Dancing Sentences K-1

DANCING SENTENCES

Dancing Sentences

Learning Description

In this lesson, students will explore punctuation and capitalization through movement and choreography.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

Kindergarten:

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

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

Grade 1:

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

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

Arts Standards

Kindergarten:

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

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

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

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

Grade 1:

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

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

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

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

 

South Carolina Standards

Curriculum Standards

Grade 1:

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

Arts Standards

Grade 1:

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

 

Key Vocabulary

Content Vocabulary

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

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

 

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

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

Arts Vocabulary

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

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

 

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

Energy qualities:

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

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

 

Materials

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

 

Instructional Design

Opening/Activating Strategy

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

  • Begin by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • Element of Body: First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.). Then, ask them to make different shapes with their bodies.
    • Element of Energy: Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms.
    • Element of Space: Levels - Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
    • Have students practice what they just learned by saying words such as “high level movement” and have students create a spontaneous high level movement.
    • Have students return to their seats or the carpet.

 

Work Session

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

 

Closing Reflection

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

 

Assessments

Formative

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

 

Summative

CHECKLIST

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

 

DIFFERENTIATION 

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

Remediation: 

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

 

 

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

Ideas contributed: Melissa Dittmar-Joy. Updated by Katy Betts.

Revised and copyright:  August 2024 @ ArtsNOW

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Acting Out the Adverb, But What About the Adjective? 2

ACTING OUT ADVERBS . . . BUT WHAT ABOUT ADJECTIVES?

ACTING OUT ADVERBS . . . BUT WHAT ABOUT ADJECTIVES?

Learning Description

In this lesson, students will compare and contrast adjectives and adverbs. We will explore how acting out an adverb is easier than an adjective. While we can reach for the adjective, they are often difficult to physically demonstrate. As a trick for identifying the difference, we teach students to try to imagine acting them out.

 

Learning Targets

GRADE BAND: 2
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can differentiate between adjectives and adverbs by trying to act them out.

Essential Questions

  • How can the arts help to clarify language arts concepts?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELACC2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Use adjectives and adverbs and choose between them depending on what is to be modified.

Arts Standards

Grade 2:

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2WL.4:

Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 

     4.5 Use adjectives and adverbs, and choose between them depending on what is to be modified.

Arts Standards

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

 

Key Vocabulary

Content Vocabulary

Adjective - A word that modifies a noun.  Adjectives often describe color, shape, size, smell, feel, emotion, or other intrinsic or temporary quality.

Adverb - A word that modifies a verb, an adjective, or another adverb. Adverbs often tell when, where, why, or under what conditions something happens or happened.

Arts Vocabulary

Pantomime - pretending to hold, touch or use something you are not really holding, touching or using; in the theatrical tradition, acting without words

 

Materials

Possibly, a whiteboard for brainstorming ideas

 

Instructional Design

Opening/Activating Strategy

  • Explain that students will be acting out different things in today’s lesson.  Remind them that when acting things out, it is important to stay safe.  Have students each make a ‘space ball’ around themselves. Model and have students follow blowing up a bubble to become the space ball.  Spread it out to the sides, to the front and back, and up above.  Remind them to be careful – not to break or burst the space ball.  Explain that this is the student’s acting space, and that they must not crash their bubbles into one another. They have to keep safe in order to participate.
  • Give students a series of prompts alternating between nouns modified by adjectives and verbs modified by adverbs, such as:
    • become a tall pine tree
    • act out running fast
    • be a cold ice cream cone
    • toss a ball in the air wildly
    • be an interesting book
    • play an instrument gracefully
    • be a lonely dog
    • eat ice cream joyfully
    • be a dirty baseball
    • sway gently in the wind
    • be a loud tuba
    • read a book excitedly

Ask students to recall which prompts were easier to do and which were more challenging.  If necessary, review the list.  Ask them to explain what made the actions easier or harder to do.  Elicit, and/or guide them to the notion that words that told how to do something might have made it easier to act out the idea.

