HOLYOKE SCHOOL COMMITTEE

"Every child is an artist. The problem is how to "Art is not what you see but remain an artist once he grows up ". what you make others see. "

Pablo Picasso Edgar Degas

Vision Statement "To sing well and to dance well is to be well educated",

Plato

The body of research on the effect that the arts have on learning supports the inclusion of the arts as part of the core curriculum. The arts are an integral part of how young children grow and learn. Some of the effects found by researchers as cited in Eloquent Evidence: Arts at the Core of Learning (President's Committee on the Arts and Humanities, 1998) include:

• Students who studied the arts scored 59 pointshigher in verbal and 44 points higher in math on SATs than students who had no experience in the arts.

• The writing quality of elementary students was consistently and significantly improved by using drama and drawing techniques.

• Originality and imagination scores were significantly higher for preschool students with disabilities after participation in a danae program

• Fifth grade remedial students using creative drama as a learning strategy scored consistently higher on the Metropolitan Reading Comprehension Test. The Arts Curriculum of the Holyoke Public Schools recognizes the importance that the arts have in the

development of higher order thinking skills and future academic success as well as the joy and wonder that the arts bring into our lives. Both as creator of and responders to the arts, young children learn to stretch their imaginations and use multiple foms of intelligence to respond to their world.

"Dance is the hidden language ofthe soul." Martha Graham

Arts Curriculum for Early Childhood, PreK- K Holyoke Public Schools

Arts Curriculum

Table of Contents

Dance Strand 1

Music Strand 26

Theatre Strand 51

Visual Arts Strand 70

Dance Strand Learning Standards for Grades PreK- 4

1.1 Standard 1: Movement Elements and Dance Skills Students will identify and demonstrate basic locomotor and non locomotor movements.

Activity Assessment

Pre-K Play "All Around the Circle" from Sing It! Say It! Stamp It! Sway It! by Peter and Ellen Allard. Children will move around the circle using various motor movements as they sing along.

Students will orally identify locomotor movements used.

Identify and move to non locomotor movements in traditional poem: "Bend and stretch, reach to the sky, stand on tippy toes, way up high."(author unknown.)

Teacher observation of movements done accurately as poem is recited

K Read poem Autumn LeafShuffle by Elizabeth Giles. Children will then create the locomotor movements cited in the poem such as prance, tap, shuffle, skip, and jump.

Buddy check of movements

Students will move musically to Shake My Sillies Out by Raffi, varying the locomotor and non locomotor movements used such as shake, wiggle, waggle, hop, jump, and gallop

Check by student leader of identified movements

* from Standards: Meet Them in the Classroom /Teacher Created Materials. 1


1.2 Standard 1: Standard 1: Movement Elements and Dance Skills Students will develop strength, flexibility, balance, and neuromuscular coordination.

Activity Assessment

Pre-K Children will demonstrate simple yoga positions such as the table, the frog, and the waterfall using activities from Yoga Kitfor Kids.

Video of ~lassroomyogaactivities

Children will balance bean bags on their heads as they march around the room to the "Bean Bag Parade" from Bean Bag Activities and Coordination Skills CD.

Student ability to balance bean bags while moving to music

K Move to "Weekly Rap" from Can A Cherry Pie Wave Goodbye? by Hap Palmer. Children will work on flexibility and balance as they speed up movements in each additional verse.

Teacher observation of the ability of students to maintain movements when speeded up

After reading Caps for Sale by Esphyr Slobodkina, students will develop balance, flexibility, and coordination as they retell the story imitating the movements of the monkeys to music

Video of musical retelling of story

* from Standards: Meet Them in the Classroom ITeacher Created Materials. Resources: Imaginazium/Yoga Kit for Kids

15332 Antioch St. #524 Pacific Palisades, CA 90272

2

1.3


Standard 1: Movement Elements and Dance Skills Students will identify and demonstrate accuracy in moving to a musical beat and responding to changes in tempo.

Activity Assessment

Pre-K Play Pass the Beanbag from Bean Bag Activities and Teacher observation of responses to beat and tempo. Coordination Skills CD. Children's movements will change in pace in response to the song's musical beat and tempo.

Play traditional song and dance game, Head, Shoulders, Self evaluation- Was I able to keep up with the Knees and Toes from Wee Sing. Student responses to changes in tempo? song will become more rapid in response to changes in tempo.

K Read aloud Going on a Bear Hunt by Michael Rosen. Peer review of pacing and tempo changes Children will reinact chant, adding appropriate motions Internet variation-Going On a Lion Hunt and responding musically to the pacing and tempo http://www.songsforteaching.com/chants/lionhunt.htm. changes of the chant. Children will pretend to be different shapes and create Videotape of shape dance. movements for their shapes. They will vary the http://artsedge.kennedy-center.org/content/2281 movement of their shapes in response to the changing beat of selected music.

* from Standards: Meet Them in the Classroom /Teacher Created Materials 3

Dance Strand Learninf?; Standards for Grades PreK- 4

1.4 Standard 1: Movement Elements and Dance Skills Students will demonstrate the ability to define and maintain personal space.

Activity Assessment

Pre-K Students will find their own space in a circle formation. They will then practice starting and stopping movement without bumping into classmates.

Self assessment - Did I maintain my own space?

Children will move in a designated area and practice moving in different directions, at various levels, and using different pathways.

Teacher observation

K Students will have assigned hula hoops .. They will practice moving in and out of their space and moving at different levels within their space.

Peer assessment - How did your friend move?

After several movement experiences, children will draw pictures/complete journal entries that show them using their own space and moving in different ways in their space.

Drawing and journal entries www.bced.gov.bc.ca/irp/fak.7.pdf

* from Standards: Meet Them in the Classroom /Teacher Created Materials.

'1

4

Dance Strand Learnin2; Standards for Grades PreK- 4

1.5 Standard 1: Movement Elements and Dance Skills Students will recognize and explore space, time, and force as three elements of movement and dance.

Activity Assessment

Pre-K Children will explore space in response to Animal Actions from Kids in Motion CD by Greg and Steve.

Teacher observation

Students will act out ways in which people move at the grocery store. Emphasize how space (bending, reaching) and force (pushing, lifting) are used.

Grocery store dance.

K Students will use rainbow ribbon wands or colored scarves to explore space as they dance to Colors of the Wind from Pocahantas.

Mini performance

Demonstrate ways in which children move on a playground or play structure. Emphasize moving through space and using force as students create a "playground dance."

Video tape of playground dance



1.6 Standard 1: Movement Elements and Dance Skills Students will demonstrate partner skills of copying, leading, following, and mirror imaging.

Activity Assessment

Pre"-K Listen to Follow Along by Hap Palmer on One Little Sound CD. Children will follow movements in song such as touch your knees, shake your hands, touch your head and clap.

Teacher observation of accurate following

Students will pretend to be rag dolls and move like their partners to music. Children will take turns leading and following.

Partner assessment - Did you move like me?

K Play "Copy Cat "game in which one person in the group begins a movement. The movement is then imitated around the circle. Students will take turns leading and imitating movements.

Peer assessment/self correction

After reading Angelina Ballerina by K. Holabird, discuss how ballet dancers use mirror images to improve dancing. Students will pair up and "be each other's mirror" while trying out movements.

Digital photos of dancing pairs


1.7


Standard 1: Movement Elements and Dance Skills Students will demonstrate ability to work in a group to learn and perform sequences ofmovement and simple dances.

Activity . Assessment

Pre-K Learn traditional group dances such as Looby Loo or use variation, Spooky Loo, on Wee Sing Halloween.

Class performance

Children will learn simple dance sequence in song Have You Ever Seen a Lassie. Teacher will vary modeled movements as children increase ability to sequence.

Teacher observation

K All Time Favorite Dance video distributed by Kimbo(1993) can provide a model for learning a simple hula dance. Children will watch video and try to duplicate dance sequence. After reading Legend ofthe Bluebonnet by Tomie de Paola, students will create Native American dance steps based on the story and perform them in a simple dance sequence.

Class video of hula

Mini performance for another class

* from Standards: Meet Them in the Classroom /Teacher Created Materials Web Resource: http://artsedge.kennedy-center.org!content/3396

7


1.8 Standard 1: Movement Elements and Dance Skills Students will demonstrate accuracy in memorizing and reproducing simple movement phrases and folk dances.

Activity Assessment

Pre-K Demonstrate how pets might move such as wag, roll, leap, crawl, creep, or climb. Create simple dance movements, accompanied by music, based on pet movements. *

Mini performance for classmates

Children will learn and practice simple folk dances with repetitive movement phrases such as the Mexican Hat Dance or Virginia Reel from All Time Favorite Dances (Kimbo, 1991).

Teacher observation

K Read an animal story that lends itself to dance ideas such as Peter Rabbit. Discuss how Peter might have moved in the story. Create dance phrases based on Peter's movements. *

Video of class performance

Ask parents or community members to visit class and demonstrate/teach simple folk dances of various cultures represented in the community. Children will practice and perfonn.

Classroom performances


1.9


Standard 1: Movement Elements and Dance Skills Students will develop and value a positive body image.

Activity Assessment

'.

Pre-K Students will create a collage from magazine pictures of people dancing. They will contribute dictated statements to add to the collage beginning with "Dancing Makes Me FeeL."

Completed collage

Take photos of individual children moving to music in different ways. Display them in class with heading-"I Can Move in Many Different Ways."

Class photos

K Read Oliver Button is a Sissy by Tomie de Paola. Discuss how Max felt when he was teased and after his performance was recognized. Do shared writing-"Dance can help me to...." After reading Amazing Grace by Mary Hoffman, discuss why Grace felt strong and confident after seeing the ballet, Illustrate a section of the story that shows Grace's strength

Completed shared writing.

Story illustrations



2.1 Standard 1: Movement Elements and Dance Skills Students will explore and invent movement, and improvise to solve movement problems.

Activity Assessment

Pre-K Students will move safely like animals through a designated space to the song, Sammy, from Getting to Know Myselfby Hap Palmer.

Teacher observation

Children will pretend to ice skate while listening to a familiar Disney tune or the Skater's Waltz. They can put old socks over their shoes to help create a smooth, gliding movement.

.Teacher observation

K Children will follow the directions for body placement on song I'm a Pretzel on So Big Activity Songs for Little Ones by Hap Palmer.

Peer checking for accuracy of movement

Recreate the Waltz ofthe Flowers from the Nutcracker Suite by Tchaikovsky. Children will move like flowers, inventing movements and improvising to music.

Video of classroom dance

10

2.2


Standard 1: Movement Elements and Dance Skills Students will create a dance phrase with a beginning, middle, and end; be able to repeat it, with or without music.

Activity Assessment

Pre-K Children will create dance/movement phrases based on a sequence of familiar yoga positions.

Teacher observation

K

Students will identify movements for given animals from Old McDonald. They will combine movements with song to create related dance phrases.

Use'icons to represent body movements such as snap, clap, and tap. Children will create their own dance phrases using icons.

