Using Tableaux to Explore Physical & Chemical Changes 4-5

USING TABLEAU TO EXPLORE PHYSICAL & CHEMICAL CHANGE

USING TABLEAU TO EXPLORE PHYSICAL & CHEMICAL CHANGE

Learning Description

Students will explore and use the art form of tableau to dramatize both physical and chemical changes. Students will begin with a warm-up of drama exercises that will explore small group tableaux. Students will then work as a class to discuss and review the science terminology and characteristics that classify a physical change versus a chemical change. Small groups will each be given a task on an index card of a specific type of change (ie. melting chocolate). In small groups, students will determine whether the change is physical or chemical and then they will create a two-part tableau dramatizing the change. Next, they will be asked to add dialogue to their tableau that supports their argument of whether the change is physical or chemical. Small groups will share their tableaux with the class and a class reflection/discussion will take place on whether the change was physical or chemical.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain the difference between a physical and chemical change.
  • I can demonstrate a physical or chemical change through tableau and dialogue.
  • I can identify a physical or a chemical change.

Essential Questions

  • What is the difference between a physical and a chemical change?
  • How can theatrical techniques help us understand and express scientific concepts?

 

Georgia Standards

Curriculum Standards

Grade 5: 

S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.

Arts Standards

Grade 5

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

TA5.CR.2 Develop scripts through theatrical techniques.

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

 

South Carolina Standards

Curriculum Standards

Grade 5: 

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

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

  • Physical change - A change from one state of matter to another without a change in chemical composition
  • Chemical change - A change that produces one or more new substances and may release energy
  • States of matter - The distinct forms that different phases of matter take on: solid, liquid, gas, and plasma
  • Reversible change - A change that can be undone; often called a physical or temporary change
  • Irreversible change - A process that is not reversible

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Thought-tracking - Drama technique in which individuals participating in a tableau, or members of the class observing a tableau, are invited to speak the thoughts or feelings of a portrayed character aloud
  • Dialogue – Conversation between characters
  • Scene – The dialogue and action between characters in one place for one continuous period of time
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Tableau -  A “living picture” in which actors pose and freeze in the manner of a picture or photograph
  • 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
  • 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

  • Anchor chart paper (two sheets)
  • Markers
  • Index cards with physical and chemical changes written on them
  • Pencils
  • Stick nots

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Use cueing methods when directing tableau in your classroom: “3-2-1- Freeze” and “Actor’s Neutral”. Make your expectations for the tableau science task explicit and go over these before the group work begins. Post them so that students can refer back to them if they need to during their group working time.

 

  • 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.
  • Introduce tableau with “Silent Tableau”.
    • Arrange students in small groups.
    • Explain to students that tableau is a “living picture” in which actors pose and freeze in the manner of a picture or photograph.
    • Tell students that you will say a word or phrase and the group must form a tableau of that word or phrase. The twist is that the group must use non-verbal communication.
    • Say various words, like “triangle”, or scenarios, like “eating dinner at a restaurant”. Groups should then form the various scenarios within their groups silently.
    • Tell students that they will now add dialogue through thought-tracking. Thought-tracking is a drama technique in which individuals participating in a tableau, or members of the class observing a tableau, are invited to speak the thoughts or feelings of a portrayed character aloud.
    • Next, introduce a two-part scenario, such as a group on a picnic and it begins to rain. Students will create two tableaux, one to represent each part of the scenario.
    • Prompt students to add in thought-tracking.
  • Have students return to their seats.

 

