Discover the Art of Playwriting 2

DISCOVER THE ART OF PLAYWRITING

DISCOVER THE ART OF PLAYWRITING

Learning Description

Students will be introduced to the art and technique of playwriting by brainstorming possible emotions, relationships, and storyline extensions based on a familiar fairy tale.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can contribute ideas to write a short play based on a familiar nursery rhyme.
  • I can play a role in acting out an original script.

Essential Questions

  • How can we write a short play together based on a familiar nursery rhyme?  

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELACCKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 

ELACCKW5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 

Grade 1:

ELACC1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 

ELACC1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 

ELACC1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Arts Standards

Kindergarten:

TAESK.2 Develop scripts through improvisation and other theatrical methods. 

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

Grade 1:

TA1.CR.2 Develop scripts through theatrical techniques. 

TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

W.MCC.K.3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened. 

Grade 1:

W.MCC.1.3.1 Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure. 

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.

 

Key Vocabulary

Content Vocabulary

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

Setting - The time and place of a story (when and where).  

 Plot - A series of related events that form a story.

Arts Vocabulary

Theatre - Dramatic literature or its performance; drama.

Playwriting - The process of writing or composing a script to be performed by actors.

Script - A story written in a format to be acted out, indicating what the characters say and do.

Dialogue - The part of the text that the characters speak aloud to one another.

Line - Words or sentences spoken by an actor.

Stage Directions - Actions or emotions for the actor, usually included in parentheses before or after a line of text.

 

Materials

  • Copies (on paper, or on one or more screens) of a familiar nursery rhyme, such as “Jack and Jill”
  • Flip chart, white board, or digital blank page for developing class script

 

Instructional Design

Opening/Activating Strategy

Clap-Around  

This warm-up exercise helps students connect to one another through collaboration and eye  contact.

  • Arrange students in a circular formation. 
  • Have students place their hands on their hips and bend their knees to make sure they are in a neutral position. 
  • Encourage students to punch with their arms from side to side (not moving feet). 
  • Begin the process by making eye contact with the first student and then clapping at the same time.  Instruct that student to turn to their other neighbor, make eye contact, and clap simultaneously.  That student continues the process.  Each student, in turn, passes the clap to the next student until the circle is completed.
  • Continue striving to keep the clap moving smoothly around the circle multiple times, with participants establishing eye contact and synchronizing the clap as it passes.

 

Work Session

Nursery Rhyme

  • Show students the selected nursery rhyme.  Read/recite it together. 
  • Ask students about the story elements:  “Who are the characters?  What is the setting?  What happens in the plot of the story?” (e.g., Jack and Jill; a hill, during the day; going to get water, then falling down).

Playwriting

  • Tell the students that together the class will use a playwriting process to adapt this simple story into a script that the class can act out.
  • Ask students what happened first in the story.  Ask them to imagine what the characters might have said – this can be imagined, as it likely is not included in the nursery rhyme.  Select and write their ideas in script format.  (e.g., perhaps their mother said, “Children, we need water!”; Jill said, “Come on, Jack.  Let’s go.  I have the pail”; and Jack said, “But I’m playing with my toys!” etc.).  Elicit enough ideas to fill out a simple scene.  Explain that the class is generating dialogue, composed of lines for the individual characters.  Option: define, solicit, and include stage directions, of feelings or actions to help the actors know how to play the roles.
  • Repeat the process with other segments of the story (e.g., climbing the hill, then tumbling down).  Write out the students’ ideas in a way that all can see and follow.
  • As appropriate to the story, ask students to imagine what might have happened afterward, and then develop further dialogue for their idea (e.g., Jack and Jill are taken to the hospital).
  • Invite volunteers to come to the front to read and act out the script that the class generated.  Coach them in using voice and inflection to convey the meaning and emotions of the lines.  Prompt with lines as needed for emerging readers.  Allow several groups to do readings/performances (after several rounds, the students will be familiar with the script).

 

Closing Reflection

Ask:  “What is playwriting?  What is a script?  What is dialogue?  How did we add ideas to expand and fill out the story?  How did we act out our script for the story?  How is our script different from the original nursery rhyme?”