Children will retell a simple story of a daily event - I got up, I got dressed, I ate breakfast- and create movement/dance stories to tell story.

Classroom performance


Video of dance event

11


2.3 Standard 1: Movement Elements and Dance Skills Students will create a dance phrase and then vary it, making changes in space, time, and energy/force.

Activity Assessment

Pre-K Do chant/movement to Peanut, Peanut Butter, Jelly. Create dance phrase with partner and then vary phrase using more or less force.

Teacher observation of changes of force

Students will create a dance phrase to represent different types of snow fall-flakes, flurries, blizzard, melting snow.

Classroom presentation

K Students will create a dance phrase to represent elephant movements and vary them in response to The Elephant on Learning Basic Skills ThrouKh Music by Hap Palmer.


Children will create dance phrase to Dance to the Music section of Rock and Roll Freeze Dance on So Big by Hap Palmer.

Classroom presentation

12


2.4 Standard 1: Movement Elements and Dance Skills Demonstrate the ability to work effectively alone, with a partner, and in an ensemble.

Activity Assessment

Pre-K Children will work in pairs (feet to feet and hands to hands) to play rock the boat while listening to Row, Row, Row Your Boat.

Teacher observation

Students will work together to produce simple ensemble dances such as the Bunny Hop and the Hokey Pokey.


K Children will create mirror dances with partner in response to Just Like Me on We All Live Together, Vol. 4 by Greg and Steve.

Teacher observation

Individual children will create their own dances in response to various classical music selections.

Individual performances

13


2.5 Standard 1: Movement Elements and Dance Skills Explore movement using a variety of available objects, properties (props), fabrics, and clothing pieces.

Activity Assessment

Pre-K Individual children will explore movement using scarves to Let's Go Fly a Kite on Musical Scarves & Activities by Georgianna Stewart.

Teacher observation

Explore movement using bean bags and body movements to Tom Tom Bean Bag on Bean Bag Fun.

Teacher observation

K Children will practice juggling with scarves to Be a Clown on Musical .Scarves & Activities by Georgianna Stewart

. Classroom p~rfonnance

Students will explore movement to the song Bean Bag Rock on Bean Bag Activities & Coordination Skills (Kimbo).

Teacher observation

14


3.1 Standard 1: Movement Elements and Dance Skills Observe, explore, and discuss how movements can show feelings, images, thoughts, colors, sounds, and textures.

Activity Assessment

Pre-K After listening to classical music such a Vivaldi's The Seasons, explore movements to music that can show colors and sounds of the seasons.

Group dance presentation

Read I See Colors by Eric Carle. Children may take pieces of fabric or ribbons of various colors and create movements that show colorful Images.

Color dance

K After viewing the video of Fantasia, children will discuss and share how the movements made them feel and the images suggested by the movements.

Class discussion

Students will pick an emotions card and create movements to demonstrate the emotion. Partners will try to guess the emotion portrayed by movements.

Partner check

15

3.2


Standard 1: Movement Elements and Dance Skills Observe and discuss how dance perfonnance is different from other fonns of human movement used in sports, everyday gestures, or social dancing.

Activity Assessment

Pre-K Sort magazine pictures cut from sports and dance magazines into different groups by type of movement.

Pictures sorted by movement

On neighborhood walk, take photos of movements made in daily life. Post photos on chart and label everyday movements such as stretching, bending, waving, and reaching.

Labeled classroom photo chart

K Read Max by Rachel Isadora. Discuss how Max's movements in the dance studio are different from his movements on the baseball field.

Drawings of different movement possibilities

Explore a variety of footwear from various sports and types of dance. Dictate sentences describing how you might move wearing respective shoes.

Dictated sentences

16

3.3


Standard 1: Movement Elements and Dance Skills Present dances or movement phrases; identify and describe movement choices and discuss varied responses to them.

Activity Assessment

Pre-K View videos from Act II ofNutcracker. Discuss and try out different movement possibilities for the divertissments of Coffee, Tea, and Spanish.

Use scarves to explore moving and dancing like the wind as in Mirandy and Brother Wind by Patricia Mc Kissick.

Class presentations

Video of wind dances

K After reading BarnDance by Bill Martin, listen to a variety of bluegrass and fiddle music. Experiment with movements that represent the feelings and images from the book. Explore movements that show feelings, images, sounds and textures of being caught in a storm such as in Wizard ofOZ or Thundercake by Patricia Polacco.

Class "barn dance"

Small group "weather dances"

17


3.4 Standard 1: Movement Elements and Dance Skills Present dances or movement phrases and discuss how movement choices convey meaning.

Activity Assessment

Pre-K Create a "Three Bears Dance" in response to the familiar story. Discuss the movements of the various characters and how the chosen movements convey the meaning of the story.

Class discussion

Move like fall leaves falling off of the trees in different types of weather-calm day, breezy day, cold and blustery day. Discuss how leaf movements can be portrayed differently in dance.

Leaf dance and discussion

K Children will select favorite nursery rhyme and present a simple dance that conveys the meaning of the rhyme.

Nursery rhyme dances

Children will select favorite nursery rhyme and present a simple dance that conveys the meaning of the rhyme.

Chart recording movement choices

18

4.1


Standard 4: Performance in Dance Describe the role of traditional and nontraditional dances and the circumstances and settings in which these dances would be performed.

Activity Assessment

Pre-K Invite family members to visit class and share traditional dances from individual cultures. Discuss when traditional dances are performed and compare to informal social dancing.

Video classroom visits

View video excerpts of traditional dance performances from various cultures. Discuss whether people perform these dances in daily life or during special ceremonial events.

. Class discussion

K During St. Patrick's Parade time in Holyoke, invite dancers from area Irish dance studios to share traditional step dancing and discuss the settings in which it is usually performed. Make arrangements to observe the rehearsal and/or performance of a traditional Puerto Rican dance troupe. Children will complete j oumal response after visit.

Recorded interviews with dancers

Joumal responses

19

4.2

Pre-K


Standard 4: Performance in Dance Create original dances or themes for movement improvisations, or learn traditional dances; rehearse, and demonstrate dances, making decisions about performance space, audience location, entrances and exits, and costumes.

Activity Assessment

Plan to create an improvised dance to classical music. Decide ahead of Performance of improvised dance time where dance space will be and how dancers will enter and exit.

K

Use prop box from Dramatic Play Center to create simple costumes for original dances.

After the first snowy day of the winter season, create a "Snowy Day Ballet." Plan entrances, exits, and simple costumes in advance of the performance. Children who take formal dance lessons will describe the preparation and rehearsal necessary to produce a dance recital. Students will prepare questions about the planning that takes place.

Photos of costume creations

Video of performance

Prepared questions and recorded responses


4.3

Pre-K

Dance Strand Learnin2 Standards for Grades PreK- 4

Standard 4: Performance in Dance Demonstrate the ability to work effectively with a group or leader.

Activity Assessment

Play group games that involve movement such as Hokey Pokey and' Teacher observation Simon Says. Alternate turns as leader and/or participant.

K

Work together as a group to learn simple dances under teacher direction.

Move together as a group to music using large parachute or piece of fabric. Discuss what has to happen for the group to move smoothly as a unit. Provide opportunities for individual students to act as the dance teacher or choreographer when class is experimenting with movement activities.

Dance performances

Group evaluation

Journal response of leader

21

Dance Strand Learning Standards for Grades .PreK- 4

5.1 Standard 4: Performance in Dance Demonstrate the ability to work effectively with a group or leader.

Activity Assessment

Pre-K View and move to traditional Hawaiian dances using the video, Hula Teacher observation for Children. **

Observe live or recorded presentation of the Chinese Dragon Dance Class discussion celebrating Chinese New Year. Describe how the many dancers moving together create the illusion of a dragon.

K Make decorate paper "dance capes" in the style of Peruvian traditional Group evaluation dancers. Children may wear capes as they respond musically to South American selections. (Scholastic*) View a variety of multicultural folk dances such as Chinese Ribbon Journal entries Dance, Hora, and Tarentella from video, Multicultural Folk Dances, Voll & 2. ** Complete journal entry describing dances.

Web Resources: *http://teacher.scholastic.com/activities/act_capel.htm1 **http://www.centralhome.comlballroomcountry/multicultural_folk_dance_videos.htm

22

5.2


Standard 5: Critical Response Explore, discover, and realize multiple solutions to a given movement problem. Reflect upon the uniqueness of each solution.

Activity Assessment

Pre-K Select a favorite story character and discuss how that character might move in different parts of the story. Perform movements for class.

Student movements

Present different scenarios for children to move to creatively such as: "How will you move through ocean waves? How will you move through a field of sunflowers?

.Teacher observation

K Play classical music such as Vivaldi's The Seasons and ask children to create movements as they are move through different types of weather.

Group evaluation

Have students experiment with movement using large stretchy bands or pieces of fabric. Ask them to solve problems moving with given props and illustrate a chosen solution.

Illustrations of problem solving

23


5.3 Standard 5: Critical Response Observe two dances and discuss how they are similar and different, considering use of theme, space, timing and rhythms, gestures and body language, props, and costumes.

Pre-K Ask older students and/or community members to demonstrate cultural Class discussion dances found in our community such a traditional Puerto Rican dance and Irish step dancing. Discuss how the dances are the same and different.

View a video of a local dance recital. Discuss the types of dance such Dance performances as ballet, jazz, aero, and tap that. occur. Record children's observations of how dances are the same and different.

K Observe The Waltz ofthe Flowers from a classic ballet version ofThe List of similarities and differences Nutcracker and compare it to the Hippo Dance in Walt Disney's Fantasia. Compare versions of traditional folk dances such as square dancing List of similarities and differences with contemporary dances such as Hip Hop. List how dances are the same and different.

24

5.4


Standard 4: Critical Response Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom, rehearsal, and performance settings.

Pre-K Create a class list of ways to be a good audience member when watching a performance. Make into a chart to review before attending a performance.

Class chart of positive audience behavior

Periodically recognize children who are being attentive and respectful of classmates. Highlight positive listening and responding to peers on a regular basis.

Teacher observation

K After watching a rehearsal for a performance, make a word web of skills that performers need to be successful such as concentrating, focusing on the task, and looking at the audience. Invite a dancer to visit class and discuss audience behaviors that support performers. Record ideas from discussion in journal entry "I can be a good audience member."

Word web of rehearsal skills.

Journal responses

25

1.1

Music Strand Learnin~ Standards for Grades PreK- 4

Standard 1: Singing Students will sing alone and with others, a varied repertoire of music.

Activity Assessment

Pre-K Sing routine and transition songs as part of daily classroom routines Children join in and use songs as part of such as daily classroom routine. "Now it's time to pick up toys ..." to the tune ofMary Had a Little Lamb) or My hands are by my sides, I'm standing straight and tall. My eyes are looking toward the front, I'm ready for the hall. (to the tune of The Noble Duke ofYork) Participate in singing songs with a steady tempo such as If You're Student repeat songs with increasing Happy and You Know It (traditional) and The Elephant Hap Palmer. accuracy.

