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Notes from Speaker:

Art enhancement is solidifying learning in other curricular areas using art.

Always create art opportunities.

Keep the artists ALIVE!

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Eye-Magine: Students warm their hands and then lightly place their hands over their eyes. With closed eyes, they imagine colors and shapes as they’re mentioned

See-Feel-Think-Wonder: Ask students to tell or write about details they see, feel, think, and wonder. If

needed, a frame can be used: I see . . . I feel . . .

Senses Station

- Taste: With closed eyes, try salt, sugar, lemon etc.

- Touch: Reach into boxes holding sandpaper, silk, foil, etc.

- Sight: Examine something using a magnifying glass, cardboard tube, or

kaleidoscope.

- Smell: Sniff perfume strips from magazines, or candles.

- Hear: Play environment sounds, listen to conch shells or shake bags of

unknown objects.

Mystery Bag: Introduce a piece of art or an art project by finding three to five objects that connect to it. Pull each out of a bag and challenge students to solve the mystery about ways they connect.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 273.

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Word Change: Sit in a circle. The first person says a sentence, such as “Mary had a little lamb.” The next person repeats the sentence, but changes one word: “Mary had a little goat.” Keep going all the way around. Challenge: Reverse and slowly return the sentence to its original form

Two Facts, One Lie: List three facts about themselves. One item is false. Students read aloud items. The audience applauds to show which one they believe is the lie. Note: Discuss how to be creative without being obvious

Reverse Web: Form small groups, each with a piece of large paper so everyone can write. One person draws a big circle in the center with a short leg coming out for each person. Each of the student's writes his/her name on one web leg. Discuss what the group has in common and write/draw results in the center. The more unusual the better

Concentration:  Make a tray of items. Direct S to mentally picture/study items for ten seconds. Cover the tray. S then list all they can remember. Variation: S close their eyes and an item is removed or rearranged; they figure out the change. Use small wipe-off boards so everyone can write the missing item and simultaneously display boards.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pgs. 348-351.

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Rhythm Symphony: The leader creates a rhythm and the group echoes it, passing it on and making it increasingly more difficult.

Follow the Leader: Use instruments, either homemade or purchased, then the leader plays different rhythms. Everyone echoes the rhythm.

Name Melody: Work in pairs or small groups to create a melody for each person’s name, or put all the names together to a tune.

Old MacMajor: Use the tune of “Old MacDonald” to learn the key signatures.

Echo Me: Leader begins by creating a series of rhythm by clapping or snapping. Together create a “song." Create a “round” by staggering certain member of the group’s start time.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pgs. 511-513.

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Popcorn:

Spread out around the room and begin walking.

Start tracking 1 person.

When you are near person 1, jump.

Start tracking a second person.

When you pass person 2, freeze for one second.

Still jump when near person 1.

Start tracking a third person.

When you pass person 3, say popcorn.

Still jump and freeze when passing person 1 and 2.

Hang Loose

Relaxed vs tense. Ex: yarn vs pencil. Say a body part and have
students make it tight, then loose.

The Shakes

Stand in a circle. One person starts shaking a body part then
when it is at max shake they make eye contact with another
student and pass the shakes to them in a new body part.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pgs. 435-438.

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Each lesson plan touches on the different subjects we teach on a daily basis and includes all age ranges. I especially like having a Special Education in the high school level because that is what I would like to go into on the SPED side!

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Arts integration will be applied in schools, among all students and ages, to encourage active engagement, higher-order thinking, and social-emotional learning. These desirable characteristics align with the benefits of the arts and encourage the development of the well rounded child.

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MAKE SURE TO ADD PICTURE

Art trading the cards help students develop different ideas from other students, and it enables them to share and collect in an interesting way.

https://assets.ctfassets.net/f1fikihmjtrp/eE5sSFt3HRfjoNiUDhQBL/8a8aefa716518c7dab8f6265a3bccfa7/atc-artist-trading-cards-atc-artist-trading-cards.pdf

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I was absent for this activity but found some instructions on how to complete it and what materials to have on hand.

1. Add three tablespoons of bubble solution and two tablespoons of paint to a cup.

2. Mix the paint and bubble solution together.

3. Place a piece of paper on the grass or a table.

4. Dip the bubble wand or a straw into the bubble paint and then blow out bubbles so they land on the paper.

5. Allow to dry before hanging up the colorful bubble paintings!

https://typicallysimple.com/bubble-painting/#:~:text=Directions%20for%20Bubble%20Painting&text=Mix%20the%20paint%20and%20bubble,up%20the%20colorful%20bubble%20p

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1. Fold paper into thirds.