 

Assessments

Formative

  • Students are able to identify key elements of the story.
  • Students suggest additional ideas that are suitable to the story.

 

Summative

The class-generated script contains dramatic elements of character, setting, and plot. Students read and enact the script with enthusiasm and expression.

Differentiation

Acceleration:

Have students work in groups to replicate the process with other familiar nursery rhymes.

Remediation:

In developing the script with students’ ideas, keep the lines short with simple vocabulary and clear emotions.

 ADDITIONAL RESOURCES

http://www.teachingheart.net/readerstheater.htm - a site with numerous readers theater scripts available.

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

Ideas contributed and updated by: Susie Spear Purcell and Barry Stewart Mann

Revised and copyright:  June 2023 @ ArtsNOW

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Dramatic Living and Non-Living K-1

DRAMATIC LIVING AND NON-LIVING

DRAMATIC LIVING AND NON-LIVING

Learning Description

Students explore the differences between living organisms and nonliving objects through the eyes of the nursery rhyme, “Hey Diddle Diddle”. After bringing these familiar characters to life, the students discuss the concepts of living organisms and nonliving objects. Students then act out pictures of living organisms and nonliving objects for their classmates to classify, infusing fun and movement into the classroom.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can accurately portray characteristics of living organisms and nonliving objects using my body and voice.
  • I can accurately recognize and identify physical attributes of living organisms and nonliving objects.

Essential Questions

  • How can theatre techniques be used to portray living organisms and nonliving objects?
  • What is the difference between living organisms and nonliving objects?

 

Georgia Standards

Curriculum Standards

Kindergarten:

SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped. a. Construct an explanation based on observations to recognize the differences between organisms and nonliving objects. b. Develop a model to represent how a set of organisms and nonliving objects are sorted into groups based on their attributes.

Arts Standards

Kindergarten:

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

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

Arts Standards

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

  • Living - Includes those things that are alive or have ever been alive
  • Nonliving - Includes things are not alive, nor have they ever been

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
  • Improvisation - A creation that is spoken or written without prior preparation

 

Materials

  • Photo pages of living organisms and nonliving objects
  • Frog video and sound clip
  • Props such as a rock, spoon, etc.
  • Object to use as a “magic wand”
  • Anchor chart paper with columns for living and nonliving objects

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Classroom set-up will be key for this lesson! Set up chairs and tables in a circular format, to maximize students’ engagement and ability to see their peers during the activity and performance. 

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • 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. Use simple prompts to get students thinking about different ways to walk and move. Call out various types of characters and ask students to walk around the space embodying those characters. Examples include:
    • A bird searching for a worm to eat
    • A tree blowing in the wind
    • A hungry lion
    • A happy dog

 

Work Session

“HEY DIDDLE DIDDLE” ALIVE  

  • Recite “Hey Diddle Diddle” nursery rhyme. Ask students to say it with you two times.
  • Ask seven students to come up to the front of the room to each play one of the characters in the rhyme: Cat, fiddle, cow, moon, dog, dish or spoon.
  • Ask the actors to give their character a movement, then have them act it out while everyone else recites “Hey Diddle Diddle”.
  • Ask students if this story is fiction or non-fiction.
    • Remind students that fiction is an entertaining, make-believe story that is not true, while non-fiction is true information that gives you fact to explain something.
    • “Hey Diddle Diddle” is fiction because it is a make-believe story.
    • We know that plates and spoons don’t really run, right?

 

