the arts in grade 1

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© Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS

THE ARTS IN GRADE 1

In first grade, instruction focuses on clearly defining and demonstrating arts concepts,building a basic arts vocabulary, and encouraging creative thought. Students are focusing onthe gathering and developing steps of the creative process. Teachers ask students to explainwhy they have made specific choices in their work.

Teachers enhance student achievement by providing an arts friendly environment thatincludes: teacher-modeling or the use of details and completion of artworks, guided practice,time for exploring answers to questions, and teaching safe use of materials and tools.

Students are beginning to develop an awareness of audience, and are asked to treat“sharing” in a respectful way. Although it is not necessary to perform in every class, teachersencourage students to share with each other in small ways. For example, half the class maywatch while the other half performs. Students gain visual and auditory knowledge of artsconcepts when they are questioned about what they have seen or heard.

First graders begin to compare similarities and differences and classifying objects in allsubjects. By creating simple songs, dances, stories, and artworks, children gain a sense ofform and organization important to literacy. The arts in first grade help children understandkey content in other subjects, such as how to predict patterns, make generalizations, andunderstand elements of change. The arts also give first graders multiple means ofrepresenting content from other subjects, visually and physically.

Sample Arts Exemplars & Resources for Grade 1

Books:Faith Ringgold. Tar Beach. Crown Publishers, 1991. (ISBN 0517580306)

Artwork:Pablo Picasso, Woman with Yellow Hair, oil on canvas, 1931 (Solomon R. GuggenheimMuseum).

Audio:Tchaikovsky: The Nutcracker. Pyotr Tchaikovsky. Audio CD. (Brentwood #60371)

Video:The Elephant’s Child. VHS. Sony Wonder, 1985.Mary Poppins. Dir. Robert Stevenson. VHS. Walt Disney Home Video, 1964.Monsters, Inc. Dir. David Silverman. VHS. Walt Disney Home Video, 2001.Toy Story. Dir. John Lasseter. VHS. Walt Disney Home Video, 1995.Wizard of Oz. Dir. R. Thorpe, K. Vidor. VHS. Warner Studios, 1939.

Teachers are encouraged to take their students to live performances, museums, and galleries. See Resources for a list of Hawai‘i arts and cultural organizations.

Grade 1, 8/03 of 35© Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS

Grade 1 Grade 1 Grade 1Standards and Performance IndicatorsStandards Performance Indicators

The student:1. Uses elements, materials, and technology of the arts to createsimple movements, stories, musical phrases, and visual artworks.

2. Works safely with others in the arts.

How the Arts areOrganizedElements & Principlesof the Arts

Content Standards:Dance 1, 3, 7Drama/Theatre 2, 3, 7Music 1, 2, 3, 4, 5Visual Arts 3, 6

3. Imitates movements, stories, sounds, rhythmic patterns, andimages.

4. Creates movements, imaginary settings, short musical phrases,and artworks that express an idea.

How the ArtsCommunicate

Content Standards:Dance 2, 5, 7Drama/Theatre 1, 4, 6Music 7, 8Visual Arts 1, 2, 5

5. Discusses personal feelings about a variety of works in dance,theatre, music, and visual arts.

How the Arts Shapeand Reflect Culture

Content Standards:Dance 4, 6Drama/Theatre 5Music 6Visual Arts 4

6. Describes and creates or performs dances, stories/plays, songs,and visual artworks from a variety of cultures.

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Grade 1 Grade 1 Grade 1

Sample Assessment Tasks Sample Instructional Strategies

1.1 Dance: Create movement phrases usingthe number of syllables in your name. See“Alphabet Aloha.”

1.1 Drama: Create frozen statutes with yourbody that show a variety of levels, shapesand moods. See “Frozen Statues.”

1.1 Visual Arts: Paint a color wheel by mixingprimary colors to make secondary colors.See “Color Wheel.”

Encourage students to use a variety ofmovements for their name dances, includingjumps, slides, turns and wiggles. See“Alphabet Aloha.”

Give examples of statues that students mightbecome, e.g., Statue of Liberty, KingKamehameha. See “Frozen Statues.”

Help students focus on color mixing as wellas brush techniques and how to read a colorwheel. See “Color Wheel.”

1.2 Dance: Use your hands to gently move apartner’s head, arms, torso, and legs to makedifferent shapes. See “Cloud Sculpting.”

Have students imagine that they are giants,sculpting clouds into many shapes. See“Cloud Sculpting.”

1.3 Music: Choose instruments that makesounds as suggested by words in a story.See “Sound Sources.”

Provide a variety of percussion instrumentsthat students can choose from. See “SoundSources.”

1.4 Drama: Walk about the room shapingyour body into fantasy creatures. See“Imaginary Creatures.”

Prior to the task read-a-loud from JackPrelutsky. See “Imaginary Creatures.”

1.5 Visual Arts: Make an animal sculpturewith clay starting with a pinch pot. See “ClayCreatures.”

Show students examples of clay sculptures,demonstrate pinch method, modeling, andscoring techniques. See “Clay Creatures.”

1.6 Multi Arts: Imagine you are in an Africanvillage preparing for a celebration, creatingpaintings, and participating in call andresponse rhythms. See “Village Life.”

This task is an appropriate follow-up to astudy of Africa in Social Studies. Narrate theAfrican village life story as students take part.See “Village Life.”

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Grade 1 Grade 1 Grade 1Arts Terms (Key Vocabulary)

Dance Drama Music Visual ArtsConcepts(Elements &Principles)

Tempo

RhythmEnergyRepetitionPatternUnison

Shape

Emotion

Setting

Tempo

RhythmEmotionRepetitionPatternUnison

EmotionRepetitionPattern

SecondaryColorsFreeformShapes

Thinking Skills(Responding)

DescribingDiscussingExpressingPersonal PreferenceVisualizing




Artistic SkillsandTechniques

ImitatingPartnering

ImitatingPartnering

Role-playPantomime

ImitatingPartnering

PlayingPercussioninstruments

Imitating

Pinch methodScoring


Framework for Linking the Arts to Other Core AreasThis framework identifies concepts in the arts according to the State of Hawai‘i Department ofEducation General Learner Outcomes (GLOs). Teachers are encouraged to connect keyconcepts in the arts with key content in other areas. Examples of possible connections arelisted below.

COMPLEX THINKER (GLO 3: The ability to perform complex thinking and problem solving.)Arts Language Arts

In the arts, students begin to focus on details to define anddemonstrate concepts that reinforce thinking in all subjects.They learn to describe, sequence, sort, and compare theelements of the arts. The students use elements, materials,and technology of the arts to create simple movements,stories, musical phrases, and visual artworks.

Use details to describe characters;sequencing, sense of form, and organization;distinguish importance; spelling; punctuation;capitalization.

When they experience artworks, students can makepredictions and generalizations about other content areas toexpand their learning.

Make and confirm predictions about text.

Students discuss personal feelings about a variety of works indance, theatre, music, and visual arts.

Write and discuss from personal experience;discuss writer’s attitudes to subject.