 

Work Session

  • Define or review adjectives and adverbs.  Review the list of prompts to identify adjectives and adverbs.  Use them as examples to reinforce the definitions of adjectives and adverbs.
  • Define or review pantomime – pretending to hold, touch or use something you are not really holding, touching or using; in the theatrical tradition, acting without words.
  • Lead students in simple pantomime activities, such as eating an apple or swinging a baseball bat.  Model for them and instruct them in using careful precise movements, slightly exaggerated, and including their faces and eye focus.
  • Then adapt those activities by adding adjectives and adverbs.  E.g., eat a red (soft, sour) apple and swing a wooden (long, heavy) baseball bat, and then eat an apple quickly (furiously, disgustedly) and swing a baseball bat powerfully (awkwardly, carelessly).  Reflect on the ease or difficulty of showing the adjectives and the adverbs.  Ask: why is it easier to act out actions that involve adverbs?  (Because adverbs often tell us how to do things, while adjectives often only tell us what a thing is like.)  Remind students that this reflects the difference between nouns and verbs – nouns are things, but verbs often imply action, and by definition action is easier to act out.
  • Have students pair up.  Have pairs decide on an action that can be pantomimed, involving an object of some sort.  (They can choose actions involving food, sports, school, music, art, the outdoors, chores, etc.).  Have them develop a pantomime for their activity.  Remind them that pantomime should involve precise and detailed movements, be slightly exaggerated, and engage the face and eyes as well as the body.
  • Have each pair show another pair what they developed.
  • Have them next add adjectives.  Remind them that adjectives modify nouns – describing the person, place or thing they are enacting.  If appropriate, brainstorm categories of adjectives (size, shape, color, taste, etc.) or even specific adjectives (gigantic, slow, loud, pink, striped, round, etc.).
  • Have them rework their pantomimes trying to reflect the added adjective.
  • Have each pair show another pair what their pantomime looks like, and discuss the changes they made.
  • Have them next add adverbs.  Remind them that adverbs modify verbs, adjectives, and other adverbs.  Instruct them to use an adverb to modify the verb of their pantomime – describing the way the action is to be enacted.  Remind them that adverbs usually (but not always) end in ‘-ly.’  If appropriate, brainstorm categories of adverbs (speed, emotion, effort, etc.) or even specific adverbs (sadly, rapidly, angrily, recklessly, carefully, grumpily, etc.)
  • Have each pair show another pair what their pantomime looks like, and discuss the changes they made.
  • Possibly, have pairs volunteer to share their pantomimes with the class.

    Extension:  Have students fold a piece of paper in half, and on one side draw a picture of their phrase with an adjective, and on the other a picture of their pantomime phrase with an adverb.  Reflect on how, when drawing, the adjective is likelier easier to convey than the adverb.

    Classroom Tip:  This lesson will have to be carefully delivered so as not to further confuse students. Using adjectives and adverbs can help us to better act out a phrase.  But adverbs, because they focus on the action word. are easier to act out than the adjectives.  Therefore, ‘actability’ might be one test we use to determine if a word is an adjective or an adverb.

    Closing Reflection

    Ask students to restate the definitions of adjectives and adverbs.

    Ask students which were easier to act out – adjectives or adverbs – and why.

    Ask students to reflect on how they used their bodies (hands, arms, legs, full bodies, faces, eyes) through pantomime to act out their chosen phrases.

     

    Assessments

    Formative

    • Students should be able to correctly differentiate between adjectives and adverbs.
    • Students should be able to correctly provide examples of adjectives and adverbs.
    • Students should participate in the pantomime exercise while maintaining control of their bodies and personal space.

     

    Summative

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

     

    DIFFERENTIATION

    Acceleration:

    • Have pairs develop pantomimes of several adjectives and several adverbs
    • Ask students to describe which types of adjectives and adverbs are easier or harder to convey through pantomime (e.g., color and texture might be hard; speed and emotion might be easy).

