            • Rather than have students guess each other’s pantomimes, work together as a class to develop a short pantomime sequence for each water conservation practice card.

             

             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:  Barry Stewart Mann and Susie Spear Purcell

             

            Revised and copyright:  January 2024 @ ArtsNOW
            Back to Modules

            WATER CYCLE ACTIVATION 6

            WATER CYCLE ACTIVATION

             

            WATER CYCLE ACTIVATION

            Learning Description

            Students will examine the parts of the water cycle through theatre. After a group of students demonstrates a tableau of the water cycle, the class will break up into groups to enact each part of the cycle and attach vocabulary inherent to each section. The room will be flowing with the water cycle coming to life!

             

            Learning Targets

            GRADE BAND: 6
            CONTENT FOCUS: THEATRE & SCIENCE
            LESSON DOWNLOADS:

            Download PDF of this Lesson

            "I Can" Statements

            “I Can…”

            • I can work with others to enact the parts of the water cycle.
            • I can demonstrate my understanding of water conservation methods using pantomime.

            Essential Questions

            • How can acting deepen understanding of the water cycle?
            • How can I demonstrate my understanding of water conservation practices using pantomime?

             

            Georgia Standards

            Curriculum Standards

            Grade 6

            S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.

            1. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water. (Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)

            S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.

            1. Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air.

             

             

             

            Arts Standards

            TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.

             

             

             

             

            South Carolina Standards

            Curriculum Standards

            6-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

             

            Arts Standards

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

             

             

            Key Vocabulary

            Content Vocabulary

              • Clouds – Accumulations of particles of water or ice suspended in the air that are visible above the earth’s surface 

               

              • Collection – The process by which water that returns to the earth’s surface as precipitation gathers in bodies of water; collection happens in oceans, lakes, rivers, and in accumulations of groundwater.

               

              • Condensation – The process by which a gas turns into a liquid; when vapor in the atmosphere gets cold it changes from gas back into liquid in clouds.

               

              • Conservation – Responsible and judicious use of a resource in a way that avoids waste.

               

              • Cycle – Something that happens over and over again in the same way
              • Evaporation – The process by which a liquid becomes a gas; in the water cycle, liquid water evaporates and turns into water vapor. 

               

              • Gas – A substance that is able to expand freely to fill the whole of a container, having no fixed shape and no fixed volume; water in gas form is water vapor.

               

              • Groundwater – Water held underground in the soil or in pores and crevices in rock.

               

              • Liquid – A substance that flows freely without a firm or consistent shape, but of constant volume: water in liquid form is water.
              • Precipitation – The process by which water returns to the surface of the earth in liquid or solid form; precipitation takes the form of rain, snow, sleet or hail.

               

              • Solid – A substance that is firm and stable in shape; not liquid or fluid; water in solid form is ice.
              • States of Matter – The forms in which matter can exist: solid, liquid, and gas 

               

              • Transpiration – The passage of water vapor from a living body into the atmosphere; plants transpire through their leaves; people transpire through sweat.

             

            Arts Vocabulary

              • Act – To pretend; to play a role

               

              • Collaboration – Working together, teamwork

               

              • Pantomime – Pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre

              Tableau – A frozen picture created by actors (plural: Tableaux)

             

             

            Materials

            • 10 sets of photos of the four stages in the water cycle (Condensation, Evaporation, Precipitation, Collection). These should each have two holes punched in top corners and a string through them so that students can wear each photo around their neck to allow their hands and body to move freely.  The photos should have Velcro to attach the words below.
            • 10 sets of paper strips with the following words: Condensation, Evaporation, Precipitation, Rain, Snow, Sleet, Hail, Groundwater, Transpiration, Vapor, Clouds. Each strip should have Velcro on the back so that they can be attached to the pictures above.

            Index cards with the conservation methods written on them. One method for each card.