2. Draw on first third and draw a line leading into next third.

3. Pass it to partner and they will continue the drawing however they want.

4. Repeat the previous step until the drawing is complete.

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I was absent for this activity but found some instructions on how to complete it and what materials to have on hand.

1. Choose a color paper for your project.

2. Cut out a 9″ square from the color paper. Use a RULER-These squares should be as perfect as possible, as uneven sides or angles will skew the exercise.

3. LIGHTLY Draw your designs from the edges into the center of the square. Think of the designs as shapes. You MUST cut from all 4 sides. Do not cut off the corners & don’t go past the center of the paper with any designs.

4. Begin cutting shapes from the sides of the square. Immediately put all shapes into your ziplock bag. DO NOT THROW ANYTHING AWAY!!

5. Glue down the main base in the middle of your background either straight or diagonally.

6. Place all the cut shapes back into the square.

7. Flip shapes & glue down in the mirror image from where it was cut. The basic idea is to cut out the piece, flip it out so that it mirrors the cut out space, and then glue it down onto a 18×24” paper.

https://createartwithme.com/notan-art-lesson-positive-negative-space/

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1. Crumple up a piece of paper.

2. Outline the wrinkles with a dark marker.

3. Color the spaces in between!

https://www.agirlandagluegun.com/crinkled-paper-art-kids-craft/

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Materials: colorful oil pastels, cardboard face shapes, cardboard, and glue.

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1. Start by tearing pieces of cardboard and identifying shapes and face features with the torn pieces

1. Some learners may need parts of the fact labeled.

2. Experimentation is encouraged.

3. Ask students to play with their face shapes to show different emotions.

2. Once a student has settled on their face, use glue to secure face parts to the face.

3. Add color.

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Step into the Painting

Invite students to think like scientists. Display and discuss the scientific process. Focus on observing details and asking questions. As a group, brainstorm observations from a piece of art (e.g., a landscape). Look closely with magnifying glasses. Focus on the content and how the painting might have been made.

Food Murals

Students work in teams to research a food’s origin. Use paint and collage materials to construct a mural to show how food ends up on the dinner table. For example, show how wheat is planted, harvested, processed, baked, wrapped, and delivered to stores.

Pounded Flowers

Collect a variety of fresh flowers. Discuss their names and how they look similar and different. Students then place the flowers on light- colored construction paper and cover them with clear plastic wrap. Pound each flower with a hammer until the color is embedded in the paper. Frame and display.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 298-299.

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Weaving

Weaving is math—counting and creating geometric patterns: odd/even, under/over. Coordinate fabric and paper weaving with culture studies, but point out math connections. Weaving and other crafts also teach how art produces “useful things”—real life connection

Origami Art

Japanese paper folding involves the study of shape, line, symmetry, and angle. Special origami paper in a package with a variety of colors works well and is available from any art supply store.

Art Auction

Students prepare information about pieces of art to “sell” the works. Each student takes a turn at selling and auctioning. Give each a sum to spend at the auction.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 296.

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Art and Literacy Lesson

(ALL)

In the ALL template, the teacher prompts students to inquire into the meaning of a piece of art by examining details and thinking about emotional responses. Visual art is used as a central literacy material to provoke viewing, speaking, listening, reading, and writing. The teacher-directed lesson has an introduction, development, and conclusion, but students can learn to independently use ALLs, with the help of a poster outlining basic steps

Art Walk

Take students on a looking “walk” through picture books to spark their curiosity before reading. Select books with rich illustrations that help tell the story.

Listen and Draw

Partner students and give one a secret object. Sitting back to back, one describes the object while the other tries to draw it.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 288 .

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Immigrant Project

Challenge students to research a real immigrant or invent a composite one. Using facts and details, each student becomes an immigrant and (1) creates a self-portrait in a chosen medium, (2) writes a narrative/monologue about coming to America and performs.

Signature Art

The study of social studies targets respect for individual differences. Show facsimiles of signatures (e.g., on the Declaration of Independence). Give students paper as well as choices of tools and media. Allow time to experiment with writing signatures. Display products and discuss differences in size, color, lines, and shapes. Focus on what makes each different and the effects. Go further to turn signatures into elaborate visual art by adding background, texture, and so on.

Travel Journal

Any historical event that involved a journey can be documented in a journal that includes drawings. Example: Students take the role of Lewis or Clark and sketch eventful images, in sequence from their remarkable trip

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 300.

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Notes from Speaker:

There is no such thing as an "art emergency." Art can be executed in so many different ways, and if I have a student who is fixated on their mistake I can help them using this strategy.

I also really liked how Anna walked around and did one on ones as much as she could. It made it feel like this was a personal project rather than a big group project where your art gets lost with everyone else.