Children are able to create new song Me Out For Some Ice Cream (to the tune of Take Me Out to the Ball Sing and/or create thematic songs based on familiar tunes such as TakeK

using familiar melody. Game* and similar songs from Pif:KYback Sonf:s. ' Read books that can be sung such as Shake My Sillies Out, Baby Students can sing songs as they read Beluga, and Down by the Bay_by Raffi or There Was an Old 'Woman along with familiar books. Who Swallowed a Fly by Sims Taback, Miss Mary Mack by Maryann Hobennan


1.2

Music Strand Learnin2 Standards for Grades PreK- 4

Standard 1: Singing Students will sing expressively with appropriate dynamics, phrasing, and interpretion.

Activity Assessment

Pre-K Sing different versions of the same song such as traditional ABC and ABC Rock (Vol.l, Greg and Steve/We All Live Together) and The Dog's ABC{Handwriting Without Tears CD).

Sing songs with animal sounds such as When Cows Get Up in the Morning (traditional).

Children sing variations of familiar songs with enthusiasm and expression.

Students suggest appropriate animal sounds for songs.

K Sing songs with alternate loud and soft dynamics such as John Jacob Jinglehimmer Schmidt (traditional).

Sing expressive lullabies such as Sleep, My Teddy-O (Eileen PackardlPeanut Butter Jam), Hush, Little Baby(traditional), and Fais Dodo (Raffi).

Children are able to sing along a continuum of dynamic levels demonstrating loud to soft sounds. Students are able to use voice expressively to demonstrate emotions in lullabies.

27

1.3

Music Strand Learning Standards for Grades PreK- 4

Standard 1: Singing Students will sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods.

Activity Assessment

Pre-K Listen to and sing songs from the CDs My Two Hands Hold the Earth by Sarah Pirtle and Jambo by Ella Jenkins.

Children will sing songs independen~ly from different cultures

Play and sing a variety of playground chants and rhymes. Web resources include: www.gameskidsplay.net and www.geocities.com/childrenfolklore.

Students will share songs informally during play.

K Learn and sing a variety of songs from different historical periods such as Yankee Doodle, London Bridge, I've Been Working on the Railroad, 0 Susanna, Daisy, Daisy, and She'll Be Coming Round the Mountain. Participate in singing a variety of traditional folk songs such as Coqui, Coqui (Puerto Rico), Aiken Drum (Scotland), My Dreydel (Israel), and This Little Light ofMine (traditional).

Children will be able to sing from memory a variety of songs from different historical periods from memory. Students will be able to sing traditional folk songs from memory.

.'

28

1.4


Standard 1: Singing Students will sing ostinatos,*partner songs, rounds, and simple two part songs, with and without accompaniment.

Activity Assessment

Pre-K Learn songs with repetitive patterns such as Head, Shoulders, Knees, and Toes. (traditional)

Play Who Stole the Cookie From the Cookie Jar? and repeat the rhythmic responses.

Children will be able to join in with repetitive patterns appropriately during smgmg.

Students will be able to respond rhythmically with the appropriate chant.

K Particpate and sing songs from Ella Jenkins ~D Call and Response such as Did You Feed My Cow?

Learn and practic~ traditional rounds such as Row, Row, Row Your Boat, Scotland's Burning and Taps.

Children will complete the appropriate call and response chants.

Students will be able to sing simple rounds both with and without accompaniment.

* Osinatos are short rhythmic or melodic patterns that are repeated. 29

1.5


Standard 1: Singing Students will sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

Activity Assessment

Pre-K Children will follow directions/cues of teacher during choral singing such as hand signals to raise or lower voices, stop and start singing.

Teacher observation of ability to follow signals during singing.

Students will participate in singing songs both in small and large groups under the direction of the teacher as "conductor."

Teacher observation

K children will play singing games in which one child plays being the conductor and the other children follow his/her cues.

Peer assessment

After watching either a live or recorded performance with a conductor, children will play at being members and/or conductors of a choral group in the Dramatic Play Center.

Video recordings of choral play.

30

2.1

Music Strand Learnin~ Standards for Grades PreK- 4

Standard 2: Reading and Notation Students will demonstrate and respond to: the beat, division of the beat, meter (2/4,4/4) and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests.

Activity Assessment

Pre-K

K

After learning the song, Bingo, children will sing along and clap to the song demonstrating a rhythmic pattern as they clap for missing letters.

Students will follow teacher's model and respond to the clapping directions of the song, Clap Big Lines, from the CD accompanying the preschool level ofHandwriting without Tears.

Children will sing a familiar song such as I'm a Little Teapot using hand gestures with appropriate rhythmic patterns.

Students will use soft toys or stuffed animals to create a song with different note values. Each animal will be assigned a distinct note value. Children will arrange animals in a variety of patterns to create unique tunes.

Teacher observation of students' ability to clap in place of the missing letters in the song with increasing accuracy,

Teacher observation of children accurately clapping to the rhythm of song.

Children will demonstrate ability to produce the song's gestures using an accurate beat. Children will be able to create unique songs using distinct note values and be able to read them back/sing them back with increasing accuracy.

31


2.2 Standard 2: Reading and Notation Students will use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef.

Activity Assessment

Pre-K While the teacher plays a slide whistle or recorder, the children will Teacher observation of accurate move up and down, squatting and/or standing on tiptoes, to indicate movement to indicate pitch. the changing pitches of the music.

Children will visually "read" the notation of a song with distinct Teacher observation of the correlation pitch changes such as Scotland's Burning or Sometimes I'm Very of movement to pitch. Tall, Sometimes I'm Very Small.As they sing the song and "read" the notation, they will respond physically to the music with appropriate movements.

K Using color coded song cards, children will sing and identifY simple Tunes will be verified by playing the familiar tunes and nursery rhymes. same notes on a color coded

xylophone or step bells. Students will play familiar tunes on color coded keyboard and/or Children will successfully play simple giant floor piano. songs and tunes.

32

2.3


Standard 2: Reading and Notation Students will identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

Activity Assessment

Pre-K Using a chart as a model, children will use play dough to form and name various musical symbols.

Children will visually match teacher made cards of musical symbols to an enlarged sample of a line of music from a familiar tune such as Twinkle Star..

Classroom display of children's play dough creations of appropriate musical symbols.

Adult check of correctly matched symbol cards to enlarged line of music.

K Using a overhead and pieces of candy (M &Ms) for bodies of notes and popsicle sticks for tails, teacher will model how to create "munchy musical notes." Children will continue exploration of creating notes using the overhead in centers. Play Go Fish using a deck of musical cards with the four basic kinds of notes and other musical symbols.

Children will "sing" the notes that they have created.

Completed pairs of correctly matched notes and musical symbols.

33


2.4 Standard 2: Reading and Notation Students will use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher.

Activity Assessment

Pre-K Not appropriate at the PreK level.

K Teacher will create a giant sized staff on floor with duct tape or floor Teacher assigned spots on staff. Are tape. Small groups of students will pick places to stand on either a children able to identify song as played line or space. Teacher will play song created by this Human by teacher. Composition* using step bells or piano. Children will use large geometric shapes to represent different Student presentation of songs created. pitches. Make patterns with shapes and attempt to play music represented with step bells or piano. This activity can also be used to recreate patterns and beats.

• It may not be appropriate at the PreK-K level to expect students to use standard symbols to notate musical symbols. • Human Composition lesson plan by Dawn Sluoski, http://www.LessonPlans.com • Shapely Composition lesson plan by Brenda Stallings, http://www.learnnc.org/lessons/Hrsbje5232002441

34


3.1 Standard 3: Playing Instruments Students will play instruments, alone and with others, to perform a varied repertoire of music.

Activity Assessment

Pre-K Students will " walk" familiar tunes using a large floor piano mat and "play" familiar tunes with their bodies.

Teacher observation

Using a lap harp or autoharp, children will use color coded task cards to experiment with playing familiar songs independently. (Small lap harps are available at Toy's R Us.)

Self cOlTectirtg activity

K Keyboard may be set up in music center with color coded task cards. Children will be able to play familiar tunes independently.

Self cOlTecting activity with color coded cards.

Children will play songs independently in Music Center using hand bells or step bells.

Peer assessment/Is song recognizable?

35

Music Strand Learnine Standards for Grades PreK- 4

3.2 Standard 3: Playing Instruments Students will play expressively with appropriate dynamics, phrasing and articulation, and interpretation.

Activity Assessment

Pre-K After practicing singing familiar nursery rhymes such as Baa, Baa Black Sheep, children will use musical instruments to respond expressively to the tune.

Teacher observation

Discuss feelings that different songs have and use appropriate rhythm instruments to accompany songs - finger cymbals for Twinkle Star, sticks and drum for Humpty Dumpty.


K When acting out a familiar story such as The Three Pigs in the Dramatic Play center, students will create a musical accompaniment to different scenes.

Small group performance

After reading Today I Feel Silly by Jamie Lee Curtis, children will respond to moods depicted in book with instruments. * Who's Dancing Now website

Video tape of performance

36

3.3


Standard 3: Playing Instruments Students will play from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods

Activity Assessment

Pre-K Children will use rhythm instruments to accompany multicultural favorites such as McNamara's Band and Frere Jaf;:ques.

Teacher observation

Songs from various historical periods such as nursery rhymes like London Bridge will be performed using appropriate accompaniment.


K Students will perform multicultural songs such as De Colores and Mi Cuerpo Hace Musica by Sarah Pirtle and choose appropriate musical accompaniment for the selections. Children will play and perform a variety of multicultural songs from Raffi and Ella Jenkins CDs such as My Dreidel, Swing Low, Sweet Chariot, Sur LePont D'Avignon, and De Colores.



37

3.4

Music Strand Learning Standards for Gr.ades PreK- 4

Standard 3: Playing Instruments Students will echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments.

Activity Assessment

Pre-K Children will use rhythm instruments to accompany call and response songs from Ella Jenkins such as Did You Feed My Cow?

Teacher observation

Students will respond appropriately to rhythmic songs such as Mexican Hand Clapping Song and use instruments to design musical responses to song.


K Students will perform call and response/echo songs such as Miss Mary Mack choose appropriate musical accompaniment for each response. Children will play and perform a variety of songs with distinct rhythmic patterns such as Jambo, Moon Don't Go and the Mexican Hand Clapping Song from Ella Jenkins CDs.



38

3.5


Standard 3: Playing Instruments Students will perfonn in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor,

Activity Assessment

Pre-K Children will play musical instruments and stop and start play upon Teacher observation the direction of the teacher/conductor.

Students will role play being members of a marching band in the Classroom perfonnance Holyoke's St. Patrick's Day Parade. They will practice stopping and starting upon direction of a chosen conductor,

Small group perfonnance a band or orchestra, with one child playing the role of the conductor.