EFFECTIVE COMMUNICATOR (GLO 5: The ability to communicate effectively.)The arts can become the personal voices of students as theydevelop skills and experiment with ideas. Studentscommunicate and express personal feelings through artsconcepts and imagination. They create movements, imaginarysettings, short musical phrases, and artworks that express anidea.

“Rehearse writing” using charts, drawing, etc.

COMMUNITY CONTRIBUTOR (GLO 2: The understanding that it is essential for humanbeings to work together.)Students learn the importance of working safely in the arts withrespect for others. They learn to gather information about theirenvironment and share their ideas.

Group discussion of text.

HISTORY & CULTUREIn the arts, students develop the ability to draw conclusionsabout values, beliefs, and practices of various cultures.Students describe and create or perform dances, stories/plays,songs, and visual artworks from a variety of cultures.

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in Grade 1

Social Studies Math Science

Describing characteristics. Sort and classify objectives; compare shapes,sizes, attributes, and characteristics of things;e.g, more/less; measure using inches, feet,centimeters, etc.; change: relationshipsbetween adding and subtracting; time(AM/PM, half hours); multiplication; division;place values, numbers.

Compare similarities anddifferences between plantsand animals; classify rockswith regard to size, shape,texture.

Make generalizations; makehypotheses and conclusionsabout cultures.

Predict patterns, such as movement patterns(shape changes as a result of movement),repeated patterns using colors, beats, etc.

Understand movementpatterns (fast/slow,straight/zigzag), movement ofsun, stars and moon; change:cause and effect in nature.

See multiple perspectives. Compare observations anddescriptions made by self andothers.

Describe: represent, draw shapes. Describe observations andrepresent with drawings.

Discuss home, school values(fairness, etc.), justice, unity,liberty, equality.

Environment (shelter).Interdependence.

Construct definitions ofvalues, beliefs, practices ofcultures.


Grade 1 Lesson Plan/Sample Assessment Task

Discipline: DanceLesson Title: Alphabet AlohaArts Performance Indicator:The student explores ways to move his/her body, makes sounds with his/her voice and otherinstruments, and experiments with a variety of art materials and technology. (1.1)Assessment of Student LearningWhen students do the following, they will have achieved the indicator:

1. create recognizable shapes of letters using various levels and directions;2. use different parts of the body, levels, energies and tempi (speeds) to write letters in space;3. clap the correct number of syllables in their names;4. create movements to the syllables of their names.

Traits Level 4 Level 3 Level 2 Level 1Shapes Creates clear distinctive

letter shapes usingvarious parts of the body,at different levels, and indifferent directions.

Creates lettershapes at differentlevels.

Creates shapes atdifferent levels thatlack clarity.

Creates shapesthat are notrecognizable asletters.

Writing in Space:Use of Elements

Moves easily through thespace, using high andlow levels, various partsof the body, with changesin direction, tempo andenergy.

Moves through thespace, using highand low levels andvarious parts ofthe body.

Writes with variousparts of the bodyat the same level.

Writes name atsame level with thesame part of thebody.

Creating aSequence.

Chooses differentmovements for eachsyllable that complementor contrast each other.

Chooses differentmovements foreach syllable.

Chooses incorrectnumber ofmovements forname.

Repeats the samemovement.

Responding Articulately describes themovements usingappropriate dancevocabulary. Reflects andanswers thoughtfullywhen asked questions.Gives reasons foropinions.

Describesmovements usingsome dancevocabulary.Answersquestions.

Does not usedance vocabularywhen describingmovements.Answers questionsbut cannot givereasons for theiropinions.

Has nothing to saywhen asked tocomment.

Arts Key Vocabulary:Parts of the body, space, shape, curved, straight, levels, direction, energy, locomotor movements,steady beat, fast/slow tempo, sharp/smoothLinks to other core areas: Reading, Writing, Math, Art, MusicTime: 30 minutesMaterials/Equipment/Resources:A large open areaCD playerTaj Mahal. Shake Sugaree; Taj Mahal Sings and Plays for Children. Audio CD. Music Little People, 1992.Hand drum

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Instructions to Students:PART 0NE1. Teacher makes the shape of the letter “Y” using the entire body. Students guess what letter it isand then make the same letter.2. Students try other letters as directed by the teacher, e.g., C, E, T, A, M, X, V etc.3. Students are encouraged to make the letters at different levels, upside down, leaning sidewaysand backwards.4. Using four counts per letter students make all the letters in their name. They are encouraged tochange levels and directions as they change from letter to letter.

Optional activity for longer lesson:In groups of five children each child makes one letter shape for the word “aloha”. They must connecttheir letters together. In their group shape they should use varying levels and directions.

PART TWO1. Students draw the first letter of their name in the space around them using their finger. Theyshould make the letter as big as possible reaching up high and down low. The next letter should bedrawn with the elbow. Other parts of the body should be used for the other letters.2. The student will write their name letter by letter moving around in space, making the letters as bigas possible and using a different body part for each letter. Try fast and slow writing. Try writing withsharp and smooth energy.

PART THREE1. Students clap out the syllables in their name noticing how many syllables their name has.2. Students create their own name dance by choosing a different movement (jumps, turns, wigglesetc.) for each syllable of their name.3. Students choose partners. They teach each other their name dances. Partners share their namedances with the group.

Reflection with StudentsQuestions to ask students to elicit their thinking about their own work in the arts or about works of artthat they are studying:

Describe Interpret EvaluateWhat letters were created withbody shapes and movements?What parts of the body wereused to create shapes or writewords?What movements did you use tocreate your name dance?What movements did yourpartner use?

Did it feel the same to makeletter shapes with your body asit does to make shapes onpaper with a pencil? What wasdifferent?How was writing in spacedifferent from making lettershapes with your body? Was iteasier to write with certain partsof your body than with others?What was it like watchingeveryone write their names inspace? How did it feel making adance about your name?

What did you like about thebody letter shapes yourclassmates made?Why is focus or concentrationimportant when performing?Why did you enjoy watchingsome students more than otherswhen they drew their names inspace?What made the name dancesfun to watch?



Discipline: Drama/TheatreLesson Title: Frozen StatuesArts Performance Indicator:The student uses elements, materials, and technology of the arts to create simplemovements, stories, musical phrases, and visual art works. (1.1)

Assessment of Student LearningWhen students do the following, they will have achieved the indicator:

1. respond to verbal cues from the teacher;2. stay frozen in place;3. create multiple levels and shapes using their bodies;4. express feeling and emotion using their bodies and not their voices.

Traits Level 4 Level 3 Level 2 Level 1Freeze Body remains

completely stilland committed.Voice is quiet.

Body is still andvoice is quiet.

Body is still butfocus waivers.Voice is quietupon remindersgiven.

Body moves.Student talks ormakes noise.

Levels A series offrozen imagesuse varied levelsthatcommunicatepurpose andreason.

A series offrozen imagesuse high,middle, and lowlevels.

A series offrozen imagesuse two levels.

A series offrozen imagesare all at thesame level.

Shape The frozenimagecommunicatescharacter,relationship, andemotion throughdynamic use ofwhole body.

The frozenimagecommunicatescharacter,relationship, andemotion.

The frozenimagecommunicatesonly characterand emotion.

The frozenimage lacksform ordimension.

Mood Body is focusedand committed,clearlycommunicatingthe feeling ormood.