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The Holter employs a variety of platforms, strategies, and modalities to provide access to engagement. We use a multitude of tools to support a culture of self-discovery, curiosity, and wonder. We remove obstacles by using common language, and we use appropriate art education vocabulary when the context calls for it. The Holter actively reaches out and invites audiences to engage with contemporary art and supports them in that engagement.

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Notes from Speaker:

Keep it exciting for yourself, if it is exciting for you then it is exciting for your students.

Keep in mind: problems with TIME

Classroom Suggestion: The Art Book- Big Ideas Simply Explained

Website Suggestions for Art Ideas/Assignments:

https://art21.org/

https://www.youtube.com/user/theartassignment

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We are proud to offer innovative educational programming that elevates the ceramic experience for students of all ages, backgrounds, and abilities.

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https://www.arteducators.org/advocacy-policy/articles/116-10-lessons-the-arts-teach

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The Ultimate Cheatsheet for Critical Thinking

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The Ultimate Cheatsheet for Critical Thinking

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https://am.aals.org/wp-content/uploads/sites/4/2020/01/AM20LawMedicineHealthPovertyPierson-BrownGraphics.pdf

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Pull up a picture and have students pick a character/object that they would like to take the perspective of.

Have them think, pair, and share.

This lessons improves narrative writing abilities, touches on character development, and lets others know there are multiple perspectives.

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Draw a continuum arrow of Most Strong to Weak/Not Strong on the board.

Have students think of a character that resonates the most with them.

Then have the students place their character on the continuum according to their traits.

Discuss as a class for adjustments if need be.

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Card box with notecards-- list ideas/activities for..

Social emotional needs

Energizers/brain breaks

Time killers

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We envision a dynamic curriculum that is grounded in Maslow's Hierarchy, constructivism, creativity, and Piaget’s theory. The method encourages participation, group meaning-making, and creativity generated by unique encounters. Through creative inquiry and the use of the arts as a driving force, we aim to build higher-order thinking. Our instructional method offers social-emotional learning, fostering creativity as learners take chances and advance their overall growth.

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ELA -- narrative structure, story telling structure-- social studies

Performance Focus

Children's Literature through Drama

Process Focus

Concentration, Stimulus/Response, Personal Experiences

Problem-Solving approach

Figure out sink-or-swim situations

Real- World Reflection

Mirror or Magnifying Glass

Seeing and Doing

Enhance Literacy

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Two column notes generates ideas in an organized manner.

Paper and pen notes traces path of learning to help students remember content.

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Notes from Speaker on Puppets in the Classroom:

It is important to give your puppet focus. Look at them while you are talking and have the puppet focus on the audience.

Allows students to put distance from themselves and the puppet.

Young Students-- Like to watch but is abstract if they have to perform sometimes.

Students can be more talkative to the character and give them more confidence.

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What's Happening in Helena MT | The Myrna Loy

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The Myrna Loy in Helena, MT, offers exceptional special events in a vibrant cultural setting. Explore unique experiences and artistic gatherings today!

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Parade/pageant

Bunraku-- teamwork emphasized

Object-- easy to manipulate in classroom

Finger puppets

Sock puppets-- enter the space, look around, tell the joke, exit

Hand puppets

Marionette

Popsicle Stick puppets

Shadow-- excellent science lesson

Hand & rod/muppet

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Have a puppet lead a movement warm up and do any type of movement with sounds!

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Story telling, student takes the character in the middle, then when they hear whoosh they exit the middle.

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Drawing

Painting

Printmaking

Collage

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How did it make you feel?

The eye puppets made me feel silly at first, but I felt that it was led so well and confidently that I eventually gained confidence.

What surprised you?

I was surprised by how much life you can give to anything you find. You can give things voice, movement, and focus.

What connections do you see to curriculum for Elementary Ed?

This could be connected in narrative or story telling.

Deliver social/emotional supports through puppets.

Learn rhymes and songs.

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Play Script Resources:

http://www.aaronshep.com/rt/RTE.html

https://www.mrsjudyaraujo.com/free-readers-theater-scripts/

https://www.readinga-z.com/fluency/readers-theater-scripts/

https://thewiseowlfactory.com/readers-theater-free/

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Gets students moving.

Students have to read music and associate sound beats with it.

If students get to clap, they learn how to clap on beat.

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Four Corners Game: Classroom Brain Break | Rhythm Edition!

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Music is a way for people to celebrate culture.

Students can use music to learn how to sing in a different language.

Famous song "The Lion Sleeps Tonight" was originates in Zulu.

Zulu is a part of everyday life and culture.

Zulu music connects traditional elements with contemporary aspects.

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Polypad is a collection of interactive digital manipulatives designed to be used by both teachers and students

Resource for Teacher To Implement:

https://static.mathigon.org/polypad.pdf

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Musical Day Instrument - Polypad - Polypad

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Unleash your creativity with the world's best virtual manipulatives!