    Remediation: 

    • Model several sequences together
    • Do more brainstorming and record the brainstormed ideas on the whiteboard
    • Rather than having students work in pairs, take student ideas but have the class develop the pantomimes all together

     ADDITIONAL RESOURCES

    Hairy, Scary, Ordinary:  What is an Adjective?, by Brian P. Cleary

    Quirky, Jerky, Extra Perky:  More About Adjectives, by Brian P. Cleary

    Many Luscious Lollipops, A Book About Adjectives, by Ruth Heller

    If You Were an Adjective, by Michael Dahl

    Dearly, Nearly, Insincerely: What Is an Adverb?, by Brian P. Cleary

    Lazily, Crazily, Just a Bit Nasally:  A Book About Adverbs, by Brian P. Cleary

    Up, Up and Away:  A Book About Adverbs, by Ruth Heller

    Suddenly Alligator:  An Adverbial Tale, by Rick Walton

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

    Ideas contributed by: Mary Gagliardi and updated by Barry Stewart Mann

    Revised and copyright:  August 2022 @ ArtsNOW

    Back to Modules

    Adventure Island 2-3

    ADVENTURE ISLAND

    ADVENTURE ISLAND

    Learning Description

    Discover the possibilities of creative writing by making visual imagery that will inspire your students in new and exciting ways! The idea of a treasure map has long been a topic of excitement for young people. Allow your students to generate their own treasure map that will inspire a creative writing session!

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: VISUAL ARTS & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can use line and shape to symbolize features on a map.
    • I can write a fictional narrative that has a setting, characters, and all parts of a plot that is inspired by my treasure map.
    • I can use descriptive language to help my audience visualize my narrative.

    Essential Questions

    • How can the creation of visual imagery be the catalyst for creative writing?

     

    Georgia Standards

    Curriculum Standards

    Grade 2: 

    ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

     

    Grade 3: 

    ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

    Arts Standards

    Grade 2: 

    VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

    VA2.CR.2 Create works of art based on selected themes.

    VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

    VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

     

    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, and processes of two-dimensional art.

    VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

     

    South Carolina Standards

    Curriculum Standards

    Grade 2: 

    ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

     

    Grade 3: 

    ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

    Arts Standards

    Anchor Standard 1: I can use the elements and principles of art to create artwork.

    Anchor Standard 2: I can use different materials, techniques, and processes to make art.

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

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

     

    Key Vocabulary

    Content Vocabulary

    • Narrative - A story or sequence of events and experiences
    • Setting - Where a story takes place
    • Characters - Individuals, animals, or entities that take part in the action of a story, play, novel, movie, or any other narrative form
    • Mood - The emotional atmosphere or feeling that a literary work
    • Map - A plan or outline of a given geographic area
    • Compass rose - A figure on a map, chart, or compass that displays the orientation of the cardinal directions—north, east, south, and west—and their intermediate points
    • Legend - A guide that explains the symbols, colors, and lines used on a map

    Arts Vocabulary

    • Line - The path of a moving point
    • Texture - The way something feels or looks like it feels
    • Shape - A two-dimensional figure; a closed line
    • Negative space - The background of an artwork; “empty” space
    • Positive space - The subject of an artwork

     

    Materials

    • 9” x 12” watercolor paper or other thick paper
    • Fine point sharpies
    • Markers or colored pencils
    • Baking sheets
    • Unsweet tea for staining paper

     

    Instructional Design

    Opening/Activating Strategy

    • Begin by playing a musical excerpt from “Indiana Jones and the Raiders of the Lost Ark” or other adventure movie soundtrack. While the music is playing, ask students to write down adjectives to describe what they are hearing.
    • Allow time for students to share their adjectives. Ask students what the mood of the music is.
    • Tell students that they will be using their imaginations to tell an adventure story based on a treasure map that they will create.