K In the Dramatic Play Center, children can role play being members of

Video tape of perfonnance groups responding to the cues of a conductor. Students will alternate roles of player and conductor,

Students will play rhythm and/or melodic instruments in small

39


3.6 Standard 3: Playing Instruments Students will perform independent instrumental parts. *PreK and K students will not be expected to play contrasting parts.

Activity Assessment

Pre-K During visits from local musicians during the St. Patrick's Day Teacher observation season, children will have an opportunity to try various traditional Celtic instruments and to play them independently.

Children will have a chance to try out and play various marching Classroom performance band instruments during a visit from members of the Holyoke High School Marching Band.

K After reading the story of the Bremen Town Musicians, children will Small group performance independently play instruments to represent the sounds of the various characters. Children will have an opportunity to " try on" various instruments Video tape of performance during classroom visits of the Instrument Petting Zoo - a visiting field trip from the Springfield Symphony Orchestra.

40


4.1 Standard 4: Improvisation and Composition Students will improvise "answers" in the same style to given rhythmic and melodic phrases.

Activity Assessment

Pre-K Children will respond to a puppet singing "Hello, Boys and Girls" Repeated phrase will match the using the same pitch with an answer to fit the style of the caller. original rhythmic and melodic call.

Children will practice a safety song following this model: Children will sing piece, correctly " My name is Carol Broyles, This is where I live - 2 Francis Ave, inserting name, address, city, and state Holyoke, Massachusetts" to the tune of the familiar nursery rhyme, using the same melodic phrase. "See Saw, Margery Daw"

K Students will sing a rewrite of Old MacDonald Had a Band taking Responses will name instruments and turns inserting different instruments and their sounds using the sounds and be performed using the following model: same melody. " Old MacDonald had a hom- E-I-E-I-O And on that hom, he made a sound, toot, toot, toot, toot, toot." Use Raffi song, One, Two, Three, Echo Me from One Light, One Children will respond appropriately Sun CD. Children will use assorted items to prompt responses such and sing response in the same pitch as "Who has the penny? I have the penny... " . and style as original question.

41

4.2


Standard 4: Improvisation and Oomposition Students will improvise and compose simple rhythmic and melodic ostinato accompaniments.

Activity Assessment

Pre-K

K

Introduce the song, The Ants Go Marching. Children will provide verse transition such as "boom, boom, boom." Variation could be "Alice the Camel" Transition - " and they all went bump, bump, bump", The song, "IfAll the Raindrops" will be practiced with hand movements and the reoccurring "ah, ah, ah, ah, ah, ah, ah, ah, ah, ah." as children look up with their mouths open. Some students may provide musical accompaniment using guiro or other selected musical instruments.* Use instruments to tell the story of the Bremen Town musicians using instruments to represent each animal. Use a bass ostinato for traveling music-Bremen Town, Bremen Town, we are going to Bremen Town (GECGECDDGGEEG) Use the first page of Train Song by Diane Sebert as a vocal ostinato-Out in the back(ti, ti, t.a), Railroad Track(ti,ti, ta), Clickety Clack(tiri ti, ta), Clickety Clack(tiri, ti, ta). Instruments may be used to take over the vocal ostinato. A variation of this activity would be to do the same activity with Chicka, Chicka, Boom, Boom(ti ti, ti ti, ta ta)

Accompaniment will used consistently as a verse transition.

Teacher will observe the "ah, ah, ah" part of the song to determine if rhythmic patterns are maintained both vocally and with instruments.

During presentation, children will be able to use the bass ostinato as demonstrated or improvise a new ostinato. Text will be read in a quick rhythm that will mimic the rhythm of a train.

* Lyrics and tune available at www.lessonplanspage.com/printables/pmusic 42

4.3


Standard 4: Improvision and Composition Students will improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies.

Activity Assessment

Pre-K Children will repeat final word twice at the end of each line of a familiar song such as Twinkle, twinkle, little star.....star, star, star....

The added words will provide rhythmic variations as students maintain original song composition.

K

Sing Five Little D,ucks and then sing song inserting different animals, sounds, and actions such as "Five Little Kittens ....Father Cat called meow, meow, meow....Only four little kittens came back." Small groups of students will take familiar nursery rhymes such as Mary Had a Little Lamb and Humpty Dumpty and change the words and rhythmic patterns to create a new variation such as a rap or country version. Children will use classroom rhythm instruments to create modifications to familiar songs.

Teacher will observe the "ah, ah, ah" part of the song to determine if rhythmic patterns are maintained both vocally and with instruments. Revised nursery rhymes

Classroom performances with rhythm instrument modifications

43

4.4


Standard 3: Improvisation and Composition Students will improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds (such as clapping) and sounds produced by electronic means.

Activity Assessment

Pre-K Sing song, Days ofthe Week - Monday, Monday, clap, clap, clap/ Tuesday, Tuesday, tap, tap, tap. Additional sound sources can be added for different days.

Students will negotiate and select sounds to accompany the song performance.

Use instruments to retell and sequence story, Bringing the Rain to Kapiti Plain. Children will improvise short melodies to go with key parts that reoccur in this cumulative tale.

Children will recall· and play the melodies composed for each recurring part of the story.

K After listening to the song, Come On and Clap by Hugh Hanley.* Let children suggest different things to do with this song such as clap, snap, whistle, tap, etc. New verses will be improvised as suggestions are made. Children will find "instruments" in classroom-blocks, pencils to use to create a classroom " Garage Band." They will work cooperatively with found items to create songs made with nontraditional sounds.

Improvisations of children use a variety of sound sources.

Cooperative groups of children will perform the completed songs made with nontraditional sounds.

*Available on One More Circle by Hugh Hanley. (Linda Griffin at Donahue has contact information.)

44


4.5 Standard 4: Improvisation and Composition Students will create and arrange short songs and instrumental pieces within teacher specified guidelines.

Activity Assessment

Pre-K Use instruments to signify movements of Anansi the Spider such as spinning and walking in the Raffi song, Anansi.

Performance will be assessed using a rubric for creativity in the use of the instruments to depict movements in the songs.

Respond to the story, Listen to the Rain, by Bill Martin. Children will make rain sounds at the appropriate part of the story with fingers tapping on paper or with appropriate musical instruments.

Children's "Rain Music" will be appropriate to the story line and will enhance retelling.

K During a reread ofRap A Tap Tap Here's Bo Jangles Think of That, children will use unpitched instruments such as wooden blocks or tambourines to create musical responses to story refrains.

Audio recording of performance.

Use book Bear Snores On by Karma Wilson and a variety of musical instruments to accompany the reading. Children will use cue cards that will tell them which instrument and sounds should be played at what time in the story.

Cue cards will be utilized correctly and sounds played at appropriate parts of the story.

45

5.1

Music Strand Learning Sta.ndards for Grades PreK- 4

Standard 5: Critical Response Students will perceive, describe, and respond to basis elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form.

Activity Assessment

Pre-K Children will respond to the elements of music such as tempo or dynamics·while painting.

Display and discussion of paintings.

K

Students will represent responses to music with different dynamics such as loud and soft, with various art media such as chalk drawing or finger painting.

While listening to the William Tell Overture by Rossini, children will identity piano and forte dynamics by holding up cards with p for piano and f for forte during appropriate points in the musical selection. Children will learn the nursery rhyme, Three Blind Mice. They will sing the song softly at first, then at a medium volume, and, finally, very loudly.

Peer discussion of how art works represent musical dynamics.

Teacher observation.

Peer observation

46

5.2


Standard 5: Critical Response Students will listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context

AssessmentActivity

Classroom performance multicultural songs such as Dreidel, Dreidel, Dreidel and other songs to celebrate multicultural festivals of light in various cultures.

During the winter season, children will learn appropriate Pre-K

Matching of pictures to songs from guess which of teacher selected pictures represents what people Students will listen to music from different time periods and try to

different time periods. might have worn during the time particular selections were popular. For example, Yankee Doodle with pictures of colonial soldiers,

. Home on the Ranf!e with pictures of cowboys. Ongoing map of global music

Mr. Maraca. Teacher will read letters from Mr. Maraca's latest Children will travel around the world musically with class mascot, K

locations destination and play samples of music from that location. Children will attempt to guess where Mr. Maraca is from clues in letter and type of music played. After predictions are recorded and confirmed, new location will be plotted on class map. * After listening to an assortment of rock and roll songs from the Photos and video of classroom 1950's and early 1960's, children will plan and carry out a classroom "Sock Hop." "Sock Hop" and invite families to rock around the clock. Perhaps there will be a surprise visit from Elvis!

*http://www.lessonplanspage.com 47

5.3


Standard 5: Critical Response Students will use appropriate terminology in describing music, musical notation, musical instruments and voices, and musical performances.

Activity

Pre-K After learning Five Little Pumpkins, students will discuss the way the sounds go in this song. (Words are sung on a descending scale and 0000 part is ascending.) Children will move paper ghosts to indicate if the sounds in the song" are moving up or down. * Students will use bean bags to throw bean bags on large floor scale labeled with lines and spaces. Children will identify line or space where bean bag has landed. *

K Children will play "Floor Twister" with a labeled floor staff made with masking tape. With lines about 12" apart, a staff is created. Children place right or left hand on line or space called out by teacher. * Use a teacher created or commercially available set of cards with musical notes or musical instruments on cards. Children will play Musical Fish with the cards and make pairs of similar notes, musical symbols or instruments.*

* http://www.Lessonplanspage.com/printables/

Assessment

Teacher observation of representation of ascending and descending scales.

Adult monitoring of accuracy.

Teacher observation of increased accuracy over time.

Correctly matched pairs of cards.

48


5.4 Standard 5: Critical Response Students will identify the sounds of a variety of instruments, including many orchestra or band instruments from various cultures, as well as children's voices and male and female adult voices.

Activity Assessment

Pre-K As teacher plays pieces of classical music, children hold up picture cards of musical instruments to indicate instruments heard.

Teacher observation

Students will listen to a recording of the musical Really Rosie and try to identify various musical instruments heard during recording.

Teacher identification of instruments.

K After reading Zin Zin, A Violin or the Philharmonic Gets Dressed, children will draw pictures of which instrument they would choose to play.

Student drawings

After listening to Peter and the Wolf, students will begin to identify the musical theme and instrument that represents each story character. As they listen, they will hold up pictures of the instruments at correct points in the story.

"Accurate matching of instrument to story character.

49

5.5


Standard 5: Critical Response Students will describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance setting.

Activity Assessment

Pre-K Children will move freely to lullaby, march, and dance music. They will discuss how they will move differently to each piece and type of mUSIC.

Using Yoga/or Children activities, children will move into different positions and respond to various types of music with movements. *

Oral discussion of similarities and differences.

OT and teacher observation over time.

K After reading The Skeleton's Parade by Jack Prelutsky students will move like skeletons in response to the music and its inferred music.

Listen and respond to Walter the Waltzing Worm by Hap Palmer. Children's responses will mirror implied movement and response to mUSIC.

Video tape of movement

Peer evaluation

* District OTs will model and assist with classroom yoga. 50

..-... _ '':'.' .~t

...