             

            Instructional Design

            Opening/Activating Strategy

            WATER CYCLE MOVEMENTS

            • Have students stand up in place.  Teach and lead them through movement sequences for four stages of the water cycle, coordinated with articulating the words.  Describe what each movement signifies:
              • Evaporation – 

            “E” – arms out like a body of water circled in front of belly (water)

            “vap” – fingers intertwined and rolling like a body of water (liquid)

            “or” – palms flat out like the sun’s rays (sun)

            “a” - fingers wiggles up in front of face (vapors) 

            “tion” – fingers wiggle up above head to disappear (gas)

            • Condensation  – 

            “Con” – wiggly fingers above head (gas)

            “den” – shiver and hands above heads shake (cold)

            “sa” – hands wave fluidly above head (water)

            “tion” – hands grasp together above head (cloud) 

            • Precipitation –

            “Pre” – arms circled above head like a cloud

            “ci” – wiggles fingers down like rain in front of face (rain)

            “pi” – hands blink open, closed like snowflakes (snow)

            “ta” – punch right fist down (sleet)

            “tion” – punch left fist down then left fist (hail) 

            • Collection – 

            “Col” – arms rounded out in front (lake)

            “lec” – hands out like waves (ocean)

            “tion” – hands moving down low (groundwater)

             

             

            Work Session

                • ACTIVATING THE WATER CYCLE
                  • Introduce the concept of tableau – a frozen picture created by actors.  Explain that the class will be creating tableaux of the water cycle.
                  • Invite four students to the front of the class.  Work with the students, with suggestions from the rest of the class, to create a tableau that portrays the water cycle.  
                    • Remind the class that the water cycle is not linear, so the students should not be standing in a line. 
                    • Remind them that there is no proper beginning or end – it’s a continuous cycle.
                    • Encourage the students to be creative in determining how they can use their bodies to convey the cyclical nature of the processes.  As appropriate to the class rules and culture, allow students to take positions up on chairs or down on the floor.
                  • Have students wear the photo that correlates with their part of the cycle.
                  • Ask other students to come up and velcro the appropriate vocabulary word to the appropriate part of the cycle where it belongs.
                  • Activate the cycle by having students adopt movements – heads, hands, arms, legs, full bodies – that convey what is happening in their part of the water cycle, and add in any appropriate sounds. Remind students of the motions they used at the beginning of class.

                   

                  GROUP TABLEAUX

                  • Divide the class into groups of four.  Have each group create and then activate their own tableau of the water cycle.  Encourage them to find different ways, from what was modeled for the class, to position themselves and move for their parts of the water cycle, and to interact with others in their group as well.
                  • Give each group the photo visuals and ask each person to wear one part of the cycle.  Then have them attach the appropriate vocabulary to their part.
                  • Have groups show their cycles to the rest of the class.
                  • Reflect on the different interpretations of the different groups, and how each conveyed concepts about the water cycle.

                   

                  WATER CONSERVATION

                  • Ask the class: “Do you think that we will have water forever?”  Explain: “Water does keep cycling but we can misuse and overuse water and some places are in danger of drought.”
                  • Remind students that, “Water is one of our most important resources.”  Ask students: 
                    • “Why is it so important?  What do we use water for?  Is it important to other organisms as well?”  
                    • Be sure to discuss that we use water to produce and prepare food, clean our bodies, wash our dishes and clothes, process our waste, and manufacture and transport goods; we use it for recreation, and to produce hydroelectric power.  
                    • As individuals, we use large amounts of water:  it is estimated that the average American uses around 180 gallons of water a day.
                  • Discuss Conservation – the responsible and judicious use of a resource in a way that avoids waste.
                  • Introduce and discuss the following list of water conservation practices: 
                  1. Avoid watering the lawn or garden between 10 am and 6 pm.
                  2. Take shorter showers.
                  3. Wash the car over the lawn instead of the driveway.
                  4. Turn off the water when brushing teeth. 
                  5. Use wastewater from cooking to water plants.
                  6. Run the dishwasher and clothes washer only when full.
                  7. Keep water in the refrigerator for cold water.
                  8. Fix leaky faucets and hoses.
                  9. Do not use the toilet as a garbage can.

                  Brainstorm other ideas that the students might have.  Put those on additional cards.