The imagecommunicates afeeling or moodappropriate tothe idea.

The image isunclear. Onlythe face isengaged, not thewhole body.

The image isunclear andunfocused.

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Time: 45 minutesArts Key Vocabulary:CharacterBodyLevelShapeFreeze

Materials/Equipment/Resources:Hand drum and malletMary Joyce. First Steps in Teaching Creative Dance.

Instructions to Students:(Start with students seated in a circle on the floor.)Everyone stand up and turn your backs to the center of the circle. Place equal weight onboth of your feet. Keep your arms to your side and look at your feet. This is the off position.When I hit my drum you create a statue with your body. This statue is the on position.Everyone off.(Teacher note: Hit drum once to indicate off and on positions.)

Let’s practice becoming the famous statues we discussed earlier. Everyone should be in theoff position. Listen for my drum to turn on. Statue of Liberty, on. Off.(Teacher Note: Call out other ideas, e.g., King Kamehameha, Abraham Lincoln.)

While in the off position, be still. Keep control of your body as you turn off and on. Let’s trydifferent levels. High level, on. Off. Try it again. Everyone off. High level, on. (Teachernote: Explore middle and low levels.)

Have a seat. We will go around the circle and each person will name a shape. Look aroundthe room for ideas. Everyone stand up. Let’s try different shapes. Off. Straight, on. Off.Curved, on. Off. Triangle, on. Off. Square, on. Off. Round, on. Off. Balancing shape, on.Off. Upside down shape, on. Off.

Let’s try levels and shapes. High straight shape, on. Off. Low round shape, on. Off. Middleone-legged shape, on. Off. You may all have a seat.

How did you feel when you were crooked, low, and square? The position of our bodies cansometimes affect our feelings. Can you tell by looking at someone how they might befeeling? Can you tell if your mom or dad had a good day or a bad day?

Let’s create statues that show a feeling or emotion. Use levels and shapes as you createthese statues. Everyone stand up. Off. Happy, on. Use your whole body to show happy,not only in your face but also from your fingers to your toes. Off. Let’s try that one again.Happy, on. Off. Sad, on. Off. Angry, on. Off. Tired, on. Off.

Everyone sit down. Was that easy or hard? What made it hard? What made it easy?



Discipline: Visual ArtsLesson Title: Color WheelArts Performance indicator: The student uses elements, materials, and technology of the arts tocreate simple movements, stories, musical phrases, and visual artworks. (1.1)


1. mix primary colors of paint to make secondary colors, and place on color wheel;2. use supplies and cleanup properly.

Traits Level 4 Level 3 Level 2 Level 1Color Mixing All primary colors

are painted inorder and mixedcorrectly to makesecondary colors.

All primary colorsare painted inorder. Someprimary colors aremixed correctly tomake secondarycolors.

Primary colors areout of order.Secondary colorsare mixedincorrectly.

Only primarycolors are seenon color wheel.Lack of colormixing.

Craftsmanship Color wheelshows care inplacement andbrush technique isdone neatly.

Color wheelshows some carein placement andbrush technique isdone neatly.

Color wheel hasincorrectplacement andbrush technique iscareless.

Colors are paintedrandomly on thepaper. Brushtechnique ismessy.

Time: 30 minutesArts Key Vocabulary:Elements of Design:• Line• Shape• ColorPrimary colors (red, yellow, blue)Secondary colors (orange, green, violet)Brush stroke (line, shape)

Materials/Equipment/Resources:www.colorwheel.com and www.kinderart.comArtists:

Georgia O'Keeffe, PoppyVincent Van Gogh, SunflowersClaude Monet, Waterlilies

Color wheel, paper plates (one per student), tempera paint in primary colors, water containers, palettetrays or egg cartons, brushes, card stock paper 9x12 (one per student), paper towels

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Instructions to Students:Teacher Note: Display images by artists such as O’Keeffe, Van Gogh, and Monet. Discuss primaryand secondary colors seen in the art works and how artists use colors in their work.

You are going to learn how to paint a color wheel and mix primary colors to make secondary colors.

Using a pencil, draw a large triangle on your paper plate. Turn plate over and write your name on theback. Let's start by painting primary colors.

Dip your brush in the water, then go to the yellow paint. Make a practice brush stroke anywhere onyour practice paper. Paint a yellow circle the size of a quarter on the front of your plate, at the top ofyour triangle. Wash, wipe, and blot your brush.

Dip your brush in the water, then go to the red paint. Make a practice brush stroke anywhere on yourpractice paper. At the bottom right point of your triangle paint a dot of red. Wash, wipe, and blot yourbrush.

Dip your brush in the water, then go to the blue paint. Make a practice brush stroke anywhere on yourpractice paper. At the bottom left point of your triangle paint a dot of blue. Wash, wipe and blot yourbrush. These are the primary colors: red, yellow, blue. Let's mix secondary colors next.

On your practice paper make a big dot of yellow. Wash, wipe, and blot your brush. Add a small dot ofred to the yellow. You will get orange. Paint an orange practice brush stroke on your paper, then adot between the yellow and the red on your plate.

On your practice paper make a big dot of red. Wash, wipe, and blot your brush. Add a small dot ofblue to the red. You will get violet. Paint a violet practice brush stroke on your paper, then a violet dotbetween the red and the blue on your plate. Wash, wipe, and blot your brush.

On your paper make a big dot of yellow. Wash, wipe, and blot your brush. Add a small dot of blue tothe yellow. You will get green. Paint a green practice brush stroke on your paper, then a green dotbetween the blue and the yellow on your plate.

Practice mixing secondary colors anywhere on your practice paper, making lines and shapes withcolor.

Write the names of the colors somewhere on your paper. Sign your name on the bottom corner.

When you are finished, clean up your work area, and leave your artwork at your desk. We will besharing all the ideas, with a walking gallery around the room.(Teacher note: Organize room cleanup as students finish work.)



Discipline: DanceLesson Title: Cloud SculptingArts Performance Indicator: The student works safely with others in the arts. (1.2)


1. work carefully with their partners;2. create a variety of shapes;3. are able to hold shapes after being sculpted.

Traits Level 4 Level 3 Level 2 Level 1

PartnerworkPartners workquietly and withfocus. Giantsculpts withpurpose whilecloud staysfocused onbeing shaped.

Partners workwith each other.Giant sculptsand cloudcooperates.

Partners workwith each otherbut giant tellscloud what to dorather thansculpting theshape.

Partners do notcooperate, eitherthe giant is notrespectful orcloud resistsbeing put into ashape.

Variety ofShapes

Giant createsoriginal shapesusing levels,different parts ofthe body indifferentdirections.

Giant createspredictableshapes withlevels anddifferent parts ofthe body.

Giant createsdifferent shapesbut at the samelevel.

Giant createsonly one shape.

FreezeCloud partnerfreezes in thedifferent shapeswith focus andcommitment.

Cloud partnerfreezes in theshapes.

Cloud partnerfreezes in theshapes butreleases shapebefore the signalor makessounds.

Cloud partnerdoes not freezein shape.