Theatre Strand Learnin2 Standards for Grades PreK- 4

1.1 Standard 1: Acting Students will read, listen to, and tell stories from a variety of cultures, genres, and styles.

Activity Assessment

Pre-K Children will bring in a family photograph and share elements of family culture orally with classmates. Each child will answer questions posed by classmates about their family culture.

Teacher obs'ervation, recording of classmates questions and presenter's answers

Students will read and discuss various versions of traditional folk tales such as the Little Red Hen and the Gingerbread Boy. They will contribute to ongoing classroom charts that list similarities and differences in the different versions.

Classroom charts

K Children will interview family members about their ancestors and their own childhood years. They will bring in an object from home that has a piece of family history or culture attached to it and tell a story to the class using the object as a prompt.

Video of classroom presentations

After reading This is the Dream by Diane Z. Shore, children will retell and illustrate parts of the story that detail the history of segregation in the American South from the perspective of a young child.

Classroom display of illustrations from text

51

1.2

Theatre Strand Learnin~ Standards for Grades PreK- 4

Standard 1: Acting Students will imagine and clearly describe characters, their relationships, setting, conflict, and plot from a variety of appropriate literature.

Activity Assessment

Pre-K After reading City Mouse, Country Mouse by Jan Brett, children will visualize settings that occur in the story. They will discuss their impressions of the settings and express their representations of the settings in various art forn1s.

Students will give simple oral reports on favorite stories heard or read. They will describe what problem occurred in the story and how the problem was solved.

Display of artistic representations of story settings

Teacher checklist of story problem identified and how problem was solved

K After reading The Tale ofPeter Rabbit by Beatrix Potter, children will orally describe the plot and conflicts that occur during Peter's adventures.

Buddy check

After reading multiple versions of folk or fairy tales such as Cinderella, children will orally identify characters that occur in all versions such as a godmother figure. They will create a character web using words to describe the character prototype.

Character web

52

1.3


Standard 1: Acting Students will pretend someone else, creating a character based stories or through improvisation, using properties /props, costumes, and imagery.

Activity Assessment

. Pre-K

K

Given pictures or photo cards of community workers, children will use improvisation to act out the characteristics and/or attribute of specific workers

Students will select items from classroom prop/costume bag and use these props or costumes to depict characters from fiction or real life. They will verbalize who they are and why they selected a particular prop or costume.

After reading The Quilt Story by Tony Johnson, children will act out the part of the little girl in the story using a quilt as a prop.

Classmates will guess which characters are being depicted.

Teacher observation

Video of retelling

Students will share funny family stories with peers and select costumes and lor props from classroom dress - up area to depict family characters. Teacher will record characterizations with digital camera.

Classroom photo album - "Our Funny Families."

S3

Theatre Strand Learning Standards for Grades PreK- 4

1.4 Standard 1: Acting Students will create characters through physical movement, gesture, sound and/or speech, and facial expression.

Activity Assessment

Pre-K After reading Swimmy by Leo LiolUli, children will act out the story assuming the roles of Swimmy and the other sea creatures.

Classroom perfOlmance

Students will listen to The Story ofFerdinand and then act out various scenes from the story such as the bulls butting heads or Ferdinand being stung by the bees. They will use physical movement to create the characters of both the bulls and the bees.

Identification of story characters based on physical movements.

K Children will work cooperatively to create a Reader's Theatre presentation ofHattie and the Fox by Mem Fox. The characters will be represented via movements, actions, sounds, and facial expressions.

Classroom perfonnance

After reading Mr. Brown's Magnificent Apple Tree by YvolUle Winer, students will identify body movements and gestures that Mr. Brown uses to show emotional responses during the story. They will then retell the story using movements and gestures.

Video of perfonnance.

54

Theatre Strand ·Learning Standards for Grades PreK- 4

1.5 Standard 1: Acting Students willieam lines, observe, listen, and respond in character to other actors.

Activity Assessment

Pre-K After reading Where Have You Been? by Margaret Wise Brown, children will participate in a call and response activity based on the story. See www.readerstheatre.ecds.net for suggested responses.

Appropriate call and response

Students will reinact the story of Brown Bear, Brown Bear, What Do You See? by Bill Martin with appropriate lines for the designated animal.

Teacher observation

K Children will identify and repeat repetitive lines or refrains from The Gingerbread Baby by Jan Brett and recite the lines at the appropriate place in the story retelling.

Story retelling

Children will respond in character while participating in the Reader's Theatre of Fire, Fire! Said Mrs. McGuire by Bill Martin. See www.readerstheatre.ecsd.net for Reader's Theatre script.

Classroom performance of Reader's Theatre

55

1.6

Pre-K

I

K


Standard 1: Acting Students will demonstrate the ability to work effectively alone and cooperatively with a partner, or in an ensemble.

Activity

Children will act out familiar nursery rhymes with a partner and present rhymes to class. Classmates will attempt to guess which rhyme is being presented.

Children will participate in a dramatic retelling of The Very Hungry Caterpillar by Eric Carle. At the end of the performance, the ensemble will come together to create a giant caterpillar.

Working with partners, children will pick an action card and act out what is depicted on the card - for example, a mother and a young child eating supper, a mail carrier and a person receiving mail, or a salesperson and a shopper making a purchase.

Students will work together to act out parts of The Enormous Watermelon. Selected students will play various nursery rhyme characters. The ensemble will work together to uproot the "enormous watermelon."

Assessment

Student identification ofnursery rhymes

Video of performance

Student guesses about depicted actions


56


2.1 Standard 2: Reading and Writing Scripts Students will identifY what drama is and how it happens.

Activity Assessment

Pre-K Invite local high school performing arts group and area theatre Class shared writing about what was companies to visit classrooms and discuss what drama is and how it learned in visits by performers happens for performing arts groups.

After watching both formal and informal theatre performances, Classroom discussion, attribute chart-students will discuss their emotional responses to the programs and What is Drama? record how drama performances are different from TV shows, cartoons, and video games in classroom attribute chart.

K Students will participate in developing a script for a dramatic retelling Script recorded by teacher ofMrs. Wishy Washy by Joy Cowley.

Using storyboard cards from Second Step conflict resolution program, Classroom performances children will identify emotions that might occur in the given scenarios and create dramatic renditions of the scenes.

57


2.2 Standard 2: Reading and Writing Scripts Students will read plays and stories and identify characters, settings, and actions.

Activity Assessment

Pre-K Children will create a class mural that depicts the various settings in Make Way for Ducklings by Robert McCloskey - the street scene, the pond, and the park.

Mural

As a Shared Writing activity, students will brainstorm lists of favorite story characters and identify the ones who are "tricky" or "sly".

Character list

K After reading one of the many versions of The Little Red Hen, students will complete a whole group story map in which they identifY characters, setting, and actions.

Group story map

Small groups of children will work together to create "story puzzles" of familiar stories. Puzzle pieces will represent story characters, settings, and events.

Completed story puzzles

58


2.3 Standard 2: Reading and Writing Scripts Students will develop dramatic dialogue for characters from a folktale told in prose.

Activity Assessment

Pre-K Children will create dramatic dialogue for nursery rhyme characters. For example, what might Humpty Dumpty say about his accident in a phone call to one of the Three Little Kittens?

Tape recorded dialogues

After looking at a wordless picture book such a The Snowman by Raymond Briggs, students will tape record possible dialogue between the boy and the snowman.

Tape recorded dialogues

K After reading a version of Cinderella or another familiar fairy tale, students will help develop possible dialogue for the main story characters. Adult may record dialogue.

Adult recorded dialogue

Students will invent and try to write new dialogue with a fresh slant for a familiar character such as the wolf in The Three Pigs. For example, what if the wolf tried to figure out a way to make friends with the pigs. What might he say?

Student generated dialogue

59

2.4


Standard 2: Reading and Writing Scripts Students will create a scene or play with a begilU1ing, middle, or end based on an original idea, a story, or other forms of literature.

Activity Assessment

Pre-K Using story cards from a familiar story such as The Snowy Day by Ezra Jack Keats, children will act out simple versions of the begilU1ing, middle, and end of the story.

Acting out of B, M, and E of familiar story

After reading a clearly written version of The Three Bears such as the one by Paul Galdone, students will develop a simple presentation with a clear begilU1ing, middle, and end

Presentation of Three Bears

K Children will use a selection of poems by authors such as Shel Silverstein or Jack Prelutsky to create a simple play with begilU1ing, middle, and end based on poems.

Play based on poetry

Students will develop a class list of things that happen in a play to indicate the end of the production such as curtains closing, lights going on, bowing, curtain calls, etc.

Class list of play ending activities

60

2.5

Pre-K


Standard 2: Reading andWriting Scripts Students will plan, improvise, and write or record simple dramas that include the 5 W's who, what, where, when, and why.

Activity Assessment

After reading Are You My Mother? by P. D. Eastman, children will Recorded descriptions of character and describe who the characters are and where the action takes place. action

Children will bring in a photo from home and describe it orally using Oral description of story the 5 W's based on prompts from the teacher.

K Based on My Nana and Me by Irene Smalls, students will plan and then dictate a simple drama based on themselves and a special family member.

After reading a book with a clear story line such as Stellaluna, students. will complete a whole group story map that identifies the 5 Ws in the story.

Dictated story drama

Group story map

61

3.1


Standard 3: Directing In creating and rehearsing infonnal classroom dramatizations, students will experiment with and make decisions about the visual configuration of the acting space such as entrances and exits, placement of set, and location of audience.

Activity Assessment

Pre-K Children will participate in a guided imagery activity where they will imagine that they are inside a box. They will explore visually and orally how they would decorate their box.

Oral description or drawing of decorated box

Divide floor space into blue and brown areas with tape or pieces of cloth. Children will choose to be an animal that lives either on land, in air or in water and demonstrate how that animal moves in its habitat.

Child demonstration

K After reading The Three Billy Goats Gruff by Paul Galdone, children will discuss and record how they might dramatize the story using entrances, exits, and the set up of the bridge.

Record of drama mapping

Children will use masking tape to map out levels of the rainforest to use in acting out The Great Kapok Tree by Lynn Cherry. Actors being different animals will position themselves in various levels of the taped rainforest.

Leveled rainforest and actions

62

4.1

Theatre Strand Learnin~ Standards for Grades PreK- 4

Standard 4: Technical Theatre Students will collect, make, or borrow materials that could be used for scenery, props, costumes, sound effects, and lighting for informal classroom presentations.

Activity Assessment

Pre-K Use flashlights and shoeboxes to create mini puppet theatres, Children will experiment with lighting techniques using flashlights.

Shared writing: How Can We Use Lights in Our Productions?

During shared writing, children will create a wish list for families to ask for contributions that can be used for scenery, props, or costumes for classroom presentations.

Completed family letter

K Children will tum classroom into scenes from Wacky Wednesday by Dr. Seuss. They will create wacky costumes from found items and lor classroom costume box.