LIVING/NONLIVING REVIEW  

  • Ask students, “What do you need to be healthy and grow?”. Write answers on the board.
    • Make sure that the words air, food, and water are mentioned, and circle those words.
  • Show students a rock and ask, “What do rocks need in order to grow and be healthy?”.
    • Students should respond that the rock does not need air, food, and water because it does not grow.
  • Emphasize that living things grow and eat, can move on their own, and need air, food and water (write these on the board).
    • Explain to students that things that need air, food, and water are called living organisms.
    • Add movements:
      • Air – open fingers and hands wiggling in front of body with a wind sound,
      • Food – hands holding an imaginary hamburger and mouth eating it with an eating sound
      • Water – pinky up and thumb down with other fingers bent like you are drinking in front of your mouth and make a drinking sound
      • Repeat the movements and explanation with students.
  • Discuss differences between living organisms and nonliving objects with students: Things that need air, food, and water are called living organisms, while things that do not need air, food, and water are called nonliving objects.
  • Discuss some examples of each.
    • Is a frog living or nonliving?
      • Show students a frog with a sound and movement.
      • Have students repeat the sound and movement of the frog.
      • Ask students if they know what kind of animal a frog is (mammal, fish, reptile or an amphibian)? A frog is an amphibian.
      • Does a frog grow? (let me see you grow, frogs)
      • Does a frog need food? What kind? (let me see you eat a fly, frogs)
      • Does a frog move on its own? (let me see you move, frogs)
      • Does a frog need air? (let me see you breathe air, frogs)
      • Does a frog need water? Do they drink water? No. They have special skin that absorbs the water to help hydrate them. So they need water to live but they don’t drink it. (let me see you jump in the water to soak it through your skin, frogs)
      • Is a frog living or nonliving?
    • Is a rock living or nonliving? Let’s all sit like a rock.
      • Does a rock move?
      • Does a rock grow?
      • Does a rock eat?
      • Can a rock move on its own?
      • Does a rock need air, food or water?
      • Is a rock living or nonliving?

 

LIVING AND NONLIVING CHART  

    • Say to students, “Let’s investigate and make a chart to list our findings. We will have a column for living organisms and a column for nonliving objects”.
    • Ask students if there are things in “Hey Diddle Diddle” that do not need air, food, and water. Students should respond with a plate, spoon, moon and fiddle. Therefore, these things are nonliving.
    • Ask students if there are things in the rhyme that need air, food and water. Students should respond with a cat, cow and dog. Therefore, these are living organisms.
  • Note: Be aware that some students may want to identify the dish, spoon, moon, and fiddle as alive because in nursery rhymes they do take on human characteristics. Real objects such as a dish and a spoon may help to clarify this misconception.  
  • Write the appropriate objects under the correct columns of the chart.
  • Now, ask students to look around the classroom and raise their hands to identify objects that they see. Decide as a class if the objects are living or nonliving. Ask students how they know if it’s living or nonliving.
  • Write the objects that students list in the correct column on the chart.

 

MAGIC WAND  

  • Hold up your magic wand. Ask students if anyone knows what the object is. Tell students that it’s a magic wand!
  • Ask students to play a game called “Magic Wand''. Tell students that in this game, they will see if the wand can change something that’s living into a nonliving thing.
    • Find one object in this room that’s living (a person). See if the wand can change it into a nonliving thing. Nope! It won’t work.
    • Now tell students that you will see if the wand will change something that is nonliving into a living thing. Ask if someone will show you a nonliving thing in the room (trashcan). Let’s see if this magic wand will change it to living. Nope! Won’t work. It’s impossible to do!
    • Ask students why we can’t change the objects that were living to nonliving and the nonliving thing to living.

 

LIVING AND NONLIVING ACTION  

  • Tell students that in this next game, you will call out an animal or object and they should use their bodies and voices to make a sound to become the animal or object.
  • Call out “Spider”. Ask students to become spiders, and then ask students whether a spider is living or nonliving. Ask students how they know.
  • Call out the following and repeat the process:  Frog, rock, butterfly, moon, dog, computer.
  • Now, pass out pictures of organisms and objects to students, such as a snail, tree, spider, fish, human, flower, bird, cat, plant, seed, dead plant, snake, alligator, brown bear, deer, dog, frog, tortoise, turtle and rock, hat, cup, pencil, lego, computer, book, car, bike, clock, backpack, book, ring, house.
    • On the count of three, ask students to use their bodies and voices to become what is in their picture.
    • Ask students to move to the right side of the room if they are a living organism.
    • If the student is a nonliving object, ask them to move to the left side of the room.
    • Have students showing living organisms each demo their organism and ask the others to guess their identity.
    • Have students showing nonliving objects each demo their object and ask the others to guess their identity.

 

Closing Reflection

  • Close the lesson by saying the rhyme again as a class and acting out the characters.
  • Ask students to tell you which things are living and which are not living and why.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of living versus nonliving things, and use of bodies and voices to demonstrate living versus nonliving things.