Time: 30 minutesArts Key Vocabulary:Parts of bodyLevel: low, middle, highDirectionFreezePartner work

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Materials/Equipment/Resources:Wayne Gratz. Panorama. Audio CD (selection: Sunshadow)

Room setup: An open space to move in. Students are seated on the floor, either in a bigcircle or in 3 rows in front of the teacher.

Instructions to Students:Today we are going to make cloud sculptures. You will need a partner. You have 5 countsto (1) find a partner and (2) find a personal place to sit with your partner in our movementspace where you will have enough space to move in.

With your partner, decide who will be the giant and who will be the cloud.

Giants, please stand. Practice the 4 commands with your clouds–stand, sit, kneel, lie down,so that you can create shapes at different levels. The clouds do not understand commandssuch as “lift your arm, move your head like this.” Giants, it is your responsibility to sculpt thedifferent parts of the cloud’s body. Try moving the different parts of the clouds in differentdirections. You can stretch an arm in front, above, behind, etc.

Be gentle as you sculpt the clouds. We are imagining that they are clouds but our humanbodies hurt if you pull or twist too hard. Clouds, you have to hold the shape that the giantssculpt you in.

(Teacher note: Call out different kinds of shapes (curved, twisted, straight, bent) for thegiants to sculpt. Giants have 8 counts to sculpt the cloud. After three sculptures, giantsstand next to their clouds and copy their cloud’s shape. Switch roles. Let this group of giantspractice the level commands on their clouds. Let them sculpt 3 different shapes on theirclouds, allowing them 8 counts to sculpt each shape. Switch roles again.)

Giants, choose what kind of shape to sculpt your cloud. I’m not going to tell you how. Youhave 4 counts to sculpt. Go to work. (Teacher note: teacher beats drum.)

Clouds stay frozen in your shapes. Giants come and sit with me. I’m going to put some windmusic on. Clouds, when the music begins, will you show how your cloud will float, swirl,tiptoe, etc., across the sky? Try traveling in different directions and at different levels.Locomotor movements can be skipping, sliding, walking, etc. When the music stops, youmust freeze in the shape that you are in now. Let’s see if you can remember your shape!

(Teacher note: When you stop the music, quickly check to see who could remember theirshapes. Switch roles and repeat again.)



Discipline: MusicLesson Title: Sound SourcesArts Performance Indicator:The student uses elements, materials, and technology of the arts to create simplemovements, stories, musical phrases, and visual artworks. (1.1)The student imitates movements, stories, sounds, rhythmic patterns, and images. (1.3)

Assessment of Student Learning:When students do the following, they will have achieved the indicator:

1. choose an appropriate instrument to match their word;2. explain choice of instrument.

Traits Level 4 Level 3 Level 2 Level 1InstrumentPlaying

Instrument isplayed at theappropriatetimesdemonstratinganticipation andfocus.

Instrument isplayed at theappropriatetimes.

Instrument isplayedappropriately butnot consistently.

Instrument isplayed atinappropriatetimes.

InstrumentSelection

Instrumentselected isappropriate andshows thoughtandunderstanding ofstory.

Instrumentselection isappropriate forword beingrepresented.

Instrumentselection issatisfactory butanother choicewould be moreappropriate.

Instrumentselected isinappropriate forpart. (Choice isbased more onwhat studentwants to play.)

Dynamics Dynamicsindicate keensensitivity toelements ofstory.

Dynamics ofloud and quietare related tothe elements ofthe story.

Dynamics ofloud and quiet inrelation to thestory withteacherprompting.

Everything isloud.

Time: 30 minutesArts Key Vocabulary:Sound source – percussion instrumentsDynamics

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Materials/Equipment/Resources:Margaret Wise Brown. The Golden Egg Book. New York: Western Publishing Company,1975. (ISBN 0-307-12045-7)

Different instruments to reflect sounds. Sample list: boy, bunny, elephant, mouse,something moving inside egg, shake, push with foot, jump on top, nuts, rolling down a hill,“pick/peck,” “crackety crack.” It is not necessary to "play" all words. If instruments are notavailable, students can make sound using their voices or sounds from objects in theclassroom.

Optional: cards with the above words printed on each.

Instructions to Students:I would like to share a special story with you today. It's called The Golden Egg Book.(Teacher note: read story carefully, sharing pictures, and emphasizing words that could haveinstrument sounds.)

Now that you've heard the story, what are some words that suggest that we can usepercussion instruments as a sound source?

(Teacher note: show pictures again to encourage response)

I have words printed on cards. Some are probably the same ones that you suggested. As Ihand out these cards, please select an instrument from the box that best reflects the word onyour card. We will take turns, so those of you who don't have an instrument today will have achance on another day; and you may decide to use a different one when it is your turn.

Now that everyone with a card has an instrument, let's read the story again. As I read, youwill play your instrument when you hear me read the words on your card. Please rememberto use self-control and pay attention to dynamics as you play your instruments.

(Teacher note: Read story again, allowing for playing of instruments)



Discipline: DramaLesson Title: Imaginary CreaturesArts Performance Indicator: The student creates movements, imaginary settings, short musicalphrases, and artwork that express an idea. (1.4)

Assessment of Student Learning:When students do the following, they will have successfully achieved the indicator:

1. engaged in creating original fantasy characters with their whole bodies;2. using both a variety of shapes and levels to create the creatures;3. sustaining engagement in creating the creatures;4. using a range of movements and sounds to depict the creatures;5. responding to instructions.

Creating/PerformingTraits Level 4 Level 3 Level 2 Level 1

Shape A dynamic andimaginative useof body shapesclearly define acreature.

A creature andits action areconveyedthrough bodyshapes.

Body shapessuggest someaspect of acreature, buteither lackdynamism ororiginality.

Bodies give nosense ofcreatures.Action is non-existent or alldone withhands.

Level A variety oflevels are usedin imaginativecombinations toclearly create acreature.

A creature andits action areconveyedthrough a varietyof levels.

More than onelevel may beused, but notsustained.

Only a singlelevel is used.

Engagement Participants areclearly focused,committed to thepurpose of theactivity.

Participants’focus issustained, butoccasionallydistracted bymistakes andoutside viewers.

Participant focusfades in and out.Participants areunprepared fornew instructionsor directions.

Participants areunfocused andunaware ofpurpose of theactivity.

RespondingDescribe Comments are

an accuratedepiction of thesubject

Commentsreflect thesubject ofdiscussion

Comments areunrelated to thesubject ofdiscussion

Comments areunformed ornone are shared

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Arts Key Vocabulary:Imagination, Body

Links to other core content areas: Language ArtsTime: 30-45 minutesMaterials/Equipment/Resources:Drum, sticks or malletsBook of imaginary creature poetry (Jack Prelutsky)

Instructions to Students:

Where is your imagination located? (discuss) Let’s all take out our imaginations. Everyonealways says to stretch your imagination, so let’s stretch them and stretch them. Now, let’s putthem on, covering our whole body. Zip them up or button them up or snap them up.