Photos of story scenes

After reading Gingerbread Baby by Jan Brett, children will collect items to create gingerbread houses as story props. They will use blocks and cans to create sound effects of animals running over bridge.

Classroom performance with child created props and sound effects

63

4.2


Standard 4: Technical Theatre Students will visualize environments and arrange the physical playing space to communicate mood, time, and locale.

Activity Assessment

Pre-K Use boxes, draping, and rocks to turn Dramatic Play area into a dinosaur setting with caves and rocky background.

Completed dino setting

After reading Changes, Changes by Pat Hutchins, children will use table blocks to recreate scenes from story.

Recreated block scenes

K Students will plan out possible settings for retelling of The Three Bears. Drawing of set plans will include house and woods settings.

Set drawings

Children will select music and assorted sound effects to create a background tape to establish mood for a given performance such as In a Dark, Dark, Wood....

Background tape

64

5.1

Pre-K


Standard 5: Critical Response Students will describe and demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings.

Activity Assessment

Role play appropriate and inappropriate scenarios of audience Video of role plays behavior. Discuss why some behaviors are gracious and acceptable and some are not.

Discuss and list types of appropriate rehearsal and performance Chart of acceptable behaviors behaviors.

K During Shared Writing, students will list Great Audience Skills and use list to create class book of audience skills.

Class book

Create a Native American Listening Doll from clay and fabric scraps. Discuss good audience listening skills and demonstrate with Listening Dolls.* *www. artsedge.kennedy-center.org

Demonstration of listening skills

65

5.2


,

Standard 5: Critical Response Students will identify and describe the visual, aural, oral, and kinesthetic details of classroom dramatizations and dramatic performances.

Activity

Examine types of props used in a performance of The Three Pigs. Develop vocabulary to describe different textures and kinesthetic qualities of building materials.

Pre-K

Experimentand make tape of different vocal levels used in dialogue after viewing performance of The Three Bears, Three Goats, or Red Riding Hood.

While reading a story, teacher will stop periodically and brainstorm sound effects that could occur in the retelling of the story. Create ongoing class list of possible sound effects.

K

Students will draw visual representations of scenes imagined in a play of a familiar story. They will peer share and compare illustrations and identify similarities and differences in their versions.

Assessment

Vocabulary list

Audio tape

List of sound effects

Scene sketches

(

66

5.3


Standard 5: Critical Response Students will articulate reasons for particular emotional responses to and personal preferences about classroom dramatizations and dramatic performances.

Activity Assessment

Pre-K Students will articulate personal emotions after a classroom presentation ofAmazing Grace. They will discuss how it feels to be left out and how it feels to be successful at a difficult task.

Teacher recorded responses

After viewing various performances of familiar tales, children will articulate which version they liked best and why.

Verbal responses

K After reading Mrs. Wishy Washy by Joy Cowley will complete a journal response to the end of the story.

Journal responses

Children will respond to a retelling of The Story ofRuby Bridges and share their feelings about being able to take a stand on a difficult issue.

Recorded responses

67


5.4 Standard 5: Critical Response Students will analyze and describe strengths and weaknesses of their own work. (Grades 3 & 4 only)

Activity Assessment

Pre-K Not appropriate for PreK and K.

K

68


5.5 Standard 5: Critical Response Students will give and accept constructive and supportive feedback.

Activity Assessment

Pre-K Generate "bandaid list" of strategies to assist performances to improve Bandaid list such as look as audience, speak slowly, etc.

Role play ways to accept constructive feedback in a positive manner. Role play

K Create class lists of appropriate responses to give helpful, positive, Class list of responses feed back to classmates after performances.

Review video of performances. Stop periodically and make Recorded comments constructive performance based comments.

69

1.1

Visual Arts Strand Learning Standards for Grades PreK- 4

Standard 1: Methods, Materials, and Techniques Students will use a variety of materials and media and understand how to use them to produce different visual effects.

Activity Assessment

Pre-K Shaving Cream Prints: Children will spread thin layer of shaving cream on table or in flat tray. They will then swirl paint onto the surface of the shaving cream. Press white paper on surface to create print.

Lego Prints: Children will dip a variety of Legos or Duplo Blocks into small amounts of different colored tempera paint and then press blocks onto paper to make prints.

Swirling effect will be clearly visible in print.

Completed print will have blocks clearly used as stampers.

K Bubble Art: Children will use straws to create mountains of bubbles in cups of water and dish detergent.(Puncture straw with a pin near top to prevent "sucking up" bubbles.) Put small drop of food coloring on top of bubble mountain. Press paper onto the bubbles to create bubble prints. Ice Painting: Teacher will prepare ice cubes with popsicle stick inserted in each cube and shakers with dry tempera paint. Children will rub ice cubes across finger paint paper or shiny freezer wrap and then sprinkle surface with dry tempera paint.

Bubble print will have clearly visible bubbles in finished print.

Finished product will show blended colors.

70

1.1


Standard 1: Methods, Materials, and Techniques Students will use a variety of materials and media and understand how to use them to produce different visual effects.

Activity Assessment

Pre-K After reading a variety ofEric Carle stories, children will experiment with a variety of materials to create collages.

Collages with assorted media

Using a variety of sizes of bubble wrap, children will experiment with printing with bubble wrap using both popped and unpopped bubbles.

Completed print will have images of both popped and unpopped bubbles

K After sharing a variety of children's literature with a common visual element such as the sun, students will experiment with a variety of materials such as paint, paper, and tissue to create their own interpretations of the sun.

Varied sun representations

Students will use assorted classroom materials such as spools, plastic forks, and car wheels to experiment with making visual effects in clay.

Clay with assorted markings

71

• Visual Arts Strand

Learnin2 Standards for Grades PreK- 4 1.2 Standard 1: Methods, Materials, and Techniques

Students will create art work in a variety of two dimensional and three dimensional media. Activity Assessment

Pre-K Children will experiment with a shaving cream mixture that has Elmer's glue added to it. The added glue will allow the shaving cream structures to dry in a hardened form.

Completed structures

Students will experiment with an assortment ofpipe cleaners to create 3D wired sculptures.

Pipe cleaner sculptures

K Using assorted boxes, cartons, and recycled materials, students will create villages and towns in the style of the children's story, Roxaboxen by Barbara Clooney.

Box village

Children will experiment with a variety ofpapers of different weights and textures to create 3D scultures.

3D sculptures

72

Visual Arts Strand Learnin2 Standards for Grades PreK- 4

1.2 Standard 1: Methods, Materials, and Techniques Students will create art work in a variety of two dimensional and three dimensional media.

Activity Assessment

Pre-K Using pattern block stamps, children will create 2D pattern designs. To prompt ideas, children may want to play with assorted 2D pattern blocks to stimulate ideas of possible patterns and arrangements.

2D stamped patterns

Students will use a variety of precut shapes of various sizes and colors to create 2D shape pictures. (connect to Investigations Lesson: A Circle is a Circle until ...)

2D shape pictures

K Children will look at photos and magazine pictures of different buildings with various architectural styles and then create their own sketches of structures combining different elements.

Building sketches

73


1.3 Standard 1: Methods, Materials, and Techniques Students will learn and use appropriate vocabulary related to methods, materials, and techniques.

Activity Assessment

Pre-K Create a classroom museum where certain areas of the classroom are designated The Sculture Gallery, The Print Room, etc.

Classroom museum tour

Have a classroom scavenger hunt when children hunt for art related vocabulary items such as brush, paint, crayon, paper, painting, sculpture, and collage. Students will identify the items with correct terminology with adult assistance.

Teacher observation

K Create an ongoing Classroom Art word wall. As new art vocabulary is learned, words will be added to the Art Word Wall for reference.

Art Word Wall

After reading an assortment of literature with varied illustrative techniques, children will identify the techniques used with teacher assistance.

List of illustrative techniques

74

Visual Arts Strand Learnin2 Standards for Grades'PreK- 4

1.4 Standard 1: Methods, Materials, and Techniques Students willieam to take care of materials and tools and to use them safely.

Activity Assessment

Pre-K Discuss the safe and appropriate use of scissors. Teacher will model and children will have an opportunity to role play and demonstrate correct tool useage.

Role play

Teacher will demonstrate the correct use of magic markers. Children will model appropriate use, matching uncovered markers to the correct top and clicking the cover closed.

Teacher observation

K Teacher will demonstrate the correct technique for using watercolor paints and brush. Children will practice correct technique and demonstrate to an art buddy.

Peer demonstration

Students will brainstorm and teacher will record a class list of safe ways to take care of art materials and tools. List will be posted in Art Center for reference.

Class list

75

Visual Arts Strand Learnin2; Standards for Grades PreK- 4

2.1 Standard 2: Elements and Principals of Design Students will explore and experiment with the use of color in dry and wet media.

Activity Assessment

Pre-K Children will experiment with various colored sands and sticky contact paper to discover elements of mixing colors.

Sand collage

Students will experiment with color mixing using food coloring, eye droppers, and absorbent paper such as coffee filters.

Coffee filter color bursts

K Establish a paint mixing factory in the Art Center. Students will explore how many shades of a given color can be made with a base color and various amounts of added white paint.

Paint samples

After reading Mouse Paint by Ellen Stoll Walsh, children will experiment with mixing colors using shimmering water blocks and color paddles. They will record their observations and share with whole group.

Share back observations

76


2.1 Standard 2: Elements and Principals of Design Students will explore and experiment with the use of color in dry and wet media.

Activity Assessment

Pre-K

K After using colored chalk to create scene, children will use Kleenex to blend colors.

Completed scenes with blended colors

Patent Leather Painting: Children will experiment with painting using brushes dipped in corn syrup tinted with food coloring. Once dried, the colors will retain a glossy finish.

Glossy finish painting

77

2.2

Pre-K


Standard 2: Elements and Principals of Design Students will explore the use of line in 2D and 3D works and identify a wide variety of types of lines in the environment and in artwork.

Activity Assessment

Children will experiment with line painting using small cars and Line paintings marbles to create various types of line painting.

Students will use lengths of assorted thicknesses and weights of yam to Line paintings dip into paint and create line drawings of different widths.

K After reading Harold and the Purple Crayon by Crockett Johnson, children will create a story using a single colored crayon to tell the main idea of the story.

After viewing art from artists who incorporate line in their work such as Kandinsky and Picasso, children that do a walking field trip with clip boards and record drawings of things they observe that have lines in their structure.

Story with line as main feature

Clip board sketches

78

2.3


Standard 2: Elements and Principals of Design Students will explore the use of textures in 2D and 3D works, identify a wide variety of types of textures in the environment and in artwork, and create representations of textures in drawings, paintings, rubbings. or relief.

Activity Assessment

Pre-K Texture bags: Teacher will prepare assorted small bags ahead of time filled with various textured objects. Children will put hand into bag and describe how object feels using appropriate vocabulary such as soft or smooth.

Students will create texture rubbings using corrugated cardboard, sandpaper, and other types of textured materials. T~ey will put the textured materials under paper and rub the surface with crayon.