                   

                  WATER CONSERVATION PANTOMIMES

                  • Introduce Pantomime - pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre.
                  • Model and practice a simple pantomime activity (e.g., sweeping the floor, eating a sandwich, swinging a baseball bat, etc.).  
                    • Encourage students to think about the size, weight and shape of the objects in their pantomimes; to be specific with their movements; and to include facial expressions.
                  • Have students come up one at a time, or in small groups, and pick a card with a water conservation practice on it.  
                    • Have the individual or small group pantomime the action on their card. They should not speak during the pantomimes.
                  • Have other students guess which water conservation practice they are showing.  After guessing, have the class describe the specific aspects of the pantomime that conveyed the water conservation practice.

                 

                 

                Closing Reflection

                • Review the words and movements for the parts of the water cycle.
                • Review the drama strategies used – Movement, Tableau, and Pantomime.
                • Ask students to reflect on how their thinking about water and the water cycle has changed through the lesson.
                • Ask students to discuss steps they might take in their lives to use water responsibly.

                 

                 

                Assessments

                Formative

                Teacher will assess understanding of the water cycle and methods of water conservation through the opening activity, class discussion, and observation.

                   

                  Summative

                  • CHECKLIST: 
                    • Students can accurately identify the key components of the water cycle and match vocabulary words with steps of the water cycle.
                    • Students can work together cooperatively to create tableaux.
                    • Students can use their bodies expressively, and create tableaus with a variety of angles, shapes, levels, and facial expressions.
                    • Students can pantomime water conservation practices silently and with detailed movements and facial expressions

                     

                    • Have students draw a diagram of the water cycle, with each part labeled accurately.
                    • Have students draw a picture, using stick figures in particular poses, to portray their group’s water cycle tableau.
                    • Have students write a paragraph about their own water use and how they plan to incorporate water conservation practices into their daily lives.

                   

                  Differentiation

                   

                  Acceleration: 

                  • Rather than using predetermined movements for the activator, have students collectively come up with the movements for each syllable.
                  • When adding movement to the tableaux, have students speak a sentence as their part of the water cycle (e.g., “I am precipitation – I love raining down on the mountains and plains, and on cities and towns and making everyone have indoor recess!”)

                   

                  Remediation: 

                  • Encourage groups to come up with alternate ideas for the water cycle tableaux, but allow them to replicate what was done in the model tableau.
                  • Rather than have students guess each other’s pantomimes, work together as a class to develop a short pantomime sequence for each water conservation practice card.

                   

                   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:  Barry Stewart Mann and Susie Spear Purcell

                   

                  Revised and copyright:  January 2024 @ ArtsNOW
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                  SNOW AND ONE “COOL” ANIMAL K-1

                  SNOW AND ONE “COOL” ANIMAL

                  SNOW AND ONE “COOL” ANIMAL

                  Learning Description

                  In this lesson, students will use what they learn about polar bears and the Elements of Art, Shape, Line, and Texture, to create an artistic representation of a polar bear.

                   

                  Learning Targets

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

                  Download PDF of this Lesson

                  "I Can" Statements

                  “I Can…”

                  • I can use what I learned about polar bears to create an artistic representation of a polar bear using the Elements of Art, Line, Shape, and Texture.

                  Essential Questions

                  • How can I use what I learned about polar bears to create an artistic representation using the Elements of Art, Line, Shape, and Texture?

                   

                  Georgia Standards

                  Curriculum Standards

                  Kindergarten

                  ELA

                  ELAGSEKRL10 Actively engage in group reading activities with purpose and understanding.

                  ELAGSEKRI1 With prompting and support, ask and answer questions about key details in a text.

                  Science

                  SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped.

                   

                  Grade 1

                  ELA

                  ELAGSE1RI1 Ask and answer questions about key details in a text.

                  ELAGSE1RI2 Identify the main topic and retell key details of a text.

                  Science

                  S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.

                   

                   

                  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

                  INQUIRY-BASED LITERARY STANDARDS 

                  Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

                  2.1 With guidance and support, engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

                   

                  RANGE AND COMPLEXITY 

                  Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

                  13.1 Engage in whole and small group reading with purpose and understanding.

                   

                  Science

                  K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

                   

                  Grade 1

                  INQUIRY-BASED LITERARY STANDARDS 

                  Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

                  2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

                   

                  RANGE AND COMPLEXITY 

                  Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

                  13.1 Engage in whole and small group reading with purpose and understanding.

                   

                  Science

                  1-LS1-2. Obtain information from multiple sources to determine patterns in parent and offspring behavior that help offspring survive.