Who knows what “Personal space” means? (discuss) On my cue, I want you to stand up and findyour own personal space, not too close to each other or any desks or tables. (cue)

On my cue, everyone move your body. Then on my second cue, everyone freeze. Ready?(cue) Get your whole body moving. Your hands, feet, shoulders, knees. (cue) Hold still. Don’tmove any part of your body. And relax. (repeat several times)

Show me how many ways the different parts of your body can move. (cue) Move those fingers,legs, backs, necks, hips. (cue) Hold still. Don’t move any part of your body. And relax. (repeat)

Now you have just 2 seconds to move your whole body in as many different ways as possible.(cue) 2 seconds, 1 and (cue) Hold still. Don’t move any part of your body. And relax. (repeat)

Now you have just 1 beat to move your whole body. Let’s see how crazy a shape you can makewith your body. (cue) Move and freeze. (cue) Move and freeze. (cue) Move and freeze. Andrelax. (repeat)

(Repeat encouraging the use of Levels)

Tell me the names of different kinds of shapes. (discuss)

On my cue, everyone make your whole body into the shape I call out. First, a circle. How canyou make your whole body into a circle? (cue) 5 seconds, 4, 3, 2, 1 and freeze (cue). (validatestudent efforts) And relax. Now let’s see how you can make your whole body into a square (cue)5 seconds, 4, 3, 2, 1 and freeze (cue). (validate student efforts) And relax. (continue with othershapes)

On my cue, everyone will talk a walk about the room. As you walk, remember personal space.Please try not to touch or bump into anyone else as you walk. (cue) Walk like you do everydayas your walking to school or going home. As you walk, listen carefully. On my next cue, I’mgoing to ask you to freeze. (cue) Hold still. Don’t move any part of your body. And relax.(repeat a few times)


As you walk this time, I’m going to change the way you walk, so listen carefully as you’re walkingand show me the different kinds of walks. First, walk normal. (cue) Show me what it looks like ifyou walk slow. (cue) Keep it slow, real slow. Now back to normal (cue). Show me what a quickwalk looks like. (cue) Careful as you walk, remember personal space. And back to normal.(cue) (continue with tiny, big, heavy, light and combinations such as tiny/quick, big/slow)

Tell me the names of different kinds of feelings. (discuss)

On my cue, everyone will freeze their whole body showing me the feeling I call out. Sad Showme how you look sad. (cue) 3 seconds, 2, 1 and freeze (cue). (validate student efforts) Andrelax. Now let’s see how you can look scared (cue) 3 seconds, 2, 1 and freeze (cue). (validatestudent efforts) And relax. (continue with other emotions; mad, curious, sneaky, brave/fierce,silly, etc.)

Let’s try walking about the room again. (cue) This time as you’re walking, show me how thefeelings change your walk. Remember personal space. Please try not to touch or bump intoanyone else as you walk. First, walk normal. (cue) Show me what it looks like if you are feelingsad. (cue) On my next cue, freeze. (cue) Hold still. Don’t move any part of your body. Andrelax. Now back to normal (cue). Show me what it looks like if you are feeling happy. (cue).Careful as you walk, remember personal space. On my next cue, freeze. (cue) Hold still. Don’tmove any part of your body. And relax. And back to normal. (cue) (continue with scared,curious, sneaky, brave/fierce, silly, etc.)

Today is Imaginary Creature day. We’re going to turn ourselves into some different kinds ofcreatures, imagining what they look and sound like and even where they live. Listen as I readthis poem. (read)

What does the poem tell us about the creature? (Discuss)

(Share other creature poems as desired)

On my cue, everyone will shape their whole body into the creature of the poem. How can youmake your whole body into that creature? (cue) 3 seconds, 2, 1 and freeze. (cue) (validatestudent efforts) And relax. (Continue with other creatures as desired)

On my cue, everyone will talk a walk about the room as the creature. Remember personal space.Please try not to touch or bump into anyone else as you walk. (cue) Show me how that creaturewalks. Is it big or slow? Tiny or fast? Don’t forget the shape of your body. On my next cue,freeze. (cue) Hold still. Don’t move any part of your body. And relax. (cue)

As you walk this time, let me also hear the sound your creature makes. (cue) Walk and sound.And freeze. (cue) Hold still. Don’t move any part of your body. And relax. (cue) (Continue withother creatures as desired)

What do you think the creature’s forest or jungle might look like? (discuss) Who would like to bethe trees? the rocks? the bushes? (use student suggestions)

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On my cue, show me how you can shape your body to be your part of the forest/jungle. (cue)Hold still. This is our Imaginary Creature Forest. And relax. (cue) (repeat as necessary)

Let’s try having your creatures take a walk through the Imaginary Creature Forest. (pick some tobe creatures and some to be the forest). On my cue, create the forest. (cue) On my next cue,creatures take a walk through the forest. (cue) Listen carefully creatures, as you walk. Show mewhere your creature likes to eat. In what part of the forest/jungle does your creature eat? Nowhave your creature walk to its sleeping place. Show me how tired the creature is. Show me howyour creature settles down to sleep. And relax. (cue)

(Repeat with students exchanging parts, forest and creatures)

(Read the poem as the creatures move through the forest/jungle as desired)

Let’s all take off our imaginations. Unzip, unbutton, or unsnap them. Take it off your whole bodyand gather it up. Squish it down into a little ball at the end of your finger. And let’s put it away. 3seconds, 2, 1, and finished.

Reflection with Students:Questions to ask students to elicit their thinking about their own work in the arts or about works ofart that they are studying:

Describe Interpret EvaluateWhich parts of the body areyou using? Which parts of thebody are other students using?What sounds are you making?What sounds are otherstudents making?What shapes/levels are youusing to create the creature?What shapes/levels are otherstudents using?

How do the other students’creatures make you feel?How did the poem match theother students’ creatures?How did the situation youacted out make you feel andwhy?

What was the most interestingor surprising about what otherstudents did?How would you complete thissentence, “I think it might bebetter if they…”?What do you think you didbest? What could you dobetter next time?



Discipline: Visual ArtsLesson Title: Clay CreaturesArts Performance Indicator:The student discusses personal feelings about a variety of works in dance, theatre, music, and visualarts. (1.5)The student uses elements, materials, and technology of the arts to create simple movements,stories, musical phrases, and visual artworks. (1.1)

Assessment of Student LearningWhen students do the following, they will have successfully achieved the indicator:

1. make a pinch pot;2. create a clay creature with body, face, and identifying details;3. share personal feelings about their creature.

Creating/PerformingTraits Level 4 Level 3 Level 2 Level 1

Pinch Pot Smooth, roundand even.

Smooth, butuneven.

A little rough andlopsided.

Rough edges andunfinished.

Constructionand details ofcreature

Good modeling,scoring and use ofdetails.

Good constructionbut lacks detail.

Haphazardconstruction andfew details.

Falling apart, withno details.

RespondingDiscussespersonalfeelings aboutartwork

Names the type ofcreature created,descriptivelyarticulates his orher personalfeelings about theartwork.

Names the type ofcreature createdand brieflydescribes his orher personalfeeling about theartwork.

Names the type ofcreature createdbut only shares ifthe artwork isliked or disliked.

Unwilling to sharefeelings about theartwork created.