I I

Description with appropriate vocabulary

Texture rubbings

K Children will look for examples of texture in artist's paintings as evidenced by brush strokes and layering of paint. They will describe orally and teacher will record how the artist used line and color to create texture.

Students will create paintings with a variety of textures using found items such as plastic forks, combs, bottle caps.

Recording of examples found in paintings.

Texture paintings

79

Visual.Arts Strand Learning---Standards for Grades PreK- 4

2.3 Standard 2: Elements and Principals of Design Students will explore the use of textures in 2D and 3D works, identify a wide variety of types of textures in the environment and in artwork, and create representations of textures in drawings, paintings, rubbings. or relief.

Activity Assessment

Pre-K After exploring a variety of books that incorporate texture such as Pat the Bunny by Rosemary Wells, students will create their own class book with a variety of textures.

Class book

Experiment with creating different textures in paint using found materials such as adding sand or rice to paint.

Texture paintings

K' Create a class rewrite ofBrown Bear, Brown Bear with the focus of Brown Bear, Brown Bear, What Do You Feel? In the story, Brown Bear will explore various textures in the environment.

Class rewrite

80

2.4

Visual Arts Strand Learnin2; Standards for Grades PreK- 4

Standard 2: Elements and Principals of Design Students will explore the use of shapes and fonn in 2D and 3D works and identify simple shapes of different sizes in the environment and in artwork.

Activity Assessment

Shape family with assorted sizes squares, and rectangles. Children will use one color of paint for emphasis and paint a "Shape Family" with small, medium, and large shapes.

After looking at photos and magazine articles of various buildings,

Pre-K Discuss shapes and sizes such a small, medium, and large circles,

Buildings with incorporated have children identify what shapes they see in the buildings. They will shapes then draw their own buildings incorporating assorted shapes.

Recording of block structure After building structures in the Block Center, children will identify and record the types, sizes, and shapes of the blocks used in their structures.

K

Shape mobiles make Shape Mobiles with assorted geometric shapes, yam, and hangers.

After reading The Shape ofThings by Dayle Ann Dodds, students will

81


2.5 Standard 2: Elements and Principals of Design Students will explore the use of patterns and symmetrical shapes and form in 2D and 3D works and explain and demonstrate ways in which patterns and symmetrical shapes may be made.

Activity Assessment

Pre-K After reading Round and Round by James Skofield, children will create an art project various sizes and textures of circles. .

Children will create pattern art using sponges cut into various geometric shapes,

Sponge patterns

K Students will take a neighborhood walk and record on clipboards the patterns seen in various structures.

Clipboard structures

Children will create "Junk Sculptures" made from wood scraps cut into various geometric shapes.

Junk scuptures

82

2.6


Standard 2: Elements and Principals of Design Students will explore composition by creating artwork with a center of interest, repetition, and/or balance, demonstrate an understanding of foreground, middle ground, and background, and define and identify occurrences of balance, rhythm, repetition, variety, and emphasis.

Activity Assessment

Pre-K Children will create patterns with rhythm and balance by doing siniple paper weavings with strips of paper and ribbon.

Paper weavings

Students will explore symmetry and balance by squishing paint blots between folded paper. The resulting composition will be abstract and symmetrical.

Paint blob composition

K Students will use yam and a pre-made wire or grapevine circle to create a simple version of a Native American dream catcher. The yam will be woven around and through the edges of the circle creating a pattern with balance and repetition. Found items such as shells and feathers may be added to create a center of interest. Children will use simple framers made from fly swatters to examine prints of famous paintings and to identify focal points or centers of interest in each painting. They will record focal points found in a chart, "What we found in paintings."

Dream catchers

Chart of focal points

83

3.1

Visual Arts Strand Learnin~ Standards for Grades PreK- 4

Standard 3: Observation. Abstraction, Invention, and Expression Students will create 2D and 3D artwork from direct observation.

Activity Assessment

Pre-K

K

After reading It Looks Like Spilt Milk by Charles Shaw, children will go outside and observe clouds. They will use their observations to guide cloud art representations using shaving cream and glue.

Children will have an opportunity to observe a vase of forsythia or pussy willows in the classroom. They will then create their own observational representation of the arrangement using sticks and finger paint or tissue paper.

As part of science observations of a tree, students will take clipboards and paper outside and make sketches of a tree near the school.

Cloud representations

Floral representations

Tree sketches

Buddy Art: Children will pair up with a friend, observe the features of their friend and then make a 3D representation of their classmate using stuffed paper plates and assorted art media such as paint, paper, string, and fabric scraps.

3D representation of classmate

84


3.2 Standard 3: Observation. Abstraction, Invention, and Expression Students will create 2D and 3D expressive artwork that explores abstraction.

Activity Assessment

Pre-K Children will make abstract swirls on paper with glue. When glue is dry, they will paint over the glue swirls to create an abstract piece of artwork.

Glue swirl painting

Students will glue fabric scraps onto paper and use string to create abstract sections in the manner of stained glass windows.

Stained glass abstract

K After teacher demonstration, students will select a crayon and draw random swirls on paper. They may wish to draw in response to classical music selections. They may then color in the spaces created by the shapes within the randomly drawn lines.

Random line drawing

After reading A Big Mistake by Lenore Rinder (Gareth Stearns Publishing, Milwaukee, 1994), students will begin a painting. Halfway through the painting, students will turn paper upside down and continue to paint from another perspective.

Completed painting from two perspectives

85

Visual Arts Strand Learnin2 Standards for Grades PreK- 4

3.3 Standard 3: Observation. Abstraction, Invention, and Expression Students will create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy.

Activity Assessment

Pre-K After reading Amy Loves the Snow, children will make 3D snow people by stuffing old socks with rice. Bodies will be divided into sections using rubber bands and/or pipe cleaners. Features will be added with fabric or felt pieces.

3D snowpeople

Using a premade mixture of glue and shaving cream (SO/50 ratio) colored with food coloring in shades of blue and green, children will create an imaginative ocean fantasy scene. Mixture will rise as it hardens into a puffy paint consistency.

Puffy paint scene

K Using paper bags and recycled materials, children will create fantasy creatures from their imagination.

Fantasy creatures

Using precut paper shapes, students will recreate their version of a scene from a familiar story.

Story scene

86


4.1 Standard 4: Drafting, Revising, and Exhibiting Students will select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion.

Assessment

Pre-K In honor of Dr. Seuss's birthday, children will each create a section of a mural to honor his work. The mural will be displayed as a walk down Mulberry St.

Mulberry Street mural

Children will select one of their self portraits drawn during the year that best represents their work. Drawings will be compiled into a class book, "We are Artists."

Self portraits

K Children will paint a series of family portraits using tempera paint. After sharing with classmates, they will decide which one best represents their fa~ily. Family portraits will be displayed gallery style for a Family Night Event.

Family Portrait Night

Students will select poems from their favorite poets and illustrate the poems with a selection of art materials. Poems and illustrations will be displayed in school hallways in honor of various poets.

Poetry Gala

87

Visual Arts Strand Learnin~ Standards for Grades PreK- 4

4.2 Standard 4: Drafting, Revising, and Exhibiting Students will select works for exhibition and work as a group to create a display,

Activity Assessment

Pre-K After experimenting with different types of play dough, students will select a type of dough to use and create a sculpture to display in the PreK Sculpture Garden.

PreK Sculpture Garden

Each student will create an individual quilt square using muslin and fabric pens. Adult helpers will stitch quilt together and assist children in hanging quilt for display.

Class quilt

K Each student will create a variety of types of art work such as drawing, painting, and sculpture. Completed works of art will be displayed in the Kindergarten Art Museum with a section for each type of art.

Kindergarten Art Museum

In preparation for a class performance of a play based on a familiar story such as The Very Hungry Caterpillar, students will select a piece of art work that can be added to scenery.

Set for play

88


4.3 Standard 4: Drafting, Revising, and Exhibiting As a class, students will discuss and use criteria for the infonnal classroom discussions about art.

Activity Assessment

Pre-K Students will brainstonn words that could be used to describe art works and place word cards on a word splash for reference.

Word splash

Children will pretend to be art critics in the Dramatic Play area. Using microphones and pretend TVs, they will describe a variety of art work using previously generated vocabulary.

Art critic role play

K Children will generate a list of appropriate questions that can be used to respond to sharing of classmates art work.

Class list of questions

In Writer's Workshop, students will write a simple critique of a sample of art work using art postcards or calendars as models.

Art critiques

89

5.1


Standard 5: Critical Response In the course of making and viewing art, students willieam ways of discussing it such as by making a list of all ofthe images seen in an artwork (visual inventory) and identifying kinds of color, line, texture, shapes and form in art.

Activity Assessment

Pre-K After looking at a variety of art prints by Calder, Chagall, and Kandinsky, students will identify the elements of line and color that predominate in his work.

Class discussion

Children will experiment with creating art work in the style of the Van Gogh using a variety of brushes and thick paint to create brush strokes in his style.

Van Gogh paintings

K After reading The Snowy Day by Ezra Jack Keats, children will create representations of story illustrations. They will describe process of creating illustrations using vocabulary such collage, horizontal, and composition.

Create an Art Words bingo game with elements of art such as color, line and texture. Teacher will display art prints or postcards. Students will identify art vocabulary displayed in print and cover name of element on bingo card.

Snowy day compositions

-

Art bingo

90

5.2


Standard 5: Critical Response Students will classify artwork into general categories such as painting, printmaking, collage, sculpture, 'Pottery, photography, and film.

Activity Assessment

Pre-K Students will sort postcards of paintings and photographs into two categories and identify why each item belongs in each category.

Photo/print sort

Students will experiment with a variety of print making options and display their work as " Our Art Prints."

Art print display

K Students will explore the vast types of art works available in a museum by taking a virtual tour of an actual museum such as The Metropolitan Museum of Art (www.metmuseum.org)

Virtual tour

Using a collection of old art calendars, children will sort through calendar images of art work and sort pages into various categories.

Art sort

91

5.3


Standard 5: Critical Response Students will describe similarities and differences in works and present personal responses to the subject matter, materials, techniques, and use of design elements in artwork.

Activity Assessment

Pre-K After a field trip to a museum, children will discuss works of art seen, describe personal preferences and personal responses.

Personal responses to art work

Students will identify common elements used in the work of Eric Carle such the sun, the leaves on a tree, or a caterpillar and create a personal version of their favorite element.

Eric Carle representation

K Students will examine a variety of artists' renditions on a common topic such as horses, flowers or clowns. They will decide which artist's version is their favorite and describe why.

Personal statement of preference

Students will post preferences to several distinctly different art works displayed by the teacher by attaching different color stickies or post its in order ofpreference in graph format.

Graph

92

BIBLIOGRAPHY

THE ARTS

Dance Strand

Ackerman, Karen. Song and Dance Man. Scholastic, New York, 1988.

Allen, Debbie. Dancing in the Wings. Scholastic, New York, 2000.