Work Session

  • Review the concept of physical and chemical changes.
    • Model a physical change by tearing up a piece of paper and asking class if this was a physical or a chemical change. Discuss why.
    • Pass out sticky notes.
    • In their groups, students should write down the characteristics and examples of physical and chemical changes on the sticky notes (one characteristic/example per sticky note).
    • Place two large sheets of anchor chart paper on the wall. Label one “chemical change” and the other “physical change”. Have students place their sticky notes on the appropriate chart.
    • Review the responses as a class and move any characteristics that need to be switched to the other chart.
      • Physical change: The change that occurs does not result in new substance forming; the change is usually reversible.
      • Chemical change: Results in the formation of a new substance; new materials that form are irreversible.
  • Tell students that each group will be given an index card that includes a change on it. The group will be responsible for discussing the change and determining whether it is a physical or a chemical change.
    • Examples of changes:
      • Melting chocolate
      • Water freezing into ice
      • Mixing paint to make a new paint color
      • Lighting a match
      • Frying an egg
      • Light bulb getting hot
  • Tell students that now the groups will form two tableaux that will dramatize the change that occurred.
    • In each change, students will create dialogue that helps support the type of change that occurred.
    • Allow time for students to form tableaux and practice. Circulate the room to work with students and assess understanding.
  • Groups will perform their tableaux in a non-formal class performance (this could involve groups staying where they have been working in the classroom and performing from that spot instead of coming to the front of the class). Discuss appropriate audience participation and etiquette prior to student performances. 
  • Project all physical and chemical changes on the smart board for students to refer to as groups perform.
  • The audience should be able to determine the materials that changed and whether it was a physical or chemical change based on the performance.
  • Reflect on each performance with the following discussion questions:
    • What did you like or notice about this group’s performance?
    • Can you tell which type of change they were dramatizing?
    • How did they include characteristics of the change in their performance?
    • How did the tableau and dialogue support this?

 

Closing Reflection

  • Reflect after all performances on the following questions: What have we learned today about physical and chemical changes?  How did using tableau help us explore this topic?
  • Have students complete a 3-2-1 ticket out the door–three things that they learned, two things that they want to know more about, and one question that they still have.
  • Allow time for students to share with a partner.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of characteristics of physical and chemical changes, collaboration with groups to demonstrate physical or chemical changes through tableaux, and 3-2-1 ticket out the door.

 

Summative

CHECKLIST

  • Students can explain the difference between physical and chemical changes.
  • Students can demonstrate a physical or chemical change through tableau and dialogue.
  • Students can identify a physical or a chemical change.

DIFFERENTIATION 

Acceleration: 

  • Have students write a 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) as the material that is being changed, such as chocolate being melted.
  • Technology extension: During the student performances of the tableau, digital pictures or video should be taken for integration on a final group presentation of a Thinglink (https://www.thinglink.com/). The class will work in groups to create a Thinglink example of their physical or chemical change. They may link their digital pictures or videos to a place in the artwork. Other content to include on the Thinglink should be the definition of the physical or chemical change, other examples of the physical or chemical change, why the change is important, and a definition of a tableau.

Remediation: Provide specific groups with a list of characteristics of physical and chemical changes. Students should determine from the list which are physical and which are chemical. They will then write those on sticky notes and place them on the appropriate chart. (Students who have processing difficulties may benefit from cutting out the characteristics–or having pre-cut characteristics–and taping them to the chart paper rather than rewriting the characteristics on sticky notes).

 

 

*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: Jessica Rosa. Updated by Katy Betts. Technology by Ramsey Ray.

Revised and copyright: July 2024 @ ArtsNOW

 

 

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Voice Activation Station K-1

VOICE ACTIVATION STATION

VOICE ACTIVATION STATION

Learning Description

Students will harness the power of one of their most valuable assets – their voice – through exploration of vocal expression, including diaphragmatic breathing, the elements of shaping sound, and the dynamics of volume, pace, articulation and pitch.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my voice in different ways to express different emotions and ideas.

Essential Questions

  • How can drama techniques be used to improve speaking skills?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly.

 

Grade 1:

ELAGSE1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly

Arts Standards

Kindergarten:

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

  1. Use voice to communicate emotions.

 

Grade 1:

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

environments.   

  1. Use voice to communicate ideas and emotions.

 

 

 

South Carolina Standards

Curriculum Standards

Kindergarten:

COMMUNICATION – Language, Craft & Structure

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.

5.1 Use voice inflection, expression, rhythm, and rhyme, when presenting poems, short stories, role-plays, or songs.

 

Grade 1:

COMMUNICATION – Language, Craft & Structure

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.

5.1 Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme.