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I found this website that incorporates a lesson plan, learning objectives, success criteria, and evidence of student learning. I think this could be used in addition to having students create their own instrument!

https://letstalkscience.ca/educational-resources/lessons/design-build-a-musical-instrument

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Music- Sound patterns over time intended to express moods, ideas, or feelings.

Purposes and roles of music- Used to understand and express thoughts and feelings, just as in the language arts of reading, writing, speaking, and listening. Music, however, is not limited by words.

Music elements and concepts- A music Element is Rhythm, within this element is the concepts… Beat and Accent, Syncopation, Meter, etc.

Music processes and skills- Music is the "natural extension of the human spirit [that] has a place in any study that examines people's courage, creativity, inventiveness, and resiliency (i.e. the entire curriculum)." (471)

Musical instruments- Teachers can use all kinds of instruments in the classroom - commonly strings, brass, woodwinds, and percussion. Electronic instruments, such as Garage Band, are a uniquely accessible form of instrument for students.

Genre, forms and styles- Style refers to the elements within music that make it distinctive.

People- A person could be a "composer, musician, singer, conductor, sound engineer, critic, and teacher." (474)

Music materials- There are many important considerations regarding music materials. One of these is the necessity to introduce students to a multitude of different cultures, time periods, genres, and patterns. (475)

Teaching approaches- There are various approaches to how to teach music in a classroom that have been created throughout time. One is eurythmics which uses "control of balance and body movements, along with the use of the senses. (477)

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.)

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Musical season stories: Play music associated with different seasons and have students pantomime seasonal activities or events, such as flowers blooming in the spring. Students can have an accompanying writing assignment about the development of a flower, for instance.

Bird songs: After teaching students different bird songs, allow them to use instruments (such as a recorder) to imitate the sounds that birds sing.

Rainstorm simulation: Have students imitate a gradually approaching rainstorm by rubbing palms together, snapping, clapping, and stomping (crescendo), then simulating the rainstorm gradually passing (decrescendo).

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) Pg. 530.

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Songs for Teaching: Websites like Songs For Teaching provide categorized lists of songs (Some include printable lyrics and teaching tips). Youtube and Flocabulary are also helpful for teaching videos.

Writing Math Songs: Students work at a higher level when they write their own songs especially ones that summarize math content.

Shape Composition: Students need 15 to 20 pieces of geometrically shaped paper In groups, challenge students to lay out a pattern they like and then decide on a sound for each shape using rhythm instruments.

Note Math: After learning the symbols for whole, half, quarter, eighth, and sixteenth notes, challenge students to create and solve and note math problems.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) Pg. 527-529.

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Songwriting:  Writing a song or poem about the characters, plot, theme, or setting of the book they are reading.

Background music read-aloud: Choose a part of the story and allow students to create instrumentation or find music that would suit the theme or mood as background music.

Singing words: Reading a section, paragraph, or phrase out loud and allow students to add music elements (e.g. dynamics, tempo or pitch) to make the print sing.

Poetry: Analyzing the musical elements found within a poem and allowing students to add instrumental elements (rhythm, beat, etc.) while reading out loud.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) Pg. 521-524.

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Music and Culture: Begin teaching about a different culture by playing some of the music from that culture. Ask the students about how it makes them feel, what it might mean to the culture, and how it may be similar or different then the music they listen to.

Summary Songs: Creating songs to summarize an important event in history is a great way for students to remember what they have learned.

Continent Songs: There are great songs that are on Youtube that can help the students to memorize the continents, or have students create original ones to familiar tunes. This also works for the States.

How Instruments Began Teach students about early human history and how they made music with stones and wood instead of instruments. Bring in stones and wood and have students try to create a song using those as their instruments.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) Pg. 531-533.

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Pantomime: Acting without words/sounds. Using your imagination to communicate with body shape, movement, and facial expressions.

Mirror Me: Student A will pretend to be a well known character and Student B will act as the “mirror” and mimic the actions. The goal is to have both students align their reactions so that an observer can not tell who the “reflection” is.

Pair Pantomime: With a list of actions that require two people, students will act out as many actions in their pairs as they can in a specific amount of time.

Count-Freeze: Give students a general topic (things you do at school), they quickly try to mime out as many things as they can in 10 seconds

Mystery Bag: Students pretend to pull out an item and act out qualities. Peers must guess what the person is acting.

Emotion Pantomime: Have students act out emotions they might be feeling in certain detailed situations

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 353-356.

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Improvisation: Involves “thinking on your feet." Created spontaneously or without preparation. Actors must think creatively and may use pantomime or add words for effect.