                   

                   

                  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

                  • Arctic – The northernmost region of the Earth
                  • Aquatic – Water
                  • Mammal – Animals that have fur, drink their mother’s milk, and are warm-blooded
                  • Shore – The land by the edge of the water
                  • Seals – Web-footed aquatic mammals that live chiefly in cold seas and whose body shape, round at the middle and tapered at the ends, is adapted to swift and graceful swimming

                   

                  Arts Vocabulary

                  • Line – A short or long narrow mark
                  • Texture – The way something feels or looks like it feels (soft, fuzzy, rough, etc.)
                  • Shape – A two-dimensional or flat object. In art, it can be organic or geometric.

                   

                   

                  Materials

                  • Blue paper plates for each student
                  • Construction cut outs of ears and mouth
                  • 1 set of googly eyes per student
                  • Clothespin paintbrush (clothespin with cotton ball on top)
                  • White paint
                  • Plastic fork for each student
                  • Plastic cup for fake snow
                  • Fake snow: 
                  • Wet wipes to clean hands

                   

                  Instructional Design

                  Opening/Activating Strategy

                  • Show pictures of snowflakes floating. Ask students what they notice about the snowflakes. Direct students towards noticing shapes and lines. Ask students how they imagine they might feel (warm, cold) and what they might smell. 
                  • Tell the students they will be learning about using art materials such as white paint and fake snow to create their own “cool” animal, the Polar Bear.

                   

                  Work Session

                  • Show students where they live on a globe or map for reference. Next, show students where the Arctic is located. Ask students what they think it would feel like to be in this place. What colors would they see? What textures would they feel? Would it be warm or cool?
                  • Read an informational book such as Polar Bear (Read and Learn: A Day in the Life: Polar Animals) by Katie Marsico. Ask students to connect the information in the book to the photos. Ask students to identify how the photos explain the text.
                  • Show the students an image of a polar bear and define mammals, arctic, aquatic, and shore. Briefly identify each word so they are familiar with the vocabulary. 
                  • As a whole group, go over what polar bears do, how the different parts of their bodies help them survive, and where they live. Show students photos and briefly provide information.
                  • Ask students to identify characteristics of the polar bear such as color, size in relation to other animals, and texture.
                    • Explain that next, they will use their art materials to create their own polar bear. 
                    • Tell students that artists use color, size, and texture to express their ideas in their art.
                  • Show the exemplar of the polar bear art. Ask students to describe the texture, lines, and shapes that they see that make the artwork. 
                  • Demonstrate how to make fake snow (see “materials”). 
                    • Help students notice what happens when baking soda is mixed with conditioner. 
                    • Put some of the fake snow in their plastic cups for them to touch and feel. 
                    • Ask them to describe the texture. 
                    • (Teacher note: Remind them that the snow is not real, and we never put anything in our mouths.)
                  • Go over the directions of how to make the polar bear using a fork to create texture.
                    • Place about a tablespoon of white acrylic paint on a paper plate. 
                    • Pass out the following materials to each student: plastic fork, blue paper plate (navy works best), two pre-cut/pre-glued shapes for ears and nose/mouth, one set of “googly” eyes. (Give students the choice of what eyes they want to use to personalize their polar bear.)
                    • When they have all their materials, explain to students that they will start creating the element of art, texture, by dipping the fork in the white paint and pressing down in the center of the navy-blue plate. When you see their forks in the center, explain that they have to gently press and pull to create the texture look of a polar bear’s fur. They can re-dip when necessary.
                    • Explain to the students to keep pressing and pulling until their blue plate is filled up. This will represent the face of the polar bear. 
                    • When the students have finished the painting, have them take their nose/mouth and ears and place them where they think a nose/mouth and ears would be on a polar bear. 
                    • After the teacher has checked, give students a glue stick to glue the nose/mouth and ears down. 
                    • Tell students that next they will “glue” on their googly eyes. Explain that the wet paint will serve as glue for holding down the eyes, nose/mouth.

                   

                  Closing Reflection

                  • Have each student create and write a name for their polar bear. Remind students that proper nouns start with a capital letter.
                  • Allow students to verbally introduce their polar bears to their classmates. Have the students say, “Hi, my polar bear’s name is….” The other students will say,

                  “Hi, (name of polar bear)”. This reinforces their speaking/communication skills.