 

 

Arts Standards

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

 

 

Key Vocabulary

Content Vocabulary

  • Audience – People intently watching and/or listening to a speaker or performer
  • Craft techniques – The ways in which voice and language are used for communication, such as intonation and word stress
  • Characterization - The process by which an author develops and reveals a character's personality, traits, and attributes to the reader

Arts Vocabulary

  • Articulation – The way that words are shaped by the articulators – the lips, teeth, tongue, cheeks, and jaws; the way that an accent or dialect affects speech; the clarity of speech; also called ‘diction’ or ‘enunciation’
  • Articulators – The parts of the body that help to shape sound
  • Diaphragm – A muscle extending across the bottom of the ribcage, below the lungs and above the stomach
  • Diaphragmatic breathing – Breathing from the diaphragm, allowing the shoulders to remain relaxed and the belly to engage with expansion and contraction
  • Neutral Position – A simple position of readiness and neutrality, in which the actor has not committed to any specific movement or attitude; standing upright with feel flat on the ground and arms hanging by the sides
  • Pace – How fast or slow speech is delivered
  • Pitch – How high or low a sound is
  • Slating – A process in which an actor states their name and piece (text, speech, monologue) before presenting
  • Volume – How loud or quiet the voice is

 

Materials

    • Anchor paper
    • Markers
    • Photo Image of the respiratory system showing the diaphragm
    • Copies (or projection) of text that demonstrates characterization
    • Paper and pencils

     

     

    Instructional Design

    Opening/Activating Strategy

    • Introduce Neutral Position to students. 
      • Discuss the meaning of “neutrality” as ready and not committed to movement or action in one direction or another.
      • Have students stand in a large circle (alternative: have students stand at desks or tables). 
      • Tell students to put their hands on their hips and look down to place their feet directly under their hips and shoulders. Tell students, “Your feet shouldn’t be too far apart or too close together; directly under the hips; hip distance apart”.
      • Tell students that this is called Neutral Position. Have students repeat the term.  
      • Have students drop their hands by their sides and lead them through some shoulder movements, such as forward and back, up and down, then circles to the front and the back. 
      • Give the students a signal (such as a clap) to move their bodies freely, and then suddenly to return to Neutral Position. Practice several times. 
      • Explain that Neutral Position is a good starting point for speaking with a clear voice.

     

    Work Session

      • Introduce “Breathe” to students.
        • Ask students what “breathing” means. Take in answers and discuss the definition in scientific terms.
        • Instruct students, “Breathe in through your nose all the way to your toes”. 
          • Have them imagine there is a tire around their belly/waist area. Encourage them to fill up the entire tire, the front, the back and the sides.
        • Tell students that this is using our diaphragm. Show an image of the diaphragm to explain its role in supporting breath and the production of sound.

       

      • Introduce vocal exercises to students.
        • “Pass the ‘Ha!’”:  Lead students in practicing expelling all the air out of the lungs in one exhalation saying “Ha!”.
          • Model saying the “Ha!” to the next person in the circle, and having them pass it on.  The “Ha!” is then passed around the circle at full volume.
        • “Hiss it Out”:  Direct students to breathe in using their diaphragm muscle, and then exhale slowly and evenly using a hiss.  
          • Use fingers to count out how long it takes to completely exhale the breath. 
          • Repeat several times, trying to extend the hiss each time.
        • “Ahhhh”:  Shift from the hiss to a voiced “Ahhhh,” continuing to elongate by evenly drawing out the breath longer with each “Ahhhh”.

       

      • Introduce articulation to students.
        • Ask, “Does anyone know what the word “Articulation” means?  Discuss the definition of “articulation”, as well as the related words “enunciation” and “diction”.
        • Ask, “What do you think ‘articulators’ are?”  
          • Explain that “articulators” are the body parts that help us to shape sound:  Lips, teeth, tongue, cheeks, jaws, the roof of the mouth, the nasal cavities, etc.
        • Instruct students, “Let’s warm up our articulators by scrunching and stretching our mouths saying, ‘ee’ and ‘ooo’.”
        • Have students chew on an imaginary wad of bubble gum that keeps getting bigger and bigger, thus requiring greater stretching of the articulators.
        • Discuss how articulation can be very important in communicating with an audience.

       

      • Introduce tongue twisters to students.
        • Ask the students to repeat each line of the tongue twisters that you say. Lead the following “call and response” phrases one line at a time.
          • Toy boat, toy boat, toy boat
          • Unique New York, Unique New Yorl
          • She sells seashells by the seashore.
          • Use other tongue-twisters by preference. 