Sound Effect Stories: As the teacher reads or tells a story, students will add simple sound effects using their voices or other instruments. First, read the story aloud and ask students to list sounds heard or suggested.

Volume Control: Brainstorm sound categories like short vowels, city sounds, kitchen sounds, sounds from any story or unit. stands in front of class, calls a category, and “turns up” the volume or “turns it down.”

One-Liners with Pictures/ Props: Students change their voices (dynamics, tempo, pitch, pause, stress) appropriate to a role related to a picture or object. Students could assume the role of items or people within the picture and take turns saying one liners.

Character Talk: Use to review any material. Students write important sentences or phrases from stories or a unit on cards. Mix cards, then have students draw a card and read them aloud in a role of a character.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 359-360.

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Daily Math Mime: Brainstorm a list of ways people use math every day (e.g., cook, give change, sew). Pairs plan a one- to two-minute pantomime of an example. After class performance, the audience describes what they saw that gives clues to the math connection.

Break it Down Mime: Pairs become an “answer” and plan mime combinations to reach the answer. Example: 27 = 20 wiggling fingers plus 4 blinking eyes plus 2 ears plus 1 wrinkled nose.

Math Commercials: Challenge students to create ads to sell particular math concepts or skills such as fractions, time, and division. The goal is to convince the audience they need this math form

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 370.

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Antonym Pantomime: Students will draw a card with 2 antonyms on it and then pantomime one of those words. Another group of students must guess the opposite of what the student is performing.

Rhyme Change: Students will use rhymes and poems and alter their wordplay. Students will change rhyming portions of the literature.

Spelling Mime: Students will mime each letter in a word or thing.

EX: CAT = cup plus apple plus typing

Pretend and Write: Students will take on a character from literature/artwork and write a letter, chant, or note as that person.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 367-369.

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Costumed Interpreters: dress up as historical characters and do talks. Ask the students to do research using the five Ws and H questions. You can see different historical costumes with the Costume website

Biography Drama: students read  a biography from historical period. In the biography students share actions to pantomime, special events, and important scenes. They can incorporate  actual words the person used or conflicting positions the person took.

Famous Portrait Monologues: Show portraits of famous figures. Students will research one person on the art and do a one minute monologue about the individuals times, problem, values, economics, ect. Then students will present their monologues in character, speaking first person

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 372-374.

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https://www.readwritethink.org/classroom-resources/lesson-plans/color-poems-using-five#ResourceTabs4

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What value does dance have in your life?

Can be expressive. I danced when I was younger, I danced and it helped me learn discipline for the sports I played later in my life.

How will you find out what value it holds in your students' lives and why does that matter?

I would like to learn how to incorporate the expressive ways into my students lives. It is important because we need to be multifaceted teachers. Hannah had the great idea of how it can decompress a serious situation.

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Indispensable Communication Vehicles

Develop Complex Thinking Process Needed for Creative Inquiry

Integral to Real Life

Develop Vital "Soft Skills"

Increase Sensitivity and Cooperation

Develop Self-Control and Confidence

Involve Integrated Brain-Body-Soul Work

Promote Health

Satisfy Aesthetic Need

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Definitions of dance

Purposes and roles of dance

Dance elements

Dance processes

Genre, forms, and styles

People of dance

Sources for dance-related materials

Teaching approaches

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Considerations:

We do not laugh at one another. (Classroom Aesthetic)

How Can You Apply This To A Classroom Setting:

Time period dances, song dances, cultural dances

Sequential Order

Time frame

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Dance It Out with Dance Charades Cards: Super Popular Moves & Styles

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Get your groove on by pairing our super cool dance charades cards with a game of speed charades. It’s the most fun you can have at home!

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Dance Machine

Students stand in a circle.

One student does a simple dance move/movement.

The next student repeats this move and adds on another move.

This continues until all students have added a move and are moving simultaneously with the same moves as a “machine”.

Cumulative Name Game:

In a circle, have each student create a movement that matches the syllables in their name. Then, the circle must repeat everyone’s names and movements.

Walkarounds:

The students walk to different drum beats or songs with different tempos.

Imagination Walk:

Students take turns pretending to walk to different destinations with only movements and the other students must observe, describe, and guess where they are going.

Invisible Ball Bounce:

Students bounce an imaginary ball with different body parts and change the type of ball, the energy, and the speed.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pgs. 439-441

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Environmental Walk

Brainstorm different environments and move how an animal in that environment might move.

Think Like a Scientist

Explain the scientists take observations and collect data. Brainstorm different animal
movements. in pairs, one student writes observations while the other does different
movement.

Introducing Science Vocabulary

Identify vocabulary in an upcoming passage. Define the terms and create movements for
each word.

Dancing Animals/Endangered Species

List animals and their movements. Experiment with doing the movements to music. What if
the animal is endangered and lacks resources? How does that change their movement?