                   

                  Assessments

                  Formative

                  Observation of:

                  • Collaboration
                  • Communication
                  • Creativity
                  • CompletioN

                     

                    Summative

                    CHECKLIST

                    • Students can explain what polar bears do, how the different parts of their bodies help them survive in the Arctic, and where they live. 
                    • Students can use texture, line, and shape to create a polar bear.

                     

                     

                     

                    Differentiation

                    Acceleration: 

                    • Students can use their completed polar bear to write their bear’s name and a complete sentence about their polar bear.

                    Remediation: 

                    • The teacher should work with identified children to assist with painting.
                    • Allow students to work in pairs; pair students who are higher achieving with students who may struggle.

                     

                     ADDITIONAL RESOURCES

                    • Optional: An informational text such as Polar Bear (Read and Learn: A Day in the Life: Polar Animals) by Katie Marsico

                     

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

                    Ideas contributed by:  Kim Spivey 

                    Revised and copyright:  2024 @ ArtsNOW

                    Back to Modules

                    Camouflage and Mimicry

                    CAMOUFLAGE AND MIMICRY IN THE CLASSROOM

                    CAMOUFLAGE AND MIMICRY IN THE CLASSROOM

                    Learning Description

                    Animals are very creative! They adapt to their environments to improve their chances of survival; two types of adaptation are camouflage and mimicry. In this lesson, students will use voice and body, as well as the observational and creative skills of Costume and Set Designers, to use camouflage and mimicry in their own natural habitat – the classroom!

                     

                    Learning Targets

                    GRADE BAND: 3-4
                    CONTENT FOCUS: SCIENCE
                    LESSON DOWNLOADS:

                    Download PDF of this Lesson

                    "I Can" Statements

                    “I Can…”

                    • I can define camouflage and mimicry, and tell the difference between them.
                    • I can identify color, shape and pattern in my own clothing and in my classroom environment and make choices that create the effect of camouflage.
                    • I can use my voice, body, and simple craft materials to create the effect of mimicry of another organism (a classmate) in my classroom environment.

                    Essential Questions

                    • What are camouflage and mimicry?
                    • How are color, shape and pattern important elements of camouflage and mimicry?
                    • How can we use acting and design skills to explore camouflage and mimicry in the classroom?

                     

                    Georgia Standards

                    Curriculum Standards

                    Grade 3:

                    S3L1 Obtain, evaluate, and communicate information about the similarities anddifferences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

                    b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

                    Arts Standards

                    Grade 3:

                    TA3.PR.1 Act by communicating and  sustaining roles in formal and informalenvironments.

                    TA3.PR.2 Execute artistic and technical elements of theatre.

                     

                    South Carolina Standards

                    Curriculum Standards

                    Grade 4:

                    4.L.5B.3 Construct explanations for how structural adaptations (such as methods for defense, locomotion, obtaining resources, or camouflage) allow animals to survive in the environment.

                    Arts Standards

                    Anchor Standard 2: I can design and use technical elements for improvised scenes and written scripts.

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

                     

                    Key Vocabulary

                    Content Vocabulary

                    Adaptation - A change by which an organism becomes better suited to its environment.

                    Mimicry - An adaptation by which an organism copies the physical or vocal characteristics of another.

                    Camouflage - An adaptation by which an organism visually blends into its surroundings by virtue of its shapes, patterns, and coloring.

                    Habitat - The natural home or environment of an animal, plant, or other organism.

                    Arts Vocabulary

                    Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds

                    Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves.

                    Set Design - The creation of the physical space in which the action of a performed event takes place.

                    Costume Design - The creation of clothing and accessories for a character in a performance.