     

    Work Session

    Session 1: Creating Treasure Maps

    • Pre-work: This can be done as a station for students in preparation for the artwork. Fill a rectangular baking pan with luke-warm/room temperature tea. Have students soak their paper in the tea for at least three minutes. Then remove, and let dry. 
    • Look at some examples of treasure maps. Ask students to notice the features and symbols on the maps.
      • Ask students to observe the lines, shapes, and textures that they see on the maps. Ask students how these are used to symbolize a feature, such as a river.
      • Ask students how the space is used. Is there much negative space (empty space)? How are features connected together? With a line?
    • Have students work with a partner or small group to generate a list of possible features to use on their maps to describe their adventures. Features could include a winding river, shadowy forest, creepy castle, scary rocks, soft sand, shiny treasure, etc.
      • Ask groups to share their ideas; create one large collaborative list for the class.
      • Ask groups to choose eight features to include on their map. They should then create a symbol for each feature.
    • After they have generated a list of at least eight symbols, pass out their pre-treated map paper.
    • Next, allow students to draw the features they wish to include onto their final pre-stained papers. This can be done with pencils and extra fine point Sharpie markers before being colored in.
      • Ask students to think about the placement and scale of the items as they sketch their own map.
      • Students can add color with markers or colored pencils.
      • Students should then draw a legend on their maps.
      • Next, have students draw a compass rose on their maps to guide adventurers to the island.
    • Finally, students can crumple their maps and tear the edges to create an aged effect.

     

    Session 2: Narrative Writing

    • Tell students that they will be writing narratives using their treasure maps as inspiration. The narrative should follow the adventures of a character or characters who follow the map in search of treasure.
    • Ask students for examples of stories that involve characters following a map to treasure or going on an adventure.
    • Remind students of the mood of the music students heard at the beginning of the lesson. Optional: Play music from the activator while students plan their narratives.
    • Students will collaborate with their groups to create a character or characters and plot for their narrative. Students will then individually write their narratives.
    • Remind students to use descriptive language to help their reader visualize the adventure.
    • Students will engage in the peer review process and edit and revise their work.

     

    Closing Reflection

    • Provide time for students to share their maps and narratives.
    • Discuss how students used lines and shapes to symbolize features on their map.
    • Finish by having students complete a reflection using a “grow” and a “glow” about their work.

     

    Assessments

    Formative

    Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of maps and features, map creation, collaboration with groups to create a narrative, and conferencing with students during the writing process.

     

    Summative

    CHECKLIST

    • Students can use line and shape to symbolize features on a map.
    • Students can write a fictional narrative that has a setting, characters, and all parts of a plot that is inspired by their treasure maps.
    • Students can use descriptive language to help their audience visualize their narrative.

     

    DIFFERENTIATION 

    Acceleration: During the writing process, students will brainstorm a variety of descriptive language that can be turned into similes and metaphors to explain the features on their maps. They will incorporate these into their final writing.

    Remediation: Provide the students with a list of adjectives to choose from while listening to the music from the activator and a sample pool of map symbols and features to choose from to create their maps. The students will then be shown an example of a written narrative of an adventure map before they begin writing their own descriptive narratives.

    ESOL Modifications and Adaptations: Preview vocabulary: Narrative, illustration, and map. Have students work with a partner. The length of the written narrative can be modified according to the student’s language level.

     

    *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: Joy Patty. Modifications, Extensions, and Adaptations Contributed by: Candy Bennett, Patty Bickell, Vilma Thomas, and Lori Young. Updated by: Katy Betts.

    Revised and copyright: August 2024 @ ArtsNOW

     

    Back to Modules

    ART HISTORY INSPIRATIONS 4-5

    ART HISTORY INSPIRATIONS

    ART HISTORY INSPIRATIONS

    Learning Description

    In this lesson, students will learn about how art documents our world through art history. Students will select an artist who inspires them, research them and create an artwork using collage, painting or drawing that is inspired by that artist.