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pgs. 450-452.

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Geometric Shapes:

Everyone walks around and a leader says a shape. Then, when the leader says freeze, all students freeze in that shape.

Angles and Degrees:

Tape a large rectangle on the floor so that students can stand in it. Then, a leader says directions for students to make different angles in and related to the rectangle with their bodies and arms.

Number Shapes:

Students make their bodies into shapes of numbers.

Octet Dance:

Students form groups of 8 and each show a movement or shape to the group one at a time. The students add on to each others movements so that by the end they have a whole choreographed dance and can perform it.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pgs. 447-449

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Real-Life Rituals: Brainstorm ritual movements from different cultures (e.g., greetings, farewells). Divide into pairs and portray each in various ways using different body parts, moves, steps, space, energy, and time.

Shape Break: Stop in the middle of a lesson and tell students to create a body shape to express an emotion or idea. Use a drum to signal freeze and Stop to TOT (tell one thing).

Get to Work: Brainstorm ways people work: picking, washing, sweeping, raking, fixing. Each person or small group creates a work dance based on a real or imaginary prop associated with work (e.g., broom) and moves in creative ways. Music can be added. Dance should have a clear beginning, middle, and end.

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pg. 453

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**Tool to Decompose Vocabulary

1. Hold up landscape

2. Fold into fourths

3. Fold the "fourthed" piece of paper into a dog ear

4. Outline the folded lines

5. Vocabulary term goes into middle diamond

6. Definition in top left corner

7. Drawing in top right corner

8. Example in bottom left corner

9. Non-Example in bottom right corner

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Can use props

There is no concrete way to develop the Brain Dance.

It can be really important for students who missed some of these major developmental movements for the students.

These movement patterns integrate the body.

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Time keeper and clock

Time keeper moves the clock's arm.

Clock gives time for the time keeper to move it to.

Short arm and long arm

Make it more difficult by making the person the time keeper and clock because it is reflected.

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Ice - Cold - Slow - Stiff - Near

Liquid - Warmer - Medium - Flowy - In the Middle

Gas/ Vapor - Hot - Fast - Bouncy - Far Apart

Activity:

Move as the states of matter-- can be as a whole group, small group, individual.

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Dance Integration: 36 Lesson Plans for Science and Math

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Dance Integration: 36 Lesson Plans for Science and Math

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Students will say their name and associate an action that goes with the syllables of their name.

Example: Kenn-e-dy (three fist bumps matching the syllables)

Students will say their name and create an action that creates the first letter of their name.

Example: Isabel: Jump straight up, poke a dot in the air mimicking an "I"

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Notes from Speaker:

Refer to dance as movement because teachers will claim that they cannot "dance."

Movement can be involved in any type of learning.

Examples:

Telling time with your body.

Angles with body.

Area and Perimeter- tape yarn down on the floor, what body part can you measure with (Aresa: 2 hands by 3 hands = 6 hands)

Middle schoolers engage more with props

Good for Special Ed. Classes

Life Cycle of a Frog

Life Cycle of a Butterfly

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Cohesion Dance Staff

Founder & Artistic Director

A native of Helena, Tanya is the Founder and Artistic Director of Cohesion Dance Project (CDP), in Helena MT. She established CDP in 2012 with a welcoming spirit and a desire to provide access for all to experience the joys of dance and a broader spectrum of performance opportunities.

Tanya received her Master's of Physical Therapy degree in 2000 and danced professionally, with various companies including Ricochet Modern Dance Theater, in Richland, WA and Keshet Dance Company in Albuquerque, NM where she also worked as the Outreach Coordinator and Rehearsal Assistant. While at Keshet, Tanya worked with a range of dancers from beginners to professionals in class and choreography and led their unique adaptive dance program for people with disabilities. She danced several lead roles in Shira Greenberg's Nutcracker on the Rocks™, and experienced first-hand the powerful effect that mentorship and collaboration can have on every individual involved in a production.

Tanya currently teaches modern dance at Creative Arts Center in Helena, as well as modern and modified technique classes through CDP. She worked as a pediatric physical therapist for 14 years, but currently focuses her time developing and expanding dance opportunities through Cohesion Dance Project.

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Cohesion Dance Project Staff l Cohesion Dance Project l Helena, Montana

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Our wonderful team at Cohesion is dedicated to providing a fun and enriching experience, no matter the dancer's skill level. When you join us for a class, you will feel the difference! If you're interested in employment opportunities, please contact us.

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Check out this Presentation designed by Tess Prendergast.