       

      • Introduce the elements of vocal expression to students. 
        • Describe and define the four main elements of vocal expression: Volume, pace, articulation and pitch.
        • Direct the students to change the volume, pace, articulation and pitch with which they speak the tongue twisters.
          • Volume:  Louder/quieter
          • Pace:  Faster/slower
          • Articulation:  Clearer/mumblier
          • Pitch:  Higher/lower

      Teacher note (South Carolina): Tell students that these elements are sometimes referred to as Craft Techniques – aspects of the craft or techniques of speaking.

      • Make an anchor chart of volume, pace, articulation, and pitch.

       

      • Apply concepts to a class text.
        • Apply the voice work to a particular text.  It can be a general text (familiar nursery rhyme, poem, part of a story), or something drawn specifically from a current curriculum topic (e.g., a paragraph about weather, a dialogue between two characters, roles of community helpers, etc.).  
        • Model walking to the front of the room and “slating”. 
          • Tell students that slating is when you state your name and introduce what you will be reciting in a strong clear voice. 
          • For example, say, “My name is ______ and I’m going to say the first part of the Itsy Bitsy Spider”. Speak the chosen text using the concepts that students have learned.
            • Ask students what techniques they recognized.
        • Have individual students come to the front, slate and speak the selected text.

       

      • Incorporate the concept of characterization. 
        • Discuss vocal expression and vocal qualities that characters take on.  
        • Make an anchor chart of different characters or types of characters (e.g., monster, cowboy, kitten) and next to each write some of the vocal qualities they would have. 
          • Practice one or two together as a class.
        • Arrange students in pairs. Assign (or allow pairs to choose) a character from the list. Students should use what they learned about vocal qualities to speak as that character.
          • Remind students to try articulating how the character would and to speak from their diaphragm.
          • Refer to the different vocal qualities on the anchor chart as needed.
        • Allow students to perform their character for the class. 
          • Facilitate a class discussion of how the students embodied the character using their voices.

       

      Closing Reflection

      • Ask students to point to their diaphragm.  
        • Ask students the following questions: 
          • What is diaphragmatic breathing? 
          • Can you point to your articulators?  Who can demonstrate moving one of your articulators?  
          • How can we make different types of sounds?
          • How does an actor’s voice help to convey a character in a play or story?
      • Have students draw pictures to show people speaking loudly and quietly, fast and slow, clearly and mumbly, and high and low to show what they learned.

      Assessments

      Formative

      Teachers will assess students’ understanding throughout the lesson by observing how students use their voices as each technique is taught and how students use the techniques to embody a character.

       

       

      Summative

      CHECKLIST

      • Students can use the elements of voice to express emotions, ideas and to embody a character.
      • Students can identify different types of vocal qualities.
      • Students can show what they learned about vocal qualities through drawings.

       

       

       

      Differentiation

      Acceleration: 

      • Have students create their own tongue twisters.
      • Have students practice changing volume, pace, articulation and pitch on a scale of 0-10, exploring more subtle gradations.
      • Have students create their own characters and dialogue instead of using one from the class chart.

      Remediation:

      • Allow students to work and vocalize at their own level of comfort throughout the lesson.
      • Introduce the tongue twisters slowly and chunk them into sections.
      • Provide pictures for students to sort and glue onto a chart in the closing activity rather than drawing.

       

       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: Jessica Rosa Espinoza and Barry Stewart Mann

      Revised and copyright:  June 2024 @ ArtsNOW

       

       
      Back to Modules

      Water Cycles Activate 4

      Description

      Students will examine the parts of the water cycle. After a group of three students demo the water cycle with sounds and movements, the class will break up into groups to enact each part of the cycle as well as attach vocabulary inherent to each section. The room will buzz with the water cycle coming to life as the students learn facts in a kinesthetic fashion.

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      We Are the Parts 4

      UNDERSTANDING INFORMATIONAL TEXT
      THROUGH LANDSCAPE ART

      MOSAICS AND MATH

      Learning Description

      In this lesson, students will demonstrate their understanding of informational texts by using text evidence to create a landscape artwork.

       

      Learning Targets

      GRADE BAND: 6-8
      CONTENT FOCUS: VISUAL ARTS, ELA, SOCIAL STUDIES
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can visualize supporting details in an informational text to create a landscape artwork.

      • I can annotate an informational text to identify the most important details.

      • I can synthesize the information presented in two different texts.

      Essential Questions

      • How can I visualize supporting details in an informational text to create a landscape artwork?