Arts Key Vocabulary:Sculpture, Pinch method, Modeling, ScoringArts Elements: Line, Texture, Shape, And Form

Links to other core areas: Language ArtsTime: 45 minutesMaterials/Equipment/Resources:Low fire clay, one tennis and one golf ball size piece per studentPencilExemplars:Images of pottery found in these books and other books on ceramics –Harvey Brody. The Book of Low-Fire Ceramics. Holt, Rinehart & Winston, 1980.Laura Chapman. Adventures in Art: Level 1. Davis Publications Inc., 1998.Richard Zakin and Val M. Cushing. Ceramics: Mastering the Craft. Krause Publications, 2001.

(Teacher note: Share exemplars with students, prepare clay and demonstrate modeling and scoringtechniques.)

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Instructions to Students:1. Make a pinch pot.

a. Take larger piece of clay and roll into a smooth ball.b. Pretend you are picking up a pencil. With that hand, stick your thumb out. With your other

hand, pick up your ball of clay and place an X mark with your thumb’s fingernail onto the top ofthe ball.

c. Practice turning the ball in your hand while keeping the X mark on top.d. Put your thumb into the ball at the X mark, turn the ball, put your thumb deeper, turn the ball

and push your thumb deeper. Continue doing this until you are a finger’s thickness from thebottom.

e. Practice the pinch technique few times before touching the clay. Place your hand so that thefingertips and thumb are pointing toward the ground. Lift your thumb from the fingertips to thepalm.

f. Use the pinch technique. Put your thumb inside the clay and your fingertips flat against theoutside bottom. Press and lift your thumb, turn the pot, press and lift, turn, press and lift…continue until your pot is evenly formed. Stop occasionally to smooth any cracks on the topedge.

2. Turn your pinch pot into a clay creature.a. “If you could be an animal, what would you be?” Imagine your favorite animal. The pinch pot

is the body. Take the other piece of clay and model a face. Add other details such as a tail,wings, feet, or fins.

b. Use the scoring technique of roughening the clay pieces to firmly attaching them together.(Clay pieces will fall off when the clay dries and shrinks if they are not firmly attached.)

c. Use a pencil to draw details and lines. Add surface texture like feathers, scales, or fur.d. Inscribe name on the bottom of the pot.

3. Animal Gallerya. Individually share creature with class and tell what the animal is, what you like about it, and

how it makes you feel.

Teacher note: It is very important to let these clay creatures dry slowly. Place into soda flat boxesand stack inside a large plastic bag for 4-6 days. Let them dry without cover until the color lightensand they are no longer cold to the touch. Bisque fire using a kiln. Have students paint with glaze andglaze fire in the kiln.

Reflection with StudentsQuestions to ask students to elicit their thinking about their own work in the arts or about works of artthat they are studying:

Describe Interpret EvaluateWhat are the main shapesand forms?What kinds of lines andtextures do you see?

What characteristic helps youidentify your animal?What type of body surface isshown through texture?

Is your creature constructed withstrong attachments?Are there details that would makeyour animal more recognizable?



Discipline: Multi Arts Lesson Title: Village LifeArts Performance Indicator:The student describes, creates or performs dances, stories/plays, songs, and visual artworkfrom a variety of cultures. (1.6)


1. create many different shapes;2. keep a steady beat and echo a rhythmic pattern accurately;3. freeze in their shapes;4. create artwork that has strong detail.

Traits Level 4 Level 3 Level 2 Level 1Variety Creates a variety

of innovativeshapes andmovements,using differentparts of the body,levels, anddirections.

Creates a varietyof shapes andmovements,using differentparts of the body,levels, anddirections.

Uses differentparts of the bodyto create shapesat one level;repeats the samemovements.

Repeats thesame shape;movements areperformed at thesame level.

Composition:Media

Line, shape, andcolor areorganized in apleasing artwork;strong detail

Line, shape, andcolor create aclear picture.

Shapes are smalland are notcolored in.

Lines are drawnbut it is unclearwhat is depicted.

Quality ofPerformance

Movesconfidently;freezes inshapes; keeps asteady beat;echoes rhythmicpatternaccurately.

Movesconfidently butmoves throughthe shapesrather thanholding thefreeze, keeps asteady beat andechoes rhythmicpatternaccurately.

Follows otherswhen moving butcan keep asteady beat andecho therhythmic pattern.

Moves shyly withlittle energy.

Time: 45 minutes

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Links to other core areas:Social Studies

Arts Key VocabularyDance:Parts of bodyShapesLevelsDirectionTimeSteady Beat

Drama/Theatre:PantomimeMovementSequenceCharacterImprovising

Music:Call/ResponseRhythmic PatternSteady BeatPercussion InstrumentsBody Percussion

Visual Arts:LineShapeColor Space

Materials/Equipment/Resources:CDs of African musicCD playerHand drumBlack Sharpie‚ fine point permanent markersTempera paints (primary colors, black, white)Chinet paper platesWater containersPaint brushesStyrofoam egg cartonsPaper towels

Room setup: Cleared space to move in, with 4 tables set up on the side as painting stations.Instructions to students (lesson outline):(Teacher note: Seat students in 3 to 4 rows, facing you.)Jambo! Today we will be exploring the African culture through the arts. You will pretend tobe members of an imaginary African village. You will prepare for a celebration and feast.What kind of food will you bring to the feast?

Let's listen to a selection of African music.(Teacher note: Give students a minute to listen.)

Can you tap the beat of the music on your knees? Can you identify any of the instrumentsin the music?(Teacher note: Turn off music. Take a minute to let students share what they heard.)

Close your eyes. Imagine you are a person in this African village. It is just before dawn andyou are resting. Keep your eyes closed and make a sleeping shape with your body. Canyou find another way to sleep? Some villagers sleep with bent knees, others on their sides,and others on their backs. Three counts to find another way to sleep with bent knees. Threecounts to find an upside down sleeping shape…. a curved shape…a crooked shape…etc.(Teacher note: Use a hand drum to cue students. Quickly comment on the variety ofshapes, what makes the shape look different, etc.)


The villagers are starting to awaken. Yawn with a stretch and find a sitting sleeping shape.Yawn and stretch and find a kneeling sleeping shape. Yawn and stretch and find a standingsleeping shape that leans against someone. Now stretch, stretch, stretch, and freeze. Andrelax your shape.

There is much work to be done before the evening celebration. First, we must dust andsweep our homes. Can you show me a sweeping movement with your body? Sweep withyour arms….your hips….elbows…head….fingers…knees in time to the drum. (Teacher note: Allow students a few minutes for the exploration.)

Some people sweep quickly with short motions and others sweep more slowly with longermotions. Choose 2 different parts of your body to perform the sweeping motion. One willsweep with fast, small movements and the other with slow, big movements. Listen to therhythm that I beat on the drum. Let's try it. Now try sweeping in different directions andlevels.(Teacher note: Allow students a few minutes for the exploration.)

Now we are going to help our neighbors. We are going to travel to a friend's house and helpthem sweep. Our traveling movement will be sliding. The sequence will be slide, slide,slide, sweep, sweep. As you travel, move in the open spaces.

(Teacher note: Let students repeat phrase 3-4 times. Encourage traveling in differentdirections. Background music can be played to support the movement phrase. )

Now that the houses are clean, we must gather the food for the feast. We will go to the riverto catch some fish.