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Minds-On: Research and Understand the Problem; 20 - 30 minutes; Large group; Students learn about the different types of musical instruments

Action: Design, Build and Test a Prototype; 40 - 60 minutes; Small group; Students design, build and test a musical instrument

Consolidation: Communicate the Solution; 20 - 30 minutes; Individual; Students show and share their musical instrument with the class and complete a reflection

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Educational Resources: Students will learn about the properties of sound as they design, test and build a musical instrument.

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Includes materials needed, activities, differentiation, assessment, and extension activities.

Grade Kindergarten- 1st grade.

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The students will classify objects by physical properties, communicate dance through choreography and understand patterns, addition and subtraction using objects. Math and Dance are addressed in this lesson as a way for students to create equations through choreography and sequences. They work well together because students are creating a dance and movement with transitions between each addition and subtraction equation.

How are the textures different and similar between each material?
What is the relationship between addition and subtraction?
How can combining different colors to create shades relate to addition and subtraction?
How can we create an image using dance movement?

Materials

Music (for dance)
T-shirt strips (different solid colors)
Tissue paper
Burlap
Denim
Silk
Chart paper and markers
Paint (if wanted for extended lesson)
Already made rubric

Activities

1. Introduce properties in science (comparing and contrasting textures, colors, and shapes).
a. Show students the different materials (t-shirts, silks, tissue paper, burlap sack, etc.) and hand out two materials to however many groups of students. Give students time to discuss what they feel and see and share out for teacher to place ideas on a t-chart.
b. How are these items similar and different? Give students time to discuss with group and share out for teacher to place on chart paper.
2. Remind students what we have been learning in math this week. (addition and subtraction).
3. Tell students they will be creating a dance using the materials given to their group.
4. Once students are in their "dance space" in the classroom, have students create the first act where they will create a pattern using the materials.
5. Give students time to practice then share to class. Give students 1 minute to revise after each share.
6. Repeat steps with second act involving addition and third act involving subtraction.
7. Students will also create transitions between each act (different levels, space, direction, sound, movement)
8. Once groups are ready, have them perform their dances with teacher added music in the background.

Differentiation Approaches

1. Keep lesson hands-on kinesthetically.
2. Have students collecting the materials to help with attention.
3. Let students be helpers within the classroom.
4. Keep students talking and retelling directions.
5. Directions with visual cues.

Assessment

Students will have a rubric with expectations from dance performance and will perform the dance performance involving a subtraction and addition equation.

Follow Up and Extension Ideas

Students will create a written or drawn sequence of their performance. Depending on age, students can also give a verbal explanation of their performance.

Extension ideas include using paint to mix colors and creating equations with paint mixtures after reading a piece of literature related to color and shape. Another idea includes creating a dance using shape forms (2-D and 3-D).

Additional Details

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The students will classify objects by physical properties, communicate dance through choreography and understand patterns, addition and subtraction using objects. Math and Dance are addressed in this lesson as a way for students to create equations through choreography and sequences. They work well together because students are creating a dance and movement with transitions between each addition and subtraction equation.

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A poem in the shape of a what you are talking about

Use adjectives

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Years 1 or 2-4: Characteristics of lines; becomes more controlled

Year 4: Notice shapes, symbols are representations

Year 5 or 6: Commonalities in drawings; fixed positions; 2 dimensional

Year 7+: Motor skills and spatial awareness improved; communication of art

Notes:

Helpful watching fine motor skills.

Important in determining a delay or concerns in development.

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For children, art is a way of learning and not something to be learned. Viktor Lowenfeld

Research shows that teaching kids to draw can have multiple benefits. How do we teach kids to draw? Does each kid go through different stages as they get older? Yes, they do! Each stage comes with its unique set of challenges, joys, limitations, and ways to help them improve.

How does a child learn to draw, and what can you expect from them? How can you assist them in learning to draw?

1. The Stages of Drawing

2. Scribbling Stage (18 mo.-4 yrs.)

3. Pre-schematic Stage (3.5-7 yrs.)

4. Schematic Stage (5-9 yrs.)

5. Pre-realism (Gang) Stage (8-12 yrs.)

6. Pseudo-Naturalistic (Realism) Stage (11-14 yrs.)

7. Decision-making Stage (14-17 yrs.)

The Stages of Drawing

Here are some characteristics of the different phases for artistic development. Remember that they're not set in stone, because each child develops at their own pace.

Each child progresses through the same developmental phases, but each one moves through them at their own rate. Also, children may move back and forth between different stages as they progress into the next phase.

These stages of drawing development were defined by Dr. Viktor Lowenfield in his 1949 work, " Creative and Mental Growth."

Scribbling Stage (18 mo.-4 yrs.)
The child loves the process but not too concerned about the results yet.

As soon as children learn to grab a pen, their attention turns to making marks wherever they can. In these earlier stages they're focused intensely for a brief period of time, but then move fast on to another activity.