      • How can I identify the most important details using annotation?

      • How can I synthesize the information presented in two different texts?

       

      Georgia Standards

      Curriculum Standards

      Grade 6

      ELA

      ELAGSE6RI1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 

      ELAGSE6RI2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

       

      SOCIAL STUDIES

      SS6G1 Locate selected features of Latin America.

      SS6G4 Locate selected features of Canada.

      SS6G7 Locate selected features of Europe.

      SS6G11 Locate selected features of Australia.

       

      Grade 7

      ELA

      ELAGSE7RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

      ELAGSE7W8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 

       

      SOCIAL STUDIES

      SS7G1 Locate selected features of Africa.

      SS7G5 Locate selected features in Southwest Asia (Middle East).

      SS7G9 Locate selected features in Southern and Eastern Asia.

       

      Grade 8

      ELAGSE8RI1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

      ELAGSE8RI2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

       

      SOCIAL STUDIES

      SS8G1 Describe Georgia’s geography and climate.

      Arts Standards

      Grade 6

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

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

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

       

      Grade 7

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

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

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

       

      Grade 8

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

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

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

       

       

      South Carolina Standards

      Curriculum Standards

      Grade 6

      ELA

      Reading - Informational Text (RI) - Meaning and Context 

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

      6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details.

       

      Grade 7

      ELA

      Reading - Informational Text (RI) - Meaning and Context 

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

      6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development. 

       

      SOCIAL STUDIES

      7.1.1.PR Identify select African physical systems and human characteristics of places.

      7.2.1.PR Identify select Asian physical systems and human characteristics of places.

      7.3.1.PR Identify select Australia, Oceania, and Antarctica physical systems and human characteristics of places.

      7.4.1.PR Identify select European physical systems and human characteristics of places.

      7.5.1.PR Identify select North American physical systems and human characteristics of places.

      7.6.1.PR Identify select South American physical systems (e.g., landforms and bodies of water), and human characteristics of places (e.g., countries and cities).

       

      Grade 8

      ELA

      Reading - Informational Text (RI) - Meaning and Context 

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

      6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.

       

      Arts Standards

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

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

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

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

       

      Key Vocabulary

      Content Vocabulary

      • Informational text - Nonfiction writing that has the purpose of informing the reader
      • Synthesize - To combine two or more sources of information into one coherent source of information
      • Annotate - To take notes on a text
      • Physical feature - A landform such as a mountain, river, desert, etc.
      • Text evidence - Information that comes directly from the text that supports the main idea of the text

      Arts Vocabulary

      • Space - One of the seven Elements of Art; techniques artists use to create the illusion of depth on a 2D surface
      • Landscape - A type of art that shows a wide expanse of land–usually a countryside–and shows depth through a background, middle ground, and foreground
      • Foreground - The part of a landscape that is closest to the viewer
      • Background - The part of a landscape that is farthest from the viewer
      • Middle ground - The part of a landscape that is in between the background and the foreground
      • Texture - One of the seven elements of art; how something feels or looks like it feels
      • Printmaking - Printmaking is a process by which the artist creates an image that has texture and transfers that image repeatedly onto another surface like paper.
      • Collagraph printmaking - A form of printmaking in which texture is built up on a surface by layering materials. The artist then transfers the image through a process like a rubbing onto another surface like paper.

       

      Materials

        • Computer paper
        • Cardstock
        • Cardboard or additional cardstock for background
        • Scissors
        • Glue sticks
        • Pencils
        • Crayons or oil pastels (teacher tip: soak oil pastels or crayons in warm soapy water overnight; paper labels will easily come off the next day)
        • Informational text that describes a geographic location students are studying in Social Studies such as the Sahara Desert (7th grade SS, GA)
        • Optional - colored pencils

         

         

        Instructional Design

        Opening/Activating Strategy

        • Project a landscape painting such as Landscape from Saint Remy by Vincent Van Gogh. 
          • First, students will identify what they see in the image. Emphasize that they should make objective observations about the painting (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 painting. 
          • Finally, ask students what they wonder about the image. 
          • Ask students to work collaboratively to engage in the See, Think, Wonder protocol (Harvard University Project Zero - Artful Thinking Strategies). 
          • Facilitate a class-wide discussion around students’ observations, inferences, and questions.