At the river, everyone has a different way to catch the fish. I'm going to count to 3 and bycount 3, you will freeze in a shape to show how you are fishing. It may be with a net, aspear, a pole, your hands. You show me with your shape. One, two, and three, freeze.Relax. This time the fish you have caught is huge. It is a struggle to net it, pull it in, scoop itup. Show me what that shape looks like now. One, two, three, freeze. I could see theamount of energy you had to use, frozen in your shape. This time, you've got that fish inyour hands and you're going to throw it up on the shore because you are standing in thewater. It is a big fish. You need a lot of energy to heave it onto the shore. Get ready tothrow! One, two, three and freeze!After washing up, we gather the fish and head back to our homes to prepare the food for thefeast. Find a place at one of the painting stations. We are going to do paintings of what youwill bring to the feast. We will be using paper plates, tempera paint, and Sharpie‚ markers.With a Sharpie‚ marker, use lines and shapes to make simple designs. Make your linesand shapes big enough for us to see. Now use the tempera paint to color your design.Your painting should cover the entire space of the paper plate.(Teacher note: Have students write their name on the back of the plate. Allow students 15minutes to create their painting.)

We are going to place our paintings for the celebration here in the middle of the room.Choose a leader at each of your tables. When I point to your table, your leader will lead youto the center of the space to place your painting. After you put your painting down, find aplace in the outer circle. I'm going to put some music on to accompany our procession. Asyou stand in the circle and wait for the others to put their paintings down, can you clap, tap, orpat the beat of the music on some part of your body?

Grade 1, 8/03 of 35


Choose a leader at each of your tables. When I point to your table, your leader will lead youto the center of the space to place your painting. After you put your painting down, find aplace in the outer circle. I'm going to put some music on to accompany our procession. Asyou stand in the circle and wait for the others to put their paintings down, can you clap, tap, orpat the beat of the music on some part of your body?(Teacher note: As you give the directions, point to where you want the students to place theirwork. Walk the boundary of the circle where you want to be after they have put theirpaintings down. As the last student gets into place into the circle, fade the music.)

We are going to celebrate with an African call and response. I will 'call' a rhythmic patternwith body percussion. You will respond by echoing the rhythm.(Teacher note: After you have been the caller for a few times, ask for volunteers to call arhythmic pattern.)

We have been celebrating into the late hours of the night. The villagers are very tired. Theyyawn and start to fall asleep. Can you find 3 sleeping or resting shapes with a friend? Showme shape number 1; stretch, show me shape number 2; yawn again, and find resting shapenumber 3. Freeze. Relax your shapes. Open your eyes. You are back in the classroom.

Reflection with students:Are the preparations for the feast similar to the way we prepare for a party? How are theydifferent?How many of you were able to keep a steady beat?Do you sweep your house the same way we just explored? How is it different?What about your offerings? Could you recognize what people had brought to the feast?


Grade 1 Ideas for TeachingDANCE How the Arts are Organized

ArtsIndicator

Instruct students to Resources

1.1Create

Perform

Start in a curved low shape, take 16 counts to growinto a big shape, then 16 counts to curl back up again.(The teacher will decrease/increase the number ofcounts to contrast the speed of the movement.)

Anne G. Gilbert. CreativeDance for All Ages. p. 165.Hand drum

1.1Create

Perform

Create a rhythmic phrase by putting different actionwords together. These words can include bothlocomotor and nonlocomotor movements;e.g., Jump, jump, turn around, wiggle and freeze.Twist very slowly, swirl quickly all about!

Hand drum

1.1Create

Perform

Skip in a direction (forward, backward, sideward) untilthe music or drum beat stops. When the music stops,students freeze in a shape that reaches in thedirection they were traveling. When the music startsagain, travel in another direction.

Wayne Gratz. Panorama.Audio CD. (ND-61028)

Anne G. Gilbert. CreativeDance for All Ages. p. 121.

1.1Perform

Play Simon Says naming parts of the body andrelationship words (prepositions). “Simon says” putyour chin on your knee, put your elbows together, footover your head, etc.

Anne G. Gilbert. CreativeDance for All Ages. p. 254.

1.2Create

Perform

Working with a partner, create a shape connectingthe parts of the body named. For example, if elbowis called, students create a shape by connectingelbows with their partner.). Travel through the spacein the connected shape.

Hand drum

1.2 Separate into 2 groups. Group 1 creates shapes(e.g., bridges, windows, mountains, tunnels) for Group2 to move over, under, around, and through. Switchthe roles.

Hand drum

1.3Create

Perform

Play a mirror game with a partner. Facing each other,one person leads by using smooth slow movementsthat are copied exactly by the partner.

Yo-Yo Ma, Bobby McFerrin.Hush. Audio CD. (SonyMasterworks SK 48177)

1.3Perform

Face the teacher and watch carefully while the teachermoves for 4 counts and freezes in a shape. Studentsrepeat (echo) the movement and freeze in the sameshape as the teacher. Teacher moves for another 4counts and freezes in a different shape while thestudents watch. Students echo the movement andfreeze in the new shape again.

Richard Warner. Spirit ofthe Tao Te Ching. AudioCD. (Narada LotusND61053)

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Grade 1 Ideas forLinking to Other Core Areas in DANCE

Arts Indicator Instruct students to Resources1.1

Perform

Language Arts:Sequencing,sense of form ororganization

Choose three word cards, put words into asequence and perform, e.g., skip, turn,stretch.

DrumWord cards withnonlocomotor andlocomotor words(see glossary)

1.5Respond

Social Studies:Describingcharacteristics.

Observe a video of dance and describe thebasic elements of dance seen (e.g., Is themovement fast/slow? What part of thebody is used? What is the energy?)

Merrie Monarch Festival38th Edition. VHS. KITV4, 2001.

1.1CreatePerform

Math:Predictingpatterns –repeatedpatterns.

Create a pattern of three shapes, high,middle and low. Repeat the pattern.Create a pattern that travels through spaceand repeat it, e.g., jump 4 times, spin,collapse.

Drum and voice,Music with a steadybeat.

1.2Create

Science:Interdependence

Make a connected shape with a partner andtravel through the space.Make a shape with a partner where only 5parts of the shape touch the floor.

Drum


Grade 1 Ideas for TeachingDRAMA/THEATRE How the Arts are Organized

ArtsIndicator


1.1Create

Perform

Shape bodies into different shapes(circle, square, twisted, straight, bent,etc.).

1.1Create

Perform

Hold an imaginary ball pretending it isbig, small, heavy, light, hot, cold, etc.

Nellie McCaslin. Creative Drama inthe Classroom and Beyond.

1.1Create

Rearrange the classroom (desks, chairs,etc.) into the setting for a story.

1.2Create

Perform

Pantomime an object (comb, telescope,baseball bat, book, etc.), then a dailyactivity (eating, doing homework,swimming, etc.).

Nellie McCaslin. Creative Drama inthe Classroom and Beyond.

1.2Create

PerformRespond

Role-play a character from a knownstory with the teacher in the same role,improvising a discussion about aproblem the character faces. (Themouse in “Lion and the Mouse,” thethree bears in “Goldilocks.”)