                     

                    Materials

                    • Drum or percussion instrument (optional)
                    • Images of camouflage and mimicry in the natural world (from textbook, class resources, or the internet)
                    • Sound clips of mimicry (optional)
                    • Multi -colored pieces of construction paper
                    • Scissors
                    • Glue

                     

                    Instructional Design

                    Opening/Activating Strategy

                    Animal and Habitat Statues
                    Use a drum, percussion instrument, or clapping to establish that students will form statues in response to a single beat and then relax out of the statues in response to a double beat.  Remind students that statues do not move, but that they must allow themselves to breathe and blink.  Provide a series of prompts of animals and habitats that fit with the lesson, e.g., parrot, cheetah, lizard, butterfly, owl, etc.; and rainforest, desert, tundra, prairie, etc.  Use observational language to comment on specific physical choices that students make to create their statues (e.g., “I see that Caitlyn has her chest low like a stalking leopard,” or “Donté’s arms are straight back like a grasshopper’s wings.”

                     

                    Work Session

                    Number Statues

                    • Define and discuss camouflage.  Show examples of camouflage from the natural world.
                    • Introduce the concept of camouflage in the classroom.  Model by looking for colors and patterns that mirror your own clothes.  Find a place in the classroom where you can approximate blending in.  Prompt students to say, “Where’s Ms. _______?  We can’t see her!”
                    • Discuss how, in theatre, television, and film, costume and set designers make intentional choices about costumes and sets used in the production.  Explain that students are going to be like designers, making choices based on colors, shapes, and patterns in the given costumes and settings in the classroom.
                    • Invite a volunteer or two to step up.  Have the class identify colors, shapes, and patterns both on the volunteers and around the classroom, and brainstorm ideas for the volunteers to camouflage themselves in the classroom.
                    • Model being a predator, looking for prey (the volunteers), and passing them by because they blend into their surroundings.
                    • Have students partner up and work together to identify camouflage opportunities for each; when each is camouflaged, have the other act like a deceived predator.
                    • Have volunteers share examples of the camouflage opportunities they found around the classroom.
                    • Define mimicry; share examples (visual and perhaps aural) from the natural world.
                    • Remind students about the roles of designers; explain that they will use simple materials to create external adaptations to mimic other organisms (classmates).
                    • Model with construction paper, scissors, and glue.  Select a student to mimic, and use the supplies to quickly create a ‘costume’ piece that mimics what that student is wearing.  Have the student come up and make a random sound.  Stand by the student with the costume piece, and mimic the sound.  Have the class say, “Look, it’s two ______s!”  (i.e., if standing next to and mimicking Tyler, the class says “Look, it’s two Tylers!”).
                    • Discuss mimicry as a form of flattery, and impress upon the students that the activity should not be used in order to mock, tease, taunt, make fun of, or bully others.  
                    • Have students use materials to create a costume piece to mimic other students’ visual appearance – primarily costuming, but hair is also a possibility.
                    • Once students have created their pieces, invite volunteers to come to the front, and invite the classmates on whom they based their mimicry. Have the model make a sound, and have the mimic stand beside them and mimic the sound.  Have the class say, “Listen!  Look!  It’s two ______’s!”
                    • Remind students that they worked together to understand mimicry, and have students thank each other for the honor of both mimicking and being mimicked.

                     

                    Closing Reflection

                    Discuss:  How did we use elements of costume and set design – color, shape, and pattern – to bring camouflage and mimicry to life in our classroom ‘habitat.’

                    Students will draw a picture of themselves demonstrating camouflage or mimicry in the classroom. Identify the image as an example of either camouflage or mimicry.  Identify the areas and objects in the classroom that were used for camouflage or the classmate on whom the mimicry was based.

                     

                    Assessments

                    Formative

                    • Observe student comprehension of camouflage and mimicry as they make artistic decisions in the lesson.
                    • Observe how students use color, shape, and pattern to successfully create the effects of camouflage and mimicry.

                     

                    Summative

                    Evaluate the student drawings for evidence of comprehension of camouflage and effective use of design concepts in the lesson activity.

                     

                    Differentiation

                    Acceleration: For mimicry, have students pair up; have one create a distinctive sound and movement, and have the other mimic it as precisely as possible.

                    Remediation:  Lead a slow visual tour of the classroom as a class, identifying specific colors, shapes, and patterns, and making connections with individuals to provide ideas to be used for camouflage.

                    Allow students to adjust objects in the classroom environment to facilitate the camouflage effect.

                    Rather than mimicking one another, have all the students mimic the teacher.

                    *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, MFA

                    Revised and copyright: August 2022 @ ArtsNOW

                    Back to Modules