This scribble stage is a critical part of early childhood because it helps children develop their hand-eye coordination and fine motor skills.

Characteristics

1. Random scribbling.

2. Purposeful scribbling.

3. Naming scribbles.

How to encourage children at home or in the classroom

Suitable creative activities

Pre-schematic Stage (3.5-7 yrs.)
The child loves the process and is proud of the result.

Patterns begin to emerge in children's drawings. A child draws a pattern and then label it as a representation of things.

Children start to draw a human figure by merging the circle with lines. Initially, these figures resemble "tadpoles" or "head feet" symbols. It is not uncommon for children's first depictions of the figure to be highly unrealistic or to lack body parts.

The art of drawing or painting helps children develop their own sense of identity by allowing them to explore different self-images before they arrive at a satisfactory one. Art plays an important part in defining who we are at this stage.

Characteristics

How to encourage children at home or in the classroom

Children enjoy discussing their drawings. When they're finished, ask, "Can you tell me about it?" and listen.

Develop looking skills by pointing things out: fall colors, interesting rocks, details on clothing, etc.

Don't force or encourage children to draw beyond their current stage.

Suitable creative activities

Schematic Stage (5-9 yrs.)
Children have their own style, which is recognizable by adults.

By this point, children have clearly established a shape for each object they're trying to communicate. They often have a drawing schema. The drawing is being developed in a specific order.

The sky and the ground are clearly separated in these drawings. The ground is represented with green color at the bottom of the page while the sky is a blue line at the top edge.

Things no longer float on the page but are placed resting on the ground. More important things are drawn larger than less important things.

Characteristics

How to encourage children at home or in the classroom

Children are rapidly developing perceptual abilities. Help them discover the details in their environment. Show them how to look closely and observe.

Don't be concerned about the baseline, skyline, or corner sun. They're easy for kids to understand. They are not developmentally prepared to draw in a different manner.

Refrain from correcting children's drawings; this can stifle the development of their unique styles.

Connect projects to their daily life.

Suitable creative activities

Pre-realism (Gang) Stage (8-12 yrs.)
The inner critic appears

Children are becoming more critical of their own work. It becomes clear for them that drawing objects in a structured order isn't enough. Although a schema is still used to create drawings, it gets more complicated than in previous stages. Overlap is visible, and a sense of spatial relationships is more apparent.

Characteristics

Loss of rigid symbols.

Detailed drawings.

Still somewhat symbolic.

Sky down to the horizon.

Attempt at depth.

Can't grasp shading.

Care what peers think.

How to encourage children at home or in the classroom

Suitable creative activities

Pseudo-Naturalistic (Realism) Stage (11-14 yrs.)
The result becomes most important to the kid

Drawings are now displaying the use of value and light. At this age, kids are extremely critical of their own success. The drawing is only as good as the level of realism they are able to achieve and frustration is all too common. It is especially important to encourage them.

Characteristics

How to encourage children at home or in the classroom

Suitable creative activities

⚠️ Crisis Period: This occurs for the majority of people during early adolescence. Most will decide that it is not worthwhile to pursue art, and their style will plateau at the Pre-realism or Pseudo-Naturalistic stages. Without encouragement or instruction most kids will stop drawing for pleasure.

Decision-making Stage (14-17 yrs.)
The drawings show their unique voice

At this point, teens will decide whether to continue drawing or dismiss it as a pointless activity. Because of high self-criticism inherent at this age, many teenagers (almost young adults) regard drawing as a talent that they lack.

Others, on the other hand, choose to continue fine - tuning their drawing skills and growing as artists. It is critical to encourage them to continue drawing regardless of their skill level as, with practice, any level can be attained. This drawing stage is perhaps the most important in an artist's development.

Characteristics

Choose to master skills and media.

Can use perspective correctly.

Make purposeful choices to add emphasis, feeling, and their own interpretation to the artwork.

How to encourage children at home or in the classroom

Remember that the majority of kids will not become working artists. Demonstrate how they can use art in their daily lives.

If you are able, explain art history, criticism, and analysis in order to provide a well-rounded experience.

Allow kids' voices to shine through in their work. Let them choose projects, media, and timelines whenever possible.

Keep in mind that kinesthetic learners will draw in a different way than visual learners.

Suitable creative activities

Before you go

Drawing in childhood is a fascinating topic. If you've been curious about the drawing stages of children I am sure you know the benefits of drawing in their development and how it helps to improve their creativity. If you want to encourage your kids to draw don't miss this useful information:

To learn more
By Viktor Lowenfeld

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Drawing Development in Children: The Stages from 0 to 17 Years - Little Big Artists

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Children go through different drawing stages as they grow. Learn the unique set of challenges of each stage and ways to help them improve.