Aesop’s FablesGoldilocks and the Three Bears

Jonothan Neelands. StructuringDrama Work: A Handbook OfAvailable Forms In Theatre &Drama.

1.3Create

Perform

Tell a story with a sequence ofbeginning, middle, and end.

picture books, fables

1.3Create

Perform

Add movement and voice to enhancethe mood of a story or poem.

Fairy & folk tale collections byAndrew Lang, Harold Courlander,Jane Yolen, Margaret ReadMacDonald, Demi, Jose AruegoPoetry collections by Jack Prelutskyor Shel Silverstein

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Grade 1 Ideas forLinking to Other Core Areas in DRAMA/THEATRE


Respond

Language Arts:Use details todescribecharacters andsequencing

Describe something funny, scary, or excitingthat happened to them at school, at home, onvacation, or riding in the car.

Books of Vivien Paley

1.2Create

PerformRespond

Social Studies: Discuss home,school values

Role-play a small scene about a parent andchildren. Through action only, show the parentand children working together to clean andstraighten their house. Next, throughimprovisation, the parent offers a special treatto some of the children but not to others.Finally, discuss what fairness means.

Aesop’s Fables,Goldilocks and the ThreeBears

Neelands, Jonothan.Structuring Drama Work:A Handbook Of AvailableForms In Theatre &Drama.C. Tarlington and P.Verriour. Role Drama: ATeacher’s Handbook.

1.1Create

Math:Comparingshapes, sizes,attributes andcharacteristics ofthings

In small groups, work together to createshapes (e.g., circle, square, triangle) byconnecting bodies in different ways.

Tana Hobin. Shapes,Shapes, Shapes. ScottForesman, 1996.

Tana Hobin. Is ItLonger? Is It Smaller?Scott Foresman, 1997.

1.2Create

Respond

Science: Environment:shelter

In small groups, use different kinds of materials(e.g., cardboard, paper, tin, leaves) to imagineand build shelters in the classroom. Askstudents to consider: Which material waseasiest to work with? Why? Which wouldprotect them from rain? Sun? Wind? How?What other material might they use to build ashelter?

The Three Little Pigs


Grade 1 Ideas for TeachingMUSIC How the Arts are Organized

ArtsIndicator


1.1Perform

Sing a variety of simple unison songs(e.g., “Skip to my Lou,” “Six LittleDucks,” and nursery rhymes).

Comprehensive Music Program Gr.K. pp. 148, 142/143.The Real Mother Goose. RandMcNally & Co.

1.1Perform

Sing unison echo songs (e.g., “Oh MyAunt Came Back,” “My Name isMichael,” “Charlie Over the Ocean”).

Dr. John Feierabend. The Book ofEcho Songs.

1.1Perform

Move in time to a steady beat played ona hand drum.

Hand drum

1.2Create

Perform

Accompany a story using simpleinstruments or sound sources (e.g.,“Napping House,” “Three Billy GoatsGruff,” “Three Bears”).

Audrey Wood. Napping House.Harcourt: Brace & Co. 1984.

1.3Create

Perform

Clap rhythmic patterns to rhymes andpoems.

The Real Mother Goose. RandMcNally & Co., p. 37.

1.3Create

Perform

Play simple hand games with a partnerwhile singing a variety of songs (e.g.,“Miss Mary Mack,” or other MotherGoose rhymes).

Comprehensive MusicianshipProgram Grade 2. p. 41.The Real Mother Goose. RandMcNally & Co.

1.3Perform

Sing a song with a call and responsepattern while keeping a steady beat.

Comprehensive Music Program Gr.K. p. 206.

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Grade 1 Ideas forLinking to Other Core Areas in MUSIC


CreateRespond

Language Arts:Sequencing,sense of form ororganization.

Using the book Brown Bear, students willcreate a conversation, one person singingthe question, another responding with theanswer.

Bill Martin Jr. BrownBear. NY: Henry Holt &Co., 1967.

1.6Respond

Social Studies:Constructdefinitions ofvalues, beliefs,practices ofcultures.

Listen to musical selections and practiceappropriate audience behavior (e.g.,clapping at the end, sitting attentively andlistening).

Symphony Society –yearly scheduled youthconcert, use theaccompanying packet.

1.1Create

Respond

Math:Sorting andclassifyingobjects.

Use soft mallets or chopsticks to play on avariety of sound sources in the classroom(e.g., metal, plastic, wood objects). Studentswill play the rhythmic pattern of a nurseryrhyme such as “Pease Porridge Hot”describing and naming the various soundsources.

Any collection of nurseryrhymes.

1.1Create

Respond

Science:Change: causeand effect innature.

Use a box or drum to tap gently to imitate thesound of rain, then hard to imitate the soundof thunder. Talk about the dynamics(loud/quiet) and the best sound quality toreflect a specific occurrence in nature (e.g.,rain, thunder, lightning, sun).


Grade 1 Ideas for TeachingVISUAL ARTS How the Arts are Organized

ArtsIndicator


1.1Create

Mix primary colors to make secondarycolors and to make a basic color wheelon a paper plate, using tempera orwatercolor.

www.colorwheelco.com

1.1Create

Paint a picture of a sunny day on drywatercolor paper using appropriatewarm color choices. Paint a picture of astormy day on wet watercolor paperusing appropriate cool color choices.

Artists – Winslow Homer, ClaudeMonet, John Marin

1.1Create

Form a smooth ball with clay. Insertthumb in the middle and use pinchmethod to make the clay into a pinchpot sculpture. Add texture to the potusing, for example, paper clip, plasticfork, toothpicks, things found in nature.

www.dickblick.com

1.2Create

Work together in small groups. Usinglarge brush and black tempera, begin bypainting a free-form shape in center ofcorrugated board. Pass brush to nextstudent to paint a connecting shape tofirst person’s shape. Continue untilboard is full of designs. Compare withother groups. Paint spaces in temperashowing texture and pattern.

1.3Create

Draw free-form organic shapes fromnature using oil pastels. Add watercolorpaint to make a mixed media piece.

Artists – Vincent Van Gogh, PaulCezanne

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Grade 1 Ideas forLinking to Other Core Areas in VISUAL ARTS


Create

Language Arts:Rehearse writingusing charts, drawing,etc.

Practice painting the letters of the alphabeton a large sheet of paper in horizontalrows.

Karl V. Larsen. Seeand Draw. Worcester,MA: DavisPublications, 1992.

1.2Create

Respond

Social Studies:Discuss home, schoolvalues (fairness, etc).

Work together to design a mural aboutcommunity. Discuss how the values of thecommunity might be shown.

W. Nikola-Lisa et al.The Year with GrandmaMoses. Henry Holt &Company, 2000.

1.1Create

Math:Sorting andclassifying objects

Paint circles onto paper plates torepresent numbers counted by fives (e.g.,using primary colors paint 5 circles onone plate, 10 triangles on another, 15circles, etc.).

Matila Ghyka. TheGeometry of Art andLife. Dover Publication,1993.

1.5Create

Science:Comparesimilarities/differencesbetween plants andanimals.

Paint a plant found in a rainforest. Paint aplant found in the desert. Comparesimilarities and /or differences between thetwo plants.

the arts in grade 1

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