     

    Learning Targets

    GRADE BAND: 4-5
    CONTENT FOCUS: VISUAL ARTS & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can create artwork inspired by an artist of my choice.
    • I can identify and explain the subject matter and style of my selected artist.
    • I can write an expository paragraph relating important information about my selected artist.

    Essential Questions

    • How do artists reflect the historical and/or social context in which they create art?
    • How can visual art be used to inspire new artworks?

     

    Georgia Standards

    Curriculum Standards

    Grade 4: 

    ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

     

    ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Georgia Department of Education April 29, 2015  Page 30 of 40 All Rights Reserved c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

     

    Grade 5: 

    ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Georgia Department of Education April 29, 2015  Page 37 of 40 All Rights Reserved e. Provide a concluding statement or section related to the information or explanation presented.

     

    ELAGSE5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

    Arts Standards

    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.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. 

     

    VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

     

    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.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. 

     

    VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

     

    South Carolina Standards

    Curriculum Standards

    Grade 4: 

    WRITING - Meaning, Context, and Craft

    Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

    2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use information from multiple print and multimedia sources; c. group related information in paragraphs and sections; d. include formatting, illustrations, and multimedia to aid comprehension; e. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; g. use paraphrasing, quotations, and original language to avoid plagiarism; h. link ideas within categories of information using words and phrases; i. use precise language and domain-specific vocabulary to inform or explain the topic; j. develop a style and tone authentic to the purpose; and k. provide a concluding statement or section related to the information or explanation presented.

     

    Grade 5: 

    WRITING - Meaning, Context, and Craft

    Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

    2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use relevant information from multiple print and multimedia sources; c. provide a general observation and focus; d. group related information logically; e. use credible sources; f. include formatting, illustrations, and multimedia to aid comprehension; g. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; h. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; i. use paraphrasing, quotations, summarizing, and original language to avoid plagiarism; j. link ideas within and across categories of information using words, phrases, and clauses; k. use precise language and domain-specific vocabulary to inform or explain the topic; l. develop a style and tone authentic to the purpose; and m. provide a concluding statement or section related to the information or explanation presented.

    Arts Standards

    Anchor Standard 1: I can use the elements and principles of art to create artwork.

    Anchor Standard 2: I can use different materials, techniques, and processes to make art.

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

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

     

    Key Vocabulary

    Content Vocabulary

    • Expository writing - A form of writing that aims to explain, describe, inform, or clarify information to the reader
    • Research - The systematic investigation and study of literary, linguistic, or rhetorical topics to gather information, develop understanding, and support arguments or interpretations

    Arts Vocabulary

    • Art history - The history and development of visual arts, including painting, sculpture, architecture, and other forms of artistic expression
    • Painting - The practice of applying pigment to a surface, such as canvas, paper, wood, or walls, to create an image, design, or expressive composition
    • Collage - An art form that involves assembling various materials, such as paper, fabric, photographs, and other objects, onto a surface to create a unified composition
    • Drawing - An artform that involves creating images, designs, or representations using various tools to mark a surface, typically paper

     

    Materials

      • White mixed media paper cut into circles
      • Paint (tempera or acrylic)
      • Brushes
      • Water cups
      • Drawing materials such as graphite, charcoal, markers, colored pencils, etc.
      • Scraps of colored paper for collaging
      • Glue 
      • Scissors 
      • Pencils with erasers
      • Computers/student devices with Internet access
      • Digital copy of the Elements of Art to project for students
    • For optional extension at end of lesson: Epoxy varnish

     

    Instructional Design

    Opening/Activating Strategy

    *Classroom Tips: Cover students’ work area. Have students share paint and water supply on the work area. Fill two buckets with water–empty one by filling student water cups 1/3 full, then use it to dump dirty water in; the second bucket will be your fresh water supply as needed. 