         

        Work Session

          • Explain that the artwork students are looking at is an example of a landscape painting. Landscape paintings show a wide expanse of land–usually a countryside–and show depth through a background, middle ground, and foreground. 
          • Show students the diagram of a landscape. Explain that the background is what is farthest away from the viewer, the foreground is directly in front of the viewer, and the middle ground everything in the middle. 
          • Ask students to try to identify the background, middle ground, and foreground in Landscape from Saint Remy by Vincent Van Gogh.
          • Explain to students that texture in art is how something feels or looks like it feels. Ask students to identify textures in the landscape painting.
          • Tell students that they will be creating their own landscape artwork based off of an informational text. Provide each student with a copy of the informational text that connects to a region students are studying in Social Studies (if applicable). 
          • With partners, have students annotate the text as they read, looking for details that describe how the region looks such as landforms, colors, etc. 
          • Facilitate a discussion with students around what details they might include in the background, what details they might include in the middle ground, and what details they might include in the foreground. 
          • Instruct students to locate and research an additional informational text on the same region. 
            • Students should use their knowledge of research practices to identify a reliable source. Students should annotate the text as they did previously. 
            • Students will synthesize the details that they found in the two sources to create their landscape artwork. 
          • Introduce students to the term Collagraph Printmaking. 
            • Printmaking is a process by which the artist creates an image that has texture and transfers that image repeatedly onto another surface like paper. 
            • Tell students that the printing press is an early example of printmaking. 
          • Explain the process of creating their artwork. 
            • Students will draw a rough draft of their landscape on blank paper using evidence from both texts. Students’ rough drafts should have a background, middle ground, and foreground.
            • Out of cardstock, students will cut out landforms like mountains and physical features like forests that they included in their rough draft. 
              • Students should glue the landforms down to a piece of cardstock or cardboard starting with the background and moving to the foreground. 
              • Students should use overlapping as they glue each layer down.
            • Once they have created their landscapes, students will create a rubbing by placing a piece of computer paper over their landscape. Using a crayon or oil pastel, they will rub across the surface to pick up the texture of the landscape.
          • Students can then add in details and additional texture using colored pencil, crayon, or oil pastel.

           

          Closing Reflection

          • Students will write a one paragraph artist statement about their work. They should include a relevant title for their landscape and what they showed in their artwork citing text evidence from both sources.
          • Allow students to conduct a gallery walk within small groups to compare and contrast how they and their classmates visualized the text. Emphasize that students should look for similarities and differences in artwork and how that reflects the sources that students used.

          Assessments

          Formative

          Teachers will assess learning by determining whether students are able to identify the background, middle ground, and foreground in the example landscape and whether students can identify all the important supporting details from both texts that describe how the region looks.

           

           

          Summative

          CHECKLIST

          • Students’ landscapes included a background, middle ground, and foreground. 
          • Students’ landscapes visualize the details from both texts that describe how the location looks.
          • Students’ artist statements include a relevant title for their landscapes and what they showed in their artwork citing text evidence from both sources.

           

           

          Differentiation

          Acceleration: 

          • Allow students to research the landscape paintings of Vincent Van Gogh or another landscape artist. Students can create their artwork in the style of Van Gogh (Post-Impressionism) or another artist of their choice. 

          Remediation: 

          • Allow students to work with partners to create their landscapes. Each partner can create their own rubbing. 
          • Provide students with an “answer key” of the passage to use to check their annotations. 
          • Have students only use one text rather than two.
          • Provide students with a graphic organizer to fill out with landforms, physical features, and agriculture as they read the text. 

           

           ADDITIONAL RESOURCES

           

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

          Ideas contributed by:  Katy Betts 

          Revised and copyright:  2023  @ ArtsNOW

           
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          What is the Story of the Word Problem 2-3

          WHAT’S THE STORY OF THE WORD PROBLEM?

          WHAT’S THE STORY OF THE WORD PROBLEM?

          Learning Description

          In this lesson, students will visualize and solve word problems by embodying the elements of the equation and acting out the scenario.

           

          Learning Targets

          GRADE BAND: 2-3
          CONTENT FOCUS: THEATRE & MATH
          LESSON DOWNLOADS:

          Download PDF of this Lesson

          "I Can" Statements

          “I Can…”

          • I can solve a given word problem.
          • I can determine what type of equation is being acted out.
          • I can use my body and voice to accurately act out a given word problem.