 

Summative

CHECKLIST

  • Students can accurately portray characteristics of living organisms and nonliving objects using their bodies and voices.
  • Students can accurately recognize and identify physical attributes of living organisms and nonliving objects.

 

DIFFERENTIATION 

Acceleration: 

  • Have students write about their living organism or nonliving object in sentence form saying which it is and why.
  • Challenge students to come up with their own example of a living organism and nonliving object to act out.

Remediation: Provide students with cut out images of living organisms and nonliving objects. Have students sort and glue each item into two categories on chart paper–living and nonliving. This can be done as a whole class or students can work with a partner.

 

*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: Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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Exploring Adjectives Through Art and Creative Writing

EXPLORING ADJECTIVES THROUGH ART AND CREATIVE WRITING

EXPLORING ADJECTIVES THROUGH ART AND CREATIVE WRITING

Learning Description

Describing artwork can be a great way to help students use more adjectives!  Adjectives support students in using descriptive language to create interesting and unique stories. In this lesson students will have the opportunity to do both!

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use adjectives to describe a piece of art.
  • I can use art as an inspiration to write a creative story.

Essential Questions

  • How can adjectives help me describe a piece of art? 
  • How can art stimulate my imagination and help me write a creative story?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAKR6 The student gains meaning from orally presented text.  

ELAKW1 The student begins to understand the principles of writing. 

ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.  

ELAKLSV1 The student uses oral and visual skills to communicate.  

Grade 1:

ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. 

  1. Recognizes and uses graphic features        

and graphic organizers to understand text. 

ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.

ELA1LSV1 The student uses oral and visual strategies to communicate. 

Grade 2: 

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. 

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.  

ELA2LSV1 The student uses oral and visual strategies to communicate. 

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. a. Create works of art emphasizing one or more elements of art and/or principles of design. 

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art. e. Develop manual dexterity to develop fine motor skills. 

VAK.MC.3: Selects and uses subject matter, symbols, and/or ideas to communicate meaning. 

VAK.PR.1 Participate in appropriate exhibition(s) of works of art to develop identity of self as artist. 

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. a. Create works of art emphasizing one or more elements of art and/or principles of design. 

  1. Create works of art that attempt to fill the space in an art composition.

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art. 

  1. Explore spatial relationships.

VA1MC.3: Selects and uses subject matter, symbols, and ideas to communicate meaning. 

VA1.PR.1 Participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.W.MCC.3.1 3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened.

K.W.L.4.5 With guidance and support, use adjectives.

K.W.MC.1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

Grade 1:

1.W.MCC.3.1  Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure. 

1.W.L.4.5 Use adjectives and adverbs.

1.W.MC.1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups

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 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media

 

Key Vocabulary

Content Vocabulary

Narrative - A story or sequence of events and experiences. 

Adjective - Words that describe or modify another person or thing in the sentence. 

Illustration - A picture or diagram that helps make something clear or attractive. 

Arts Vocabulary

Line - A mark made by a pointed tool such as a brush, pen, or stick; a moving point

Color - One of the seven elements of art; it is created by light. There are three properties of color: Hue (name), value (shades and tints), and intensity (brightness)

Shape - A flat, enclosed area that has two dimensions, length and width

Texture - Describes the feel of an actual surface

 

Materials

  • Picture of artwork 
  • Pencil 
  • Paper 
  • Colored pencils/crayons/markers

 

Instructional Design

Opening/Activating Strategy

Project an image. In pairs, have students identify 10 things that they see in the image. Have students switch pairs and identify 10 more things that they see. Repeat one final time.  Reflect with the students on how the task became more difficult with each round.  Point out some examples in rounds 2 and 3 in which students began to include more detail, describing the attributes of what they saw (using adjectives).