     

    • Display an image of Washington Crossing the Delaware by Emanuel Leutze. Do not show students the title of the painting.
    • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine. 
      • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.). 
      • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image. 
      • Finally, ask students what they wonder about the image. 
    • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
    • Provide the name of the painting and tell students that it depicts George Washington as a general during the Revolutionary War.  
    • Tell students that visual art documents history. This painting is just one example.
      • Ask students to reflect on why historical paintings were made. Students may reflect on how technology has changed the way we document history and culture (e.g., personal cameras and smart phones weren’t invented yet, etc.). 

     

    Work Session

    ART HISTORY RESEARCH

    • Review the Elements of Art with students: Line, shape, color, texture, value, form, and space.
      • Arrange students in small groups. Assign a different element of art to each group. Have each group see if they can identify how the element of art is used in the painting, Washington Crossing the Delaware.
    • Tell students that they will select an artist that intrigues and inspires them (see “Additional Resources” below).
    • Students will research the artist and write an expository paragraph. 
      • Students should include the following information: 
        • The artist’s name
        • The years he/she lived
        • Where he/she is from
        • At least two interesting facts about the artist
        • What was going on in the world at the time he or she was making art
        • What the topic or subject of the artwork is (portraits, landscapes, abstract, ect.)
        • Description of the artist’s style–students should reference two or three of the elements of art in their descriptions to describe the art.
        • Why they picked the artist/what intrigued or inspired them about the artist.
        • Teachers can add any additional information to requirements.
      • The paragraph must have an introduction and conclusion. Students should use descriptive details and transitional words and phrases to make their writing flow.

     

    CREATING ARTWORK INSPIRED BY ART HISTORY

    • Next, students will create a piece of artwork that is inspired by their artist. 
    • Pass out circle paper. Students should add an original drawing, painting, or collage that is inspired by the artist. Students should include the name of the artist somewhere in their artwork.
    • Tell students to use their artist’s style and subject matter as inspiration. For example, if a student picked Jacob Lawrence, their artwork would probably depict people by using bold colors and lines and geometric shapes.

     

    Optional extension:

    • Once students have completed their artwork, students can glue their artwork onto their stools or chairs. 
    • Students will paint a color around the rim of their stools or chairs to “frame” it and seal them with an epoxy varnish. 
    • Students can adhere their paragraphs under the stool or chair with hot glue.

     

    Closing Reflection

     

    • Students should either share in small groups or share with the class how their artwork was inspired by the artist that they researched.
    • Provide an opportunity for students to conduct a gallery walk and view each other’s work.
    • Allow students to reflect on the process by having them identify and share “two grows and a glow” with a partner.

     

    Assessments

    Formative

    Teachers will assess students’ learning through observing students discussion of George Washington Crossing the Delaware, conferencing with students during the research and writing process, and asking students how their artwork is inspired by their artist during the art-making process.

     

     

    Differentiation

    Acceleration: 

    • Incorporate Social Studies content by having students select an artist from a particular geographic region and/or time period that they are studying in class.
    • Students can compare and contrast German-American painter, Emanuel Leutze’s version of Washington Crossing the Delaware to African American painter, Jacob Lawrence’s version created about 100 years later. Students can analyze Lawrence’s painting through the historical context at the time it was created. Resource: Can a Painting Tell More Than One Story? #MetKids Looks at Washington Crossing the Delaware
    • Have students arrange their artwork in historical order.
    • Expand the expository paragraph into a full essay.

     

    Remediation: 

    • Choose one artist or art movement to study as a class and conduct research in small groups, chunking it so that different groups are responsible for different information. 
    • Provide a graphic organizer to help students structure their writing.

     ADDITIONAL RESOURCES

    *Teacher note: Teachers should review artists/movements prior to allowing students to research independently. Some material may not be appropriate for children.

     

    • Where to find artists on Google Arts and Culture: Artists
    • Where to find art movements on Google Arts and Culture: Movements
    • Where to find artwork based on historical events on Google Arts and Culture: Historical events
    • Where to find artwork based on historical figures on Google Arts and Culture: Historical figures
    • Where to find artwork based on geographical location on Google Arts and Culture: Geographical location

     

    *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: Debi West. Updated by Katy Betts.