          Essential Questions

          • How can we use theatrical techniques to assist with mathematics comprehension?

           

          Georgia Standards

          Curriculum Standards

          *This lesson can be taught with any math standard that can be assessed using a word problem.

          Arts Standards

          Grade 2:

          TA2.CR.1 Organize, design, and refine theatrical work.

          TA2.CR.2 Develop scripts through theatrical techniques.

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

           

          Grade 3:

          TA3.CR.1 Organize, design, and refine theatrical work.

          TA3.CR.2 Develop scripts through theatrical techniques.

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

           

          South Carolina Standards

          Curriculum Standards

          *This lesson can be taught with any math standard that can be assessed using a word problem.

          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

          *This lesson can be taught with any math standard that can be assessed using a word problem. Content vocabulary will differ depending on which standard is being taught.

          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
          • Scene – The dialogue and action between characters in one place for one continuous period of time

           

          Materials

          • Cards with math problems and answers written on them
          • Cards with word problems written on them

           

          Instructional Design

          Opening/Activating Strategy

          Classroom Tips: This lesson is meant to be a supplement to the concept being taught. The students should be able to complete the task in their groups. 

           

          • 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. Encourage them to think about how their character’s age, status, mood, and personality influence their movement.
            • Use simple prompts to get students thinking about different ways to embody a character. Call out various types of characters and ask students to walk around the space embodying those characters. Examples include:
              • A friendly dog
              • A suspicious cat
              • A sneaky mouse
              • A graceful dancer
              • An exhausted construction worker
          • Have students return to their seats.

           

          Work Session

          Side by Side

          • Show the class a stack of cards. On each card is either a math problem or solution.
          • Divide the class into two groups. Pass out problem cards to one of the groups and answer cards to the other.
          • Tell students that the goal of the game is to find the person with the corresponding card (if they have the problem, they are searching for the solution).
          • Students are not allowed to show the card to anyone until they hear, “Go!”
          • Tell students to hold their cards out in front of them when they hear, “Go!”. They cannot talk to each other. Students’ task is to find the person with the corresponding card.
          • When they find their partner, students should stand side by side.
          • Once all students have found their match, direct students to look around the room to check that each problem is matched with the correct solution.
          • Switch groups and repeat the process with a different set of problems and solutions.

           

          Don’t Tell Me, Show Me!  

          • At the conclusion of Side by Side, divide students into groups of four or five.
          • Give each group a card with a word problem written on it.
          • Tell students that they will create a short scene to demonstrate understanding of the word problem and its solution.
            • For example:  Tim picked 22 pears and Fred picked 27 pears. How many pears were picked in all?  The students would act out picking pears, with one of the students counting all of the pears to determine the total.
          • Provide the following criteria for students:
            • Students should think back to the activator and consider how they will use their bodies (and voices) to create the character in the word problem.
            • Every student must play an active role in the scene (this could be as a character, part of the setting, or the director).
            • The scene must show both the problem and the solution.
          • Allow students time to solve their problem and decide how they will show their problem through a scene.
          • Circulate to work with students and assess understanding.

           

          Closing Reflection

          • Each group will act out their scene for the class. Discuss appropriate audience participation and etiquette prior to performances.
          • The audience should be able to determine what is occurring in the word problem (addition, subtraction, multiplication, etc.).
          • After each performance, debrief with the class asking what the actors showed and how they showed it. Then, the performing group should share their word problem with the audience.

           

          Assessments

          Formative

          Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to find the problem/solution in Side by Side, and collaboration with group members to solve and act out their given word problem.

           

          Summative

          CHECKLIST

          • Students can solve a given word problem.
          • Students can determine what type of equation is being acted out.
          • Students can use their bodies and voices to accurately act out a given word problem.

           

          DIFFERENTIATION 

          Acceleration: Challenge students to write their own word problem to act out for the class.

          Remediation: 

          • Scaffold the lesson by asking several student volunteers to assist the teacher in acting out a sample word problem for the class before having students solve and act out their word problems in their groups.
          • Help students identify the components of the equation in the word problem by breaking the word problem down as a class and translating it into a standard equation.

          *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. Updated by Katy Betts.

          Revised and copyright: July 2024 @ ArtsNOW

           

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