Brighton, Catherine. Nijinsky. Doubleday, New York, 1989.

DePaola, Tomi. Oliver Button is a Sissy. Harcourt, Brace, New York, 1979.

Dillon, Leo & Diane. Rap a Tap Tap:Here's BoJangles. Scholastic, NY, 2002.

Fonteyn, Margot. Swan Lake. Harcourt Brace, New York, 1989.

Gray, Libba Moore. My Mama Had a Dancing Heart. Scholastic, New York, 1995.

Gauch, Patricia Lee. Dance, Tanya, Dance. Philomel Books, New York, 1989.

Holabird, Katherine. Angelina Ballerina. Pleasant Company Publishin, 2000.

Isadora, Rachel. Isadora Dances. Viking, New York, 1998.

Isadora, Rachel. Max. McMillan, New York, 1979.

Jonas, Ann. Color Dance. Harper Collins, New York, 1995.

Martin, Bill and Archambault, John. Bam Dance. Holt and Co, New York, 1986.

McKissack, Patricia. Mirandy and Brother Wind. Knoph, New York, 1988.

Rubin, Susan Goldman. Degas and the Dance. Harry Abrams, Inc., New York, 2002.

Sanderson, Ruth. The Twelve Dancing Princesses. Little, Brown, & Co., Canada, 1990.

Slobidkina, Esphyr. Caps for Sale.Harper Collins, New York, 1988

Tachell, Judy. The World ofBallet. Usboume Publishing, London, 1994.

Yolen, Jane. Firebird. Harper Collins, New York, 1994.

Music Strand

Aardema, Vema. Bringing the Rain to Kapiti Plain. Puffin, 1992.

Aliki. Hush, Little Baby. Little Simon, NY, 1968.

Allard, Peter and Ellen. Sing It! Say It! Stamp It! Sway It!, Vol II, 1992.

Barner, Bob. Dem Bones, Chronicle Books, 1997.

Brett, Jan. Berlioz the Bear. Putnam, 1996.

Brigg, Raymond. The Snowman. Puffin, 2004.

Carle, Eric. Dream Snow. Philomel, 2000.

Carle, Eric. Have You Seen My Cat? Aladdin, 1997.

Carle, Eric. The Tiny Seed. Aladdin, 2001.

Carle, Eric. Today is Monday. Putnam Juvenile, 1997.

Cherry, Lynn. The Great Kapok Tree. Gulliver Green, 1990

Cohn, Amy. From Sea to Shiningg Sea. Scholastic, NY, 1993.

Crew, Donald. Freight Train. Greenwillow, 1996.

Curtis, Gavin. The Bat Boy and His Violin. A1addin,200 1.

Czernecki, Stephan and Rhodes, Timothy. The Singing Snake. Reed Business, 1995

Dillon, Leo and Diane. Rap A Tap Tap, Here's Bo Jangles, Scholastic, 1995.

Graham, Carolyn. Jazz Chant Fairy Tales. Oxford University Press, 1998.

Grigg, Carol. The Singing Snowbear. Houghton Mifflin, 1999.

Guthrie, Woody. This Land is Your Land. Little, Brown and Co, 2004.

Hooper, Patricia. How the Sky's Housekeeper Wore Her Scarves. Little & Brown, 1995.

Jeffers, Susan. All the Pretty Horses. Scholastic, 1994.

Jones, Melanie Davis. Pigs Rock.Viking, 1997

Kellogg, Steven. Is Your Mama a Llama?, Scholastic, 1996.

Kennedy, Jimmy. The Teddy Bear's Picnic.Alladin, 2000.

Kuskin, Karla. The Philharmonic Gets Dressed. Laura Geringer, 1986.

Langstaff, John. Oh, A-Hunting We Will Go. Atheneum MacMillan Publishing, 1977.

Langstaff, John. Over in the Meadow. Voyager, 1989.

Martin, Bill. Chicka Chicka Boom Boom. Aladdin, 2000.

Martin, Bill and Carle, Eric. Polar Bear, Polar Bear, What Do You Hear? Puffin, 1994.

McGovern, Ann. Too Much Noise. Houghton Mifflin, 1992.

McPhail, David. Mole Music. Henry Holt, 1999.

Metzger, Steve. Five Little Penguins Slipping on the Ice. Scholatic, 2004.

Milman, Isaac. Moses Goes to a Concert. Farrar, Straus, and Giroux, 2002.

Moss, Lloyd. Zin! Zin! A Violin! Simon and Schuster, 1995.

Munsch, Robert. Mortimer. Annick Press, 1985.

Nikola, Lisa.Shake Dem Halloween Bones. Houghton Mifflin, 2000.

O'Neill, Mary. Hailstones and Halibut Bones.Doubleday, 1990.

Onnerod, Jan. If You're Happy and You Know It.. Star Bright Books, 2003

Palmer, Hap. Can A Cherry Pie Wave Goodbye? Hap Palmet Music, C

Peek, Merle. Mary Wore Her Red Dress. Clarion, 1988.

Plume, Use. Bremen Town Musicians. Dragonfly Books, 1998.

Beck;Ian. Peter and the Wolf. Corgi Childen's Press, 1995.

Raffi. Baby Beluga. McClelland & Stewart, 1983.

Raffi. Down by the Bay. Crown Publishers, 1990.

Raffi, Five Little Ducks.Crown Publishers, 1992.

Raffi, One Light, One Sun. Crown Publishers, New York, 1988.

Raffi, Shake My Sillies Out. Crown Publishers, New York, 1987

Roberts, Ruth. Songs That TickleYour Funny Bone. Michael Brent Publishers, 1991.

Roffey, M and Lodge, B. The Grand Old Duke of York. Whispering Coyote, NY, 1993.

Seeger, Pete. Abiyoyo. Aladdin, 1994.

Sendak, Maurice. Really Rosie. Harper Trophy, 1986.

Sendak, Maurice. Where the Wild Things Are. Harper Collins, 1988.

Shapiro Arnold and,DePaola, Tomi. Mice Squeak, We Speak. Putnam Juvenlile, 2000..

Stewart, Georgianna. Bean Bag Activities and Coordination Skills, Kimbo, CD.

Trapani, Iza. Itsy Bitsy Spider. Weeping Coyote Press, 1993.

Trapani, Iza. Twinkle, Twinkle, Little Star. Charlesbridge Publishing, 1997.

Van Rynbach, Iris. Five Little Pumpkins. Boyd's Mill Press, 1995.

Walter, Mildred. Ty's One Man Band. Simon & Schuster, 1987.

Watson, Wendy. Frog Went A-Courting. Lee and Shepard, NY, 1990.

Wee Sing Series, Price, Sloan, & Stem, N.Y

Wells, Rosemary. My Kindergarten. Hyperion, 2004.

Wells, Rosemary. The Bear Went Over the Mountain. Scholastic, 1998.

Williams, Linda.The Little Old Lady Who Wasn't Afraid of Anything. Harper, 1988.

Williams, Vera. Music, Music for Everyone. Harper Collins, 1988.

Wilson, Karma. Bear Snores On. Margaret K. McElderry, 2002.

Winter, Jeanette. Follow the Drinking Gourd. Dragonfly Books, 1992.

Zuromski, D. The Farmer in the Dell. Little, Brown, 1978

Theatre Strand

Brett, Jan. City Mouse, Country Mouse. Penguin, 2002.

DePaola, Tomi. The Quilt Story. Putnam, 1985.

Fox, Mem. Hattie and the Fox. Aladdin, 1992.

Leaf, Munro. The Story of Ferdinand. Puffin, 1936.

Lionni, Leo. Swimmy. Knopf, 1963.

Potter, Beatrix. The Tale of Peter. Rabbit,Wamer, 1987.

Shore, Diane. This is the Dream. Harper Collins, 2006

Winer, Yvonne. Mr. Brown's Magnificent Apple Tree. Scholastic, 1985.

Versions of Little Red Hen

Galdone, Paul. The Little Red Hen. Clarion, 1985.

Ada. Alma Flor. With Love, Little'Red Hen. Aladdin, 2004

Granowsky, Alvin. Help Yourself, Little Red Hen. Steck-Vaughn, 1995.

,McQueeen, Lucinda. The Little Red Hen .Scholastic, 1985.

Zemach, Margot. The Little Red Hen Farrar, Straus, & Giroux, 1993.

Sturges, Philomen. The Little Red Hen Makes Pizza. Dutton Juvenile, 1999.

Versions of Cinderella

Climo, Shirley. The Egyptian Cinderella. Harper Collins, 1989.

Galdone, PauL Cinderella. McGraw Hill, 1978.

Hooks, William. Moss Gown. Clarion, 1987.

Huck, Charlotte. Princess Furball. Scholastic, 1989.

Martin, Rafe. The Rough Face Girl. llutnam, 1993.

Perlman, Janet. Cinderella Penguin or the Little Glass Flipper, 1992.

Sans Souci, Robert. The Talking Eggs. Dial, 1989.

Steptoe, John. Mufaro's Beautiful Daughters. Lee & Shepard, 1987.

Young, Ed. Yeh-Shen, A Cinderella Tale from China. Philomel, 1982.

Versions of The Gingerbread Boy

Amoss, Berthe. The Cajun Gingerbread Boy.Cocodrie Press, 2004.

Brett, Jan. The Gingerbread.Baby. Putnam, 1999.

Compestine, Ying Chang. The Runaway Rice Cake. Simon & Schuster, 2001

Galdone, PauL The Gingerbread Boy. Clarion, 1983.

Egie1ski, PauL The Gingerbread Boy. Harper Trophy, 2000.

McCafferty, Catherine. The Gingerbread Man. American Education Publishing, 2001.

Takayama, Sandi. Musubi Man: Hawaii's Gingerbread Man. Bess Press, 1997.

Visual Arts Strand

Carle, Eric. The Very Hungry Caterpillar. Philomel, 1981.

Dodds, Dayle Ann. The Shape of Things.Sagebrush, NY, 1999.

Hoban, Julia and Lillian. Amy Loves the Snow. Harper Collins, NY, 1989.

Johnson, Crockett. Harold and the Purple Crayon. HarperTrophy, NY, 1981

Kunhardt, Dorothy. Pat the Bunny. Golden Books, NY, 2001

Keats, Ezra Jack. The Snowy Day. Puffin, NY, 1976.

McClerran, Alice & Cloonery, Barbara. Roxaboxen. Harper Trophy, NY, 2004

Martin, Bill and Carle, Eric. Brown Bear, Brown Bear, What Do You See? Henry Holt & Co, NY, 1996

Rinder, Lenore. A Big Mistake. Garreth Stevens Pubishing, 1994.

Shaw, Charles. It Looks Like Spilt Milk. Harper Trophy 1988.

Skofield, James. Round and Round. Harper Collins, NY, 1993.

Walsh, Ellen Stoll. Mouse Paint. Red Wagon Books, 1995.

HOLYOKE SCHOOL COMMITTEE

Documents

Transcript of HOLYOKE SCHOOL COMMITTEE