    Revised and copyright:  June 2024 @ ArtsNOW

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    Becoming History 4-5

    BECOMING HISTORY

    BECOMING HISTORY

    Learning Description

    In this lesson, students will act out a chosen biography through a written monologue, focusing on their life, hardships, and triumphs.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can write a monologue from the perspective of my historical figure.
    • I can accurately depict the life events of my historical figure in my monologue using relevant details from his/her biography.
    • I can use my voice and body to portray my historical figure accurately.

    Essential Questions

    • How can theatre techniques help us understand historical figures better?

     

    Georgia Standards

    Curriculum Standards

    Grade 4

    ELAGSE4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

     

    ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

     

    ELAGSE4W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

     

    ELAGSE4SL4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

     

    Grade 5 

    ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

     

    ELAGSE5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

     

    ELAGSE5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

    Arts Standards

    Grade 4:

    TA4.CR.1 Organize, design, and refine theatrical work.

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

     

    Grade 5

    TA5.CR.1 Organize, design, and refine theatrical work.

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

     

    South Carolina Standards

    Curriculum Standards

    Grade 4

    READING – Informational Text

    Meaning and Context

    Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

    5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions

     

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

    6.1 Summarize multi-paragraph texts using key details to support the central idea.

     

    WRITING - Meaning, Context, and Craft

    Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

    2.1 Write informative/explanatory texts that:

    1. introduce a topic clearly; c. group related information in paragraphs and sections; e. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; g. use paraphrasing, quotations, and original language to avoid plagiarism; h. link ideas within categories of information using words and phrases; i. use precise language and domain-specific vocabulary to inform or explain the topic; j. develop a style and tone authentic to the purpose; and k. provide a concluding statement or section related to the information or explanation presented.

     

    COMMUNICATION - Meaning and Context

    Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

    2.1 Articulate ideas, perspectives and information with details and supporting evidence in a logical sequence with a clear introduction, body, and conclusion.

     

    Grade 5

    READING – Informational Text

    Meaning and Context

    Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

     

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

    6.1 Summarize a text with two or more central ideas; cite key supporting details.

     

    WRITING - Meaning, Context, and Craft

    Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

    2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use relevant information from multiple print and multimedia sources; c. provide a general observation and focus; d. group related information logically; e. use credible sources; g. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; i. use paraphrasing, quotations, summarizing, and original language to avoid plagiarism; j. link ideas within and across categories of information using words, phrases, and clauses; k. use precise language and domain-specific vocabulary to inform or explain the topic; l. develop a style and tone authentic to the purpose; and m. provide a concluding statement or section related to the information or explanation presented.

     

    COMMUNICATION - Meaning and Context (

    Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

    2.1 Analyze ideas, perspectives and information using examples and supporting evidence related to the topic.

    Arts Standards

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

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

    Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

     

    Key Vocabulary

    Content Vocabulary

    • Expository Writing - Writing with the purpose to inform or explain
    • Biography - An account of someone's life written by someone else

    Arts Vocabulary

    • Theater - Dramatic literature or its performance; drama
    • Character - A person, an animal or other figure assuming human qualities, in a story
    • 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
    • Monologue - A speech by a single character in a play, film, or other dramatic work; often used to give the audience deeper insight into the character's motivations and feelings

     

    Materials

    • Biographies
    • Paper
    • Pencil

     

    Instructional Design

    Opening/Activating Strategy

    Classroom Tips: This strategy is great for small group or individual work and easily differentiated. 

    • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
      • Stretching: Use gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
      • Shaking out limbs: Shake out arms, legs, and the whole body to release tension.
      • Energy passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
    • Explain that students will explore different characters by changing their walk and physicality. Encourage them to think about how their character’s age, status, mood, and personality influence their movement.
      • Begin with simple prompts to get students thinking about different ways to walk. Call out various types of characters and ask students to walk around the room embodying those characters. Examples include:
        • An elderly person with a cane
        • A proud soldier
        • A sneaky thief
        • A graceful dancer
    • Have students return to their seats.