 

Work Session

Process 

  • Start the lesson by reviewing adjectives. Using the image from the activator, name a few adjectives that can be seen in the image. Focus adjectives around the elements of art - color, types of lines and shapes, and texture.
  • Show students a work of art or illustration from a story. The illustration should be vivid and colorful if possible (not abstract). This will help the students identify many adjectives to use in describing the image. 
  • Older students will write their adjective on a sticky note. The teacher will ask students to take turns sharing their adjectives that describe the artwork. Students will place the sticky note on the board next to the image of the artwork. They will share where they see the adjective in the artwork when it’s their turn to put their sticky note on the board. For younger students, have them take turns coming up to the board and pointing out where they see the adjective that they used to describe the artwork. The teacher can write these words on the board. 
  • Next, have the students close their eyes and imagine what is happening in the picture. Ask the students the following questions to guide their imagination. 
    • Who are the people or objects in the artwork? 
    • What are the characters doing in the image? 
    • Where are the characters going? 
    • When did this happen? 
    • Have the students focus on Who, What, When, and Why as they will have to use their creativity and imagination to write a creative story using the artwork as a starting point. 
  • Explain that students will be writing a story based on the artwork. Students will fill out a graphic organizer to plan their story. Set a minimum number of adjectives that students should include in their story to make the story more interesting and capture the readers’ interest. 
  • Students will then generate drawings of their own to illustrate their stories.

Closing Reflection

Have students engage in small group story time. Students will share their stories and illustrations with each other. Students should use adjectives to describe each other’s stories and illustrations.

 

Assessments

Formative

  • Check for understanding through student discussion of artwork using adjectives and explaining where students see them. 
  • Creative story planning graphic organizer

 

Summative

Students will demonstrate mastery of learning concepts through their illustrations and creative stories based on original artwork.

 

Acceleration: 

Gifted Modifications and Extensions:  Follow steps 1-3 of the original lesson and then finish the lesson with these modifications: Give students a series of adjectives and have them create their own piece of artwork. When done creating their artwork, have the students close their eyes and imagine what is happening in the picture. They will then write an imaginative writing piece answering the questions who, what, when and where in their writing.  

Remediation: 

Follow steps 1 and 2. Next, using a graphic organizer, work as a group to name adjectives that describe the picture. Invite students to use the adjectives as they write or dictate sentences about the picture. 

*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: Greg Sena. Modifications, Extensions, and Adaptations Contributed by:  Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas.  Reviewed by Debbie Frost. Updated by Susie Spear Purcell and Katy Betts

Revised and copyright:  August 2022 @ ArtsNOW

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Exploring Organisms with Crayon-resist Painting

EXPLORING ORGANISMS WITH CRAYON-RESIST PAINTING

EXPLORING ORGANISMS WITH CRAYON-RESIST PAINTING

Learning Description

Discover the world of organisms as students explore an art-making technique known as crayon-resist painting. Students will demonstrate their understanding of organisms, their structures and their needs through this unique style of painting.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: Visual Arts & Science
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can sort organisms into groups
  • I can identify similarities and differences between different types of organisms.
  • I can create a watercolor-resist painting that visually demonstrates an organism of my choice.

Essential Questions

  • What are the types of organisms?
  • How are organisms visually similar and different?

 

Georgia Standards

Curriculum Standards

Kindergarten:

SKL2: Students will compare the similarities and differences in groups of organisms.  a. Explain the similarities and differences in animals. (Color, size, appearance, etc.)  b. Explain the similarities and differences in plants. (Color, size, appearance, etc.)  

 

Grade 1: 

S1L1: Obtain, evaluate, and communicate information about the basic needs of plants and animals.a. Develop models to identify the parts of a plant—root, stem, leaf, and flower.

  1. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).

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.

 

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.

 

 

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

Standard K.L.2: The student will demonstrate an understanding of organisms found in the environment and how these organisms depend on the environment to meet those needs. 

 

Grade 1: 

Standard 1.L.5: The student will demonstrate an understanding of how the structures of plants help them survive and grow in their environments.

 

 

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

 

 

Key Vocabulary

Content Vocabulary

  • Plant - Any member of the kingdom Plantae, comprising multicellular organisms that typically produce their own food from inorganic matter by the process of photosynthesis 
  • Animal - Any member of the kingdom Animalia, comprising multicellular organisms that have a well-defined shape and usually limited growth, can move voluntarily, actively acquire food and digest it internally, and have sensory and nervous systems that allow them to respond rapidly to stimuli
  • Organism - Any individual living entity that can carry out life processes independently

Arts Vocabulary

  • Crayon-resist - The process of using an oil-based crayon or pastel as a drawing tool prior to covering with watercolor paint
  • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
  • Line - One of the seven Elements of Art; it is a mark made by a pointed tool such as a brush, pen or stick; a moving point
  • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width; artists use both geometric and organic shapes
  • Space - How the Elements of Art are organized in an artwork; it is used to create the illusion of depth; space can be two-dimensional, three-dimensional, negative and/or positive
  • Contrast - An arrangement of opposite elements in a composition to create visual interest

 

Materials

    • Crayons (or oil pastels)
    • Watercolor paints 
    • Soft paint brushes 
    • Water cups 
    • Paper towels
    • Images of plants and animals 
    • Bristol board paper or watercolor paper
    • Digital artwork of Henri Rousseau  
    • Index card or small piece of blank paper
    • Pencils

     

     

    Instructional Design

    Opening/Activating Strategy

    • Students will draw their favorite type of animal on an index card. This should be a quick drawing. Ask a few students to share what their favorite animal is and why.
    • Ask a student to remind the class what an organism is. Explain that the animal that students drew is a type of organism.

     

    Work Session

      PRE-WORK: 

      • Have pictures of a plant and tree and two different types of animals for students to compare and contrast.
      • Create labels for types of organisms and post them on the walls.
      • Have pictures of the artwork of Henri Rousseau ready to show students.

       

      WORK SESSION: 

      • Begin by asking students to identify groups of organisms. 
        • Write them on the board. Under each type, ask students to list types of organisms that one could find in these groups.
        • Facilitate a discussion by asking students to discuss similarities and differences that may be found within these groups.  
      • Display a visual of a plant and a tree. 
        • Ask students to make the shape of a plant or tree with their arms. 
        • Then ask students to identify how the two organisms are similar and different. 
        • Next, display visuals of two animals and ask the same question. 
        • Discuss lines, shape and color of the different organisms.
        • Tell students that they are going to create a painting of an organism.  
      • Introduce the artwork of Henri Rousseau, folk artist, to students. 
        • Ask students to identify the organisms they recognize in the paintings.
        • Discuss similarities and differences between the organisms.   
      • Leaving the visuals projected for students to see, have students make a sketch of one of the organisms on a sheet of tag board or watercolor paper.
        Grade 1: Students should select a plant and focus on portraying how the structures of plants help them survive and grow in their environments and the needs of a plant.
        • Encourage students to use the whole page.
        • Using crayons, have students color in their picture going over all pencil lines. 
      • Introduce the process of crayon-resist painting and demonstrate the technique by drawing with crayons before applying wet watercolor wash on top.
        • Students will follow the teacher's example by painting on top of their crayon drawings using a “wash” technique with watercolor paints. The crayon will “resist” the watercolor.
        • Encourage students to use a contrasting color to the ones they used in their crayon drawing so that their artwork will stand out. This will create contrast and emphasis.

       

      Closing Reflection

      • Ask students to sort their artwork into categories of organisms by taping their artwork under the label of their group of organisms posted around the room.
      • Finally, students will discuss similarities and differences that can be observed between the groups of organisms depicted.

      Assessments

      Formative

      Teachers will assess students’ understanding by observing the discussion of the characteristics of groups and types of organisms and students’ ability to compare and contrast groups and types of organisms.

       

       

      Summative

      CHECKLIST: 

      • Students can sort organisms into groups.
      • Students can identify similarities and differences between different types of organisms.
      • Students can create a watercolor-resist painting that visually demonstrates an organism.

       

       

       

      Differentiation

      Acceleration:

      • Students will create a crayon-resist painting showing the needs of their chosen organism (water, light, etc.).
      • Students can write a description of their organism to accompany their artwork.

       

      Remediation:

      • Reduce the number of images of Rousseau’s artwork. Help the student label at least three organisms they can see in the painting. Ask the student to select one of the three organisms to draw.

       

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       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: Darby Jones and Debi West. Updated by Debi West and Katy Betts.

      Revised and copyright:  May 2024 @ ArtsNOW

       

       
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