     

    Work Session

    Student pre-work: Students will be assigned or choose a grade level appropriate biography to read.  

     

    • Tell students that now that they have researched the person from their biography, they will write a monologue that reflects on that person’s life in first person.
      • Tell students that a monologue is a speech by a single character in a play, film, or other dramatic work; it is often used to give the audience deeper insight into the character's motivations and feelings.
      • Show students a clip of a monologue or have students read a monologue from a play or other work.
        • Example: The Lion King (1994) - Simba’s Monologue
          • Context: Simba has grown up away from his kingdom but is reminded of his responsibility and legacy by Rafiki and Mufasa’s spirit.
          • Monologue: "I know what I have to do. But going back means I’ll have to face my past. I’ve been running from it for so long. It’s just, my father’s death is so hard to talk about. I thought I couldn’t live up to his expectations. But now I understand. The past can hurt. But the way I see it, you can either run from it or learn from it. I’m ready to take my place in the circle of life."
      • Ask students how they think a monologue is different from other types of writing.
      • In their monologues, students should retell the major life events of the biography and be sure to mention the biographical focus (Example: Abraham Lincoln’s role in the Civil War).
    • After writing, tell students that they will practice presenting their monologues with a partner.
      • Group students in pairs.
      • Have students experiment with their figure’s voice. Consider the following elements:
        • Pitch: Is the figure’s voice high or low?
        • Pace: Does the figure speak quickly or slowly?
        • Volume: Does the figure speak loudly or softly?
        • Tone: What is the emotional quality of the figure’s voice (e.g., cheerful, gruff, nervous)?
        • Ask students to practice saying a few lines or phrases from their monologue in their figure’s voice.
      • Have students explore their figure’s physicality using their bodies. Consider the following elements:
        • Posture: Does the figure stand upright, slouch, or have a distinctive stance?
        • Movement: How does the figure walk? Are their movements fluid, jerky, slow, or quick?
        • Gestures: What kind of gestures does the figure use when speaking? Are they expressive, restrained, repetitive?
        • Facial Expressions: What are the figure’s common facial expressions?
        • Ask students to practice saying a few lines or phrases from their monologue in their figure’s voice again, but this time, they should add physicality.
    • Allow time for students to practice their monologues with their partners using their voice and body.
    • Time permitting, ask for a few student volunteers to present to the class. Discuss appropriate audience participation and etiquette prior to performances.
      • Classmates can then interview the historical figure.

     

    Closing Reflection

    • Bring the class together and discuss the experience.
    • Ask students to share something interesting they learned about their figure or their partner’s figure.
    • Discuss how incorporating voice and body helped them understand and portray their figures more deeply.
    • Have students write a short reflection on how they felt embodying their figure with voice and body language and what new insights they gained.

     

    Assessments

    Formative

    Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, conferencing with students during the writing process, and observing students use voice and body to portray their historical figures.

     

    Summative

    CHECKLIST

    • Students can accurately depict the life events of their historical figure in their monologue using relevant details from their biographies.
    • Students can use their voices and bodies to act in a manner in which they portray their historical figure accurately.

     

    DIFFERENTIATION 

    Acceleration: 

    • Students can write a scene between their figures. They should include dialogue.
    • With a partner, students can act as journalists interviewing each other’s figure. Encourage journalists to ask open-ended questions to draw out more detailed responses. Have the pairs switch roles so that each student has a chance to be both the journalist and the figure.
    • Have students research portraits of historical figures and create their own for their historical figure.

    Remediation: 

    • Provide graphic organizers to help students structure their writing.
    • Provide sentence starters for monologues.

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

    Ideas contributed by: Carolynn Stoddard and Katy Betts.

    Revised and copyright: June 2024 @ ArtsNOW

     

    